Citations (113)
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Per-Arvid Wold, Claudia Melis, Kathrine Bjørgen, Børge Moe & Anna Maria Billing. (2023) Norwegian preschool children´s knowledge about some common wild animal species and their habitats. Cogent Education 10:2.
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Kalender Arıkan. (2023) A comparison of indoor and outdoor biology education: What is the effect on student knowledge, attitudes, and retention?. Journal of Biological Education 57:4, pages 727-745.
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Oihana Barrutia, Oier Pedrera, Unai Ortega-Lasuen & José Ramón Díez. (2023) Common and threatened animal identification and conservation preferences among 6 to 12 year-old students. Environmental Education Research 0:0, pages 1-17.
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Oier Pedrera, Unai Ortega-Lasuen, Aritz Ruiz-González, José Ramón Díez & Oihana Barrutia. (2023) Branches of plant blindness and their relationship with biodiversity conceptualisation among secondary students. Journal of Biological Education 57:3, pages 566-591.
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Jean-Philippe Ayotte-Beaudet, Pierre Chastenay, Marie-Claude Beaudry, Kassandra L’Heureux, Michael Giamellaro, Jonathan Smith, Estelle Desjarlais & Alain Paquette. (2023) Exploring the impacts of contextualised outdoor science education on learning: the case of primary school students learning about ecosystem relationships. Journal of Biological Education 57:2, pages 277-294.
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Peter Pany, Florian D. Meier, Benno Dünser, Takuya Yanagida, Michael Kiehn & Andrea Möller. (2022) Measuring Students’ Plant Awareness: A Prerequisite for Effective Botany Education. Journal of Biological Education 0:0, pages 1-14.
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Alexander Finger, Alexander Bergmann-Gering & Jorge Groß. (2022) The medium matters! The effect of a mobile digital identification tool on students’ intrinsic motivation during plant identification. Journal of Biological Education 0:0, pages 1-23.
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Špela Klofutar, Janez Jerman & Gregor Torkar. (2022) Direct versus vicarious experiences for developing children’s skills of observation in early science education. International Journal of Early Years Education 30:4, pages 863-880.
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Barbara Jaun-Holderegger, Hans-Joachim Lehnert & Petra Lindemann-Matthies. (2022) Knowledge and perception of common local wild plant and animal species by children and their teachers – a case study from Switzerland. International Journal of Science Education 44:8, pages 1318-1335.
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Milan Kubiatko, Jana Fančovičová & Pavol Prokop. (2021) Factual knowledge of students about plants is associated with attitudes and interest in botany. International Journal of Science Education 43:9, pages 1426-1440.
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Jan Činčera, Roman Kroufek, Kateřina Marková, Šárka Křepelková & Petra Šimonová. (2021) The GLOBE program: what factors influence students’ and teachers’ satisfaction with science education. Research in Science & Technological Education 39:2, pages 245-261.
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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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Eva Nyberg, Irma Brkovic & Dawn Sanders. (2021) Beauty, memories and symbolic meaning: Swedish student teachers´ views of their favourite plant and animal. Journal of Biological Education 55:1, pages 31-44.
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Alexandros Amprazis & Penelope Papadopoulou. (2020) Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals?. Environmental Education Research 26:8, pages 1065-1087.
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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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Tuula H. Skarstein & Frode Skarstein. (2020) Curious children and knowledgeable adults – early childhood student-teachers’ species identification skills and their views on the importance of species knowledge. International Journal of Science Education 42:2, pages 310-328.
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Pavol Prokop & Jana Fančovičová. (2019) The perception of toxic and non-toxic plants by children and adolescents with regard to gender: implications for teaching botany. Journal of Biological Education 53:4, pages 463-473.
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Lisa Kissi & Daniel Dreesmann. (2018) Plant visibility through mobile learning? Implementation and evaluation of an interactive Flower Hunt in a botanic garden. Journal of Biological Education 52:4, pages 344-363.
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Rafael Suárez-López & Marcia Eugenio. (2018) Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America. Environmental Education Research 24:8, pages 1102-1114.
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Irmeli Palmberg, Mikaela Hermans, Eila Jeronen, Sirpa Kärkkäinen, Christel Persson & Eija Yli-Panula. (2018) Nordic Student Teachers’ Views on the Importance of Species and Species Identification. Journal of Science Teacher Education 29:5, pages 397-419.
