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Lauren Hoyer & Warwick W. Hastie. (2023) Geoscience undergraduate students’ perceptions of how field work and practical skills influence their conceptual understanding and subject interest. Journal of Geoscience Education 71:2, pages 158-176.
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Emma L. Peasland, Dominic C. Henri, Lesley J. Morrell & Graham W. Scott. (2019) The influence of fieldwork design on student perceptions of skills development during field courses. International Journal of Science Education 41:17, pages 2369-2388.
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Graham W. Scott, Stuart Humphries & Dominic C. Henri. (2019) Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of Geography in Higher Education 43:3, pages 280-298.
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Mark Tupper, Ian W. Hendy & J. Reuben Shipway. Field courses for dummies: To what extent can ChatGPT design a higher education field course?. Innovations in Education and Teaching International 0:0, pages 1-15.
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Ruben Burga, Chloe Spear, Carson Balestreri, Jackson Boyle, Antoni Coasley, Diana McGill, Meruna Ranjan, Sabrina Sylvestre, Jenna Zanki & Shoshanah Jacobs. (2023) Enhancing management education: How do experiences outside the classroom matter?. The International Journal of Management Education 21:1, pages 100758.
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Adrienne B. Nicotra, Sonya R. Geange, Nur H. A. Bahar, Hannah Carle, Alexandra Catling, Andres Garcia, Rosalie J. Harris, Megan L. Head, Marvin Jin, Michael R. Whitehead, Hannah Zurcher & Elizabeth A. Beckmann. (2022) An innovative approach to using an intensive field course to build scientific and professional skills. Ecology and Evolution 12:10.
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Herlander Azevedo, Isabel Soares-Silva, Fernando Fonseca, Paulo Alves, Duarte Silva & Maria-Manuel Azevedo. (2022) Impact of Educational Gardens and Workshop Activities on 8th-Grade Student’s Perception and Knowledge of Plant Biology. Education Sciences 12:9, pages 619.
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Adam D. Kay, Eric J. Chapman, Jelagat D. Cheruiyot, Sue Lowery, Susan R. Singer, Gaston Small, Anne M. Stone, Ray Warthen & Wendy Westbroek. (2022) Potential for urban agriculture to support accessible and impactful undergraduate biology education. Ecology and Evolution 12:3.
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Kari O'Connell, Kelly L Hoke, Michael Giamellaro, Alan R Berkowitz & Janet Branchaw. (2022) A Tool for Designing and Studying Student-Centered Undergraduate Field Experiences: The UFERN Model. BioScience 72:2, pages 189-200.
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Emily Geraghty Ward, Kari Bisbee O’Connell, Alexandra Race, Ahinya Alwin, Ajisha Alwin, Karina Cortijo‐Robles, David Esparza, Alison Jolley, Andrew McDevitt, Manisha Patel, Luanna B. Prevost, Stephanie Shaulskiy, Xoco Anna Shinbrot, Kira Treibergs, Michael Alvaro & William Sea. (2021) Affective Learning Outcomes in the Field: A Review of the 2021 Undergraduate Field Experiences Research Network Meeting. The Bulletin of the Ecological Society of America 102:4.
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Alexandra I. Race, Maria De Jesus, Roxanne S. Beltran & Erika S. Zavaleta. (2021) A comparative study between outcomes of an in‐person versus online introductory field course. Ecology and Evolution 11:8, pages 3625-3635.
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Sonya R. Geange, Jonathan von Oppen, Tanya Strydom, Mickey Boakye, Tasha‐Leigh J. Gauthier, Ragnhild Gya, Aud H. Halbritter, Laura H. Jessup, Sara L. Middleton, Jocelyn Navarro, Maria Elisa Pierfederici, Julia Chacón‐Labella, Sehoya Cotner, William Farfan‐Rios, Brian S. Maitner, Sean T. Michaletz, Richard J. Telford, Brian J. Enquist & Vigdis Vandvik. (2020) Next‐generation field courses: Integrating Open Science and online learning. Ecology and Evolution 11:8, pages 3577-3587.
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Julia Arnold & Deidre Bauer. 2021. Science | Environment | Health. Science | Environment | Health
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Mohamad SALAM, Jafar -Rahmad PRAJONO. (2020) Effectiveness of integrative learning models in improving understanding of mathematical concepts. Journal for the Education of Gifted Young Scientists 8:3, pages 1005-1014.
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Nicolas A. Jelinski, Sharon V. Perrone, Hava K. Blair & Morgan L. Fabian. (2020) Growing hearts and minds: Linking landscapes and lifescapes in a soils field course. Natural Sciences Education 49:1.
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Delyse Leadbeatter & Jinlong Gao. (2018) Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience. Journal of Dental Education 82:4, pages 388-398.
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