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Marcus Hammann, Janina Jördens & Désirée Büschgens. (2020) Students’ situational interest in cultivated plants: the importance of contextualisation and topic selection. International Journal of Science Education 42:16, pages 2765-2799.
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Bethan C. Stagg. (2020) Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education. Research in Science & Technological Education 38:3, pages 253-271.
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Bethan C. Stagg & Michael F. Verde. (2019) Story of a Seed: educational theatre improves students’ comprehension of plant reproduction and attitudes to plants in primary science education. Research in Science & Technological Education 37:1, pages 15-35.
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Alice Delserieys, Corinne Jégou, Jean-Marie Boilevin & Konstantinos Ravanis. (2018) Precursor model and preschool science learning about shadows formation. Research in Science & Technological Education 36:2, pages 147-164.
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Anna Tampoukou, Maria Papafotiou, Alexandros Koutsouris & Angeliki T. Paraskevopoulou. (2015) Teachers’ Perceptions οn the Use of Botanic Gardens as a Means of Environmental Education in Schools and the Enhancement of School Student Benefits from Botanic Garden Visits. Landscape Research 40:5, pages 610-620.
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Rob Bowker & Andy Jasper. (2007) ‘Don't forget your leech socks’! Children's learning during an Eden Education Officer's workshop. Research in Science & Technological Education 25:1, pages 135-150.
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Rob Bowker. (2007) Children’s perceptions and learning about tropical rainforests: an analysis of their drawings. Environmental Education Research 13:1, pages 75-96.
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Bethan C Stagg & Justin Dillon. Plants and the Kunming-Montreal global biodiversity framework: educational approaches to support pro-conservation behaviours. Journal of Biological Education 0:0, pages 1-19.
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Articles from other publishers (14)
Büşra TUNCAY YÜKSEL & Çağla KUTRU. (2023) FEN EĞİTİMİNDE OKUL DIŞI ÖĞRENME ORTAMLARINA YÖNELİK ETKİNLİK PLANI OLUŞTURMA SÜRECİ VE ÖRNEK ETKİNLİKLERDEVELOPMENT OF OUT-OF-SCHOOL LEARNING ACTIVITIES IN SCIENCE EDUCATION AND SAMPLE ACTIVITIES. Anadolu Öğretmen Dergisi 7:2, pages 135-174.
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Dilan BAYINDIR. (2023) Educational Capacity of Botanical Gardens: What do the research results say?Botanik Bahçelerinin Eğitsel Kapasitesi: Araştırma sonuçları ne söylüyor?. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 17:1, pages 26-45.
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Per Anderhag. (2020) Informella lärmiljöers effekter på elevers lärande och intresse för naturvetenskap: En översikt. ATENA Didaktik.
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김흥태. (2018) Factors Influencing the Plant Identification Knowledge and Self-assessed Evaluation of One’s Plant Knowledge of Pre-service Biology Teachers. BIOLOGY EDUCATION 46:4, pages 442-454.
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Aykut Emre Bozdoğan. (2018) THE EFFECTS OF ELECTIVE COURSE DESIGNED WITH DIFFERENT CONTENTS ON PRE-SERVICE SCIENCE TEACHERS’ SELF-EFFICACY BELIEFS AND KNOWLEDGE ABOUT ORGANIZING CURRICULUM BASED FIELD TRIPS. Journal of Baltic Science Education 17:3, pages 446-461.
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Hasan ÖZCAN & Şirin YILMAZ. (2018) Investigation of the Preservice Science Teachers’ Astronomy Conceptions via Planetarium TripPlanetaryum Gezisi ile Fen Bilgisi Öğretmen Adaylarının Astronomi Kavramlarındaki Değişimin İncelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi 12:1, pages 392-418.
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Yuri Guryanovich Kalugin & Larisa Petrovna Musinova. (2017) Permanent and temporary expositions of succulents in the Botanical Garden of Peter the Great as a way of biological and ecological education. Samara Journal of Science 6:4, pages 222-227.
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Amauri Betini Bartoszeck, Claudete Rosa Cosmo, Bernadete Rocha da Silva & Sue Dale Tunnicliffe. (2015) Concepts of Plants Held by Young Brazilian Children: An Exploratory Study. European Journal of Educational Research volume-5-201688:volume4-issuse3.html, pages 105-117.
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