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Xi Yang & Jin Chen. (2017) Using discovery maps as a free-choice learning process can enhance the effectiveness of environmental education in a botanical garden. Environmental Education Research 23:5, pages 656-674.
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Mona L. Schönfelder & Franz X. Bogner. (2017) Two ways of acquiring environmental knowledge: by encountering living animals at a beehive and by observing bees via digital tools. International Journal of Science Education 39:6, pages 723-741.
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Alexandra Silva & Emily S. Minor. (2017) Adolescents’ Experience and Knowledge of, and Attitudes toward, Bees: Implications and Recommendations for Conservation. Anthrozoös 30:1, pages 19-32.
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Olivia Dieser & Franz X. Bogner. (2016) Young people’s cognitive achievement as fostered by hands-on-centred environmental education. Environmental Education Research 22:7, pages 943-957.
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Emine Çìl. (2016) Instructional Integration of Disciplines for Promoting Children’s Positive Attitudes Towards Plants. Journal of Biological Education 50:4, pages 366-383.
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Irmeli Palmberg, Ida Berg, Eila Jeronen, Sirpa Kärkkäinen, Pia Norrgård-Sillanpää, Christel Persson, Rytis Vilkonis & Eija Yli-Panula. (2015) Nordic–Baltic Student Teachers’ Identification of and Interest in Plant and Animal Species: The Importance of Species Identification and Biodiversity for Sustainable Development. Journal of Science Teacher Education 26:6, pages 549-571.
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Michele Biasutti. (2015) An intensive programme on education for sustainable development: the participants’ experience. Environmental Education Research 21:5, pages 734-752.
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Anne K. Liefländer, Franz X. Bogner, Alexandra Kibbe & Florian G. Kaiser. (2015) Evaluating Environmental Knowledge Dimension Convergence to Assess Educational Programme Effectiveness. International Journal of Science Education 37:4, pages 684-702.
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Eva Nyberg & Dawn Sanders. (2014) Drawing attention to the ‘green side of life’. Journal of Biological Education 48:3, pages 142-153.
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Pavol Prokop & Jana Fančovičová. (2014) Seeing coloured fruits: utilisation of the theory of adaptive memory in teaching botany. Journal of Biological Education 48:3, pages 127-132.
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Gabriele Fröhlich, Daniela Sellmann & Franz X. Bogner. (2013) The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention. Environmental Education Research 19:6, pages 747-764.
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Stella Petrou & Konstantinos Korfiatis. (2013) The effect of a digital learning environment on children’s conceptions about the protection of endemic plants. Journal of Biological Education 47:3, pages 150-156.
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Daniela Sellmann & Franz X. Bogner. (2013) Climate change education: quantitatively assessing the impact of a botanical garden as an informal learning environment. Environmental Education Research 19:4, pages 415-429.
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Anne
K. Liefländer, Gabriele Fröhlich, Franz
X. Bogner & P. Wesley Schultz. (2013) Promoting connectedness with nature through environmental education. Environmental Education Research 19:3, pages 370-384.
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Mijung Kim & Hoe
Teck Tan. (2013) A Collaborative Problem-solving Process Through Environmental Field Studies. International Journal of Science Education 35:3, pages 357-387.
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Articles from other publishers (77)
Alexandros Amprazis & Penelope Papadopoulou. 2024. Shaping the Future of Biological Education Research. Shaping the Future of Biological Education Research
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Kun-Hung Cheng. (2023) Development of an immersive virtual reality system for learning about plants in primary education: evaluation of teachers’ perceptions and learners’ flow experiences and learning attitudes. Educational technology research and development.
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Veronica R. Wignall, Nicholas J. Balfour, Sam Gandy & Francis L. W. Ratnieks. (2023) Food for flower‐visiting insects: Appreciating common native wild flowering plants. People and Nature 5:4, pages 1072-1081.
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Tomiwa V. Oluwajuwon, Ademola O. Mewase, Kehinde E. Olasuyi, Olaoluwa I. Adetula & Victor A. J. Adekunle. (2023) Perception and willingness of private secondary school students in forestry education and career: A case study from Nigeria. Natural Sciences Education 52:1.
