Citations (32)
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José Domingo Villarroel, Maria Merino & Alvaro Antón. (2023) Young children’s spontaneous use of isometric and non-isometric symmetries: a study regarding their unprompted depictions of plant life. Journal of Biological Education 57:5, pages 971-985.
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Esther Cascarosa, Beatriz Mazas & Ester Mateo. (2022) Are early-years-children able to use magnifying glasses and dichotomous keys to observe, compare, classify and identify small animals?. Journal of Biological Education 56:2, pages 222-241.
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Xabier Villanueva, José Domingo Villarroel & Alvaro Antón. (2021) Young children’s drawings of plant world: a cohort study analysing pictorial content. Journal of Biological Education 55:3, pages 225-237.
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Rachel E. Wilson & Leslie U. Bradbury. (2021) Assessing early primary students’ growth in a science unit using multiple modes of representation: investigating the promise of explicit drawing instruction. International Journal of Science Education 43:8, pages 1341-1364.
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Oihana Barrutia & José Ramón Díez. (2021) 7 to 13-year-old students’ conceptual understanding of plant nutrition: should we be concerned about elementary teachers’ instruction?. Journal of Biological Education 55:2, pages 196-216.
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Alexandros Amprazis, Penelope Papadopoulou & George Malandrakis. (2021) Plant blindness and children’s recognition of plants as living things: a research in the primary schools context. Journal of Biological Education 55:2, pages 139-154.
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Jerónimo Torres-Porras & Jorge Alcántara-Manzanares. (2021) Are plants living beings? Biases in the interpretation of landscape features by pre-service teachers. Journal of Biological Education 55:2, pages 128-138.
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Renia Gasparatou, Marida Ergazaki & Nikolitsa Kosmopoulou. (2020) Using Philosophy for Children to introduce the living/non-living distinction in kindergarten. International Journal of Early Years Education 0:0, pages 1-16.
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José Domingo Villarroel, Alvaro Antón, Daniel Zuazagoitia & Teresa Nuño. (2018) Young children’s understanding of plant life: a study exploring rural–urban differences in their drawings. Journal of Biological Education 52:3, pages 331-341.
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Rachel E. Wilson & Leslie U. Bradbury. (2016) The pedagogical potential of drawing and writing in a primary science multimodal unit. International Journal of Science Education 38:17, pages 2621-2641.
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Ying Tao. (2016) Young Chinese Children’s Justifications of Plants as Living Things. Early Education and Development 27:8, pages 1159-1174.
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Abdeljalil Métioui, Fathi Matoussi & Louis Trudel. (2016) The Teaching of Photosynthesis in Secondary School: A History of the Science Approach. Journal of Biological Education 50:3, pages 275-289.
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José Domingo Villarroel. (2016) Young Children’s Drawings of Plant Life: A Study Concerning the Use of Colours and its Relationship with Age. Journal of Biological Education 50:1, pages 41-53.
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Articles from other publishers (19)
Raquel Muguerza Olcoz. (2022) El dibujo infantil del mundo vegetal y la comprensión del concepto de ser vivo en España y República Dominicana. Revista EDUCARE - UPEL-IPB - Segunda Nueva Etapa 2.0 26:2, pages 287-309.
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Isabel Zudaire, Raquel Buil, Irantzu Uriz & María Napal. (2021) Mars Explorers: A Science Inquiry-Based Learning Project in Preschool. International Journal of Early Childhood 54:2, pages 297-320.
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Ilargi Zaballa, Maria Merino & José Domingo Villarroel. (2022) Children’s Drawing of Plant Life in the Time of COVID-19: An Analysis of the Changes Related to Content and Colour over a Two-Year Period. Children 9:6, pages 862.
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Ferhat Karakaya, Seyda Bozkurt & Mehmet Yilmaz. (2022) Developing Preschool Students’ Awareness of Living Things: Fungi in Nature. Pedagogical Research 7:1, pages em0116.
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Fernando Espinoza. (2021) Does Size Matter? Animal, Living and Non-Living Classification, Implications for Teaching. International Journal of Educational Methodology 7:3, pages 465-472.
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Kimberley Beasley, Libby Lee-Hammond & Sandra Hesterman. (2021) A Framework for Supporting the Development of Botanical Literacies in Early Childhood Education. International Journal of Early Childhood 53:2, pages 119-137.
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Ilargi Zaballa, Maria Merino & José Domingo Villarroel. (2021) Children’s Pictorial Expression of Plant Life and Its Connection with School-Based Greenness. Sustainability 13:9, pages 4999.
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Fotini Bonoti, Vasilia Christidou & Georgia Maria Spyrou. (2019) ‘A smile stands for health and a bed for illness’: Graphic cues in children’s drawings. Health Education Journal 78:7, pages 728-742.
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Jana Fančovičová & Pavol Prokop. (2019) EXAMINING SECONDARY SCHOOL STUDENTS’ MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS. Journal of Baltic Science Education 18:4, pages 549-557.
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Paula Comeau, Christina L. M. Hargiss, Jack E. Norland, Alison Wallace & Anthony Bormann. (2019) Analysis of Children's Drawings to Gain Insight into Plant Blindness. Natural Sciences Education 48:1, pages 190009.
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José Domingo Villarroel, María Merino & Álvaro Antón. (2018) Symmetrical Motifs in Young Children’s Drawings: A Study on Their Representations of Plant Life. Symmetry 11:1, pages 26.
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Gabriel Araujo Sodré, Paula Cardoso Ferah, Helena Roland Rodrigues Lima, Luana Vieira Campos, Cristina Maria Carvalho Delou & Neuza Rejane Wille Lima. (2018) Phenotypic Plasticity of Boldo Mirim (<i>Plectranthus neochilus</i> Schlechter) within Rach of Children from Second Degree of Elementary School. Creative Education 09:09, pages 1359-1376.
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José Villarroel & Xabier Villanueva. (2017) A Study Regarding the Representation of the Sun in Young Children’s Spontaneous Drawings. Social Sciences 6:3, pages 95.
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Xabier Villanueva. (2017) El aprendizaje de las plantas como seres vivos: Una metodología basada en el dibujo infantil. IKASTORRATZA.e-journal on Didactics, pages 106-123.
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José Domingo Villarroel, Álvaro Antón, Daniel Zuazagoitia & Teresa Nuño. (2017) Young children’s environmental judgement and its relationship with their understanding of the concept of living things. Environmental & Socio-economic Studies 5:1, pages 1-10.
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José Domingo Villarroel & Olga Sanz Ortega. (2016) A study regarding the spontaneous use of geometric shapes in young children’s drawings. Educational Studies in Mathematics 94:1, pages 85-95.
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Amauri Betini Bartoszeck & Sue Dale Tunnicliffe. 2017. Drawing for Science Education. Drawing for Science Education
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Heather L. Petcovic, Carol J. Ormand & Bob Krantz. 2016. 3-D Structural Interpretation. 3-D Structural Interpretation
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Amauri Betini, Claudete Rosa, Bernadete Rocha & Sue Dale. (2015) Concepts of Plants Held by Young Brazilian Children: An Exploratory Study. European Journal of Educational Research 4:3, pages 105-117.
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