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Liz Edwards & Serena Pollastri. (2022) Biodiversity Logbooks: Design for noticing nature at a hyperlocal scale. Artifact 9:1, pages 24.1-24.21.
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Kathryn M. Parsley, Bernie J. Daigle & Jaime L. Sabel. (2022) Initial Development and Validation of the Plant Awareness Disparity Index. CBE—Life Sciences Education 21:4.
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Lhoussaine Maskour, Bouchta El Batri, Jamal Ksiksou, Eila Jeronen, Boujemaa Agorram, Anouar Alami & Rahma Bouali. (2022) Views of Moroccan University Teachers on Plant Taxonomy and Its Teaching and Learning Challenges. Education Sciences 12:11, pages 799.
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Aikaterini D. Kosta, Kiriaki M. Keramitsoglou & Konstantinos P. Tsagarakis. (2022) Exploring the Effect of Environmental Programs on Primary School Pupils’ Knowledge and Connectedness Toward Nature. SAGE Open 12:4, pages 215824402211402.
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Jiaping Xu & Aiwu Jiang. (2022) Effects of nature contact on children's willingness to conserve animals under rapid urbanization. Global Ecology and Conservation 38, pages e02278.
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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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Rory Burke, Orla L. Sherwood, Stephanie Clune, Rebecca Carroll, Paul F. McCabe, Adam Kane & Joanna Kacprzyk. (2022) Botanical boom: A new opportunity to promote the public appreciation of botany. PLANTS, PEOPLE, PLANET 4:4, pages 326-334.
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Amjad Almusaed, Asaad Almssad & Karim Najar. (2022) An Innovative School Design Based on a Biophilic Approach Using the Appreciative Inquiry Model: Case Study Scandinavia. Advances in Civil Engineering 2022, pages 1-18.
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Giovanni Zani & Jason Low. (2022) Botanical priming helps overcome plant blindness on a memory task. Journal of Environmental Psychology 81, pages 101808.
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Tessa-Marie Baierl, Bruce Johnson & Franz X. Bogner. (2022) Informal Earth Education: Significant Shifts for Environmental Attitude and Knowledge. Frontiers in Psychology 13.
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Kathleen Coupland, Juliana Magalhães & Verena C Griess. (2022) Connecting Forestry Learning Objectives to Urban Forest Types. Journal of Forestry 120:3, pages 256-270.
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Felix Hellinger, Dorothee Benkowitz & Petra Lindemann-Matthies. (2022) Do Radishes and Carrots Grow in a Bunch? Students’ Knowledge about the Growth of Food Plants and Their Ideas of a School Garden Design. Education Sciences 12:5, pages 299.
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Laura Christ & Daniel C. Dreesmann. (2022) SAD but True: Species Awareness Disparity in Bees Is a Result of Bee-Less Biology Lessons in Germany. Sustainability 14:5, pages 2604.
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Fredrick Ojija & Cecilia Leweri. (2022) People’s Knowledge and Perceptions Towards Bee–Pollinators in the Southern Highlands, Tanzania: Conservation Implications and Strategies. Tropical Conservation Science 15, pages 194008292211266.
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Michaela Maurer & Franz X. Bogner. 2022. Handbook of Climate Change Mitigation and Adaptation. Handbook of Climate Change Mitigation and Adaptation
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Rachel Bechtold, Catherine Shoulders, Jennie Popp, Don Johnson & Lisa Wood. (2022) Demonstration gardens as informal education strategies in rehabilitation efforts. Natural Sciences Education 51:2.
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Barbara Jaun-Holderegger, Hans-Joachim Lehnert & Petra Lindemann-Matthies. (2021) How Children Get to Know and Identify Species. Eurasia Journal of Mathematics, Science and Technology Education 18:1, pages em2061.
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Feyzi Osman Pekel. (2021) THE EFFECTS OF CONCEPT CARTOONS AND ARGUMENTATION BASED CONCEPT CARTOONS ON STUDENTS' ACADEMIC ACHIEVEMENTS. Journal of Baltic Science Education 20:6, pages 956-968.
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Theresa Schilhab. (2021) Nature Experiences in Science Education in School: Review Featuring Learning Gains, Investments, and Costs in View of Embodied Cognition. Frontiers in Education 6.
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Roman Kroufek, Karel Nepraš, Jan Musil & Ladislava Filipová. (2021) EFFECT OF OUTDOOR EDUCATION AND STAY IN NATURE ON PUPILS 'PHYSICAL AND PSYCHICAL HEALTH. EduPort 5:2, pages 35-49.
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Patricia Raab & Franz X. Bogner. (2021) Knowledge acquisition and environmental values in a microplastic learning module: Does the learning environment matter?. Studies in Educational Evaluation 71, pages 101091.
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Doris Lewalter, Andreas Gegenfurtner & K. Ann Renninger. (2021) Out-of-school programs and interest: Design considerations based on a meta-analysis. Educational Research Review 34, pages 100406.
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Jennifer Schneiderhan-Opel & Franz X. Bogner. (2021) Cannot See the Forest for the Trees? Comparing Learning Outcomes of a Field Trip vs. a Classroom Approach. Forests 12:9, pages 1265.
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Carrie N. Wells, Melissa Hatley & Jane Walsh. (2021) Planting a Native Pollinator Garden Impacts the Ecological Literacy of Undergraduate Students. The American Biology Teacher 83:4, pages 210-213.
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Rodrigo B. Salvador, Barbara M. Tomotani, Katrin L. O’Donnell, Daniel C. Cavallari, João V. Tomotani, Rhian A. Salmon & Julia Kasper. (2021) Invertebrates in Science Communication: Confronting Scientists’ Practices and the Public’s Expectations. Frontiers in Environmental Science 9.
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Jennifer Schneiderhan-Opel & Franz X. Bogner. (2021) The Effect of Environmental Values on German Primary School Students’ Knowledge on Water Supply. Water 13:5, pages 702.
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Meryem Selvi & Emel Çelepçıkay İslam. (2021) THE PREDICTORS OF NINTH GRADE STUDENTS' ATTITUDES TOWARDS PLANTS. Journal of Baltic Science Education 20:1, pages 108-118.
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Amélie Tessartz & Annette Scheersoi. 2021. Naturerfahrung und Bildung. Naturerfahrung und Bildung
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Michaela Maurer & Franz X. Bogner. 2020. Handbook of Climate Change Mitigation and Adaptation. Handbook of Climate Change Mitigation and Adaptation
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Michaela Maurer & Franz X. Bogner. 2020. Handbook of Climate Change Mitigation and Adaptation. Handbook of Climate Change Mitigation and Adaptation
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Kathryn M. Parsley. (2020) Plant awareness disparity: A case for renaming plant blindness. PLANTS, PEOPLE, PLANET 2:6, pages 598-601.
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Jessica Colon, Nichole Tiernan, Simone Oliphant, Ateev Shirajee, Jonathan Flickinger, Hong Liu, Javier Francisco-Ortega & Melissa McCartney. (2020) Bringing Botany into Focus: Addressing Plant Blindness in Undergraduates Through an Immersive Botanical Experience. BioScience 70:10, pages 887-900.
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Marcia Eugenio-Gozalbo, Lourdes Aragón & Inés Ortega-Cubero. (2020) Gardens as Science Learning Contexts Across Educational Stages: Learning Assessment Based on Students’ Graphic Representations. Frontiers in Psychology 11.
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Murat Özarslan. (2020) Perceptions and attitudes of gifted and talented secondary school students towards plants. Gifted Education International 36:3, pages 266-284.
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Radoslav Kvasničák & Jana Genšiniaková. (2020) Short-term effect of didactic applications of the flowering of plants to attitudes, knowledge and ideas of pupils in primary schools. e-Pedagogium 20:1, pages 45-62.
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Michaela Maurer & Franz X. Bogner. (2020) Modelling environmental literacy with environmental knowledge, values and (reported) behaviour. Studies in Educational Evaluation 65, pages 100863.
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Alexandra Stöckert & Franz X. Bogner. (2020) Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge. Education Sciences 10:4, pages 102.
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Funda Gül İriEmine Çil. (2020) Attitudes toward Plants: Comparing the Impact of Instruction through Writing & through a Botanical Garden Trip. The American Biology Teacher 82:4, pages 218-226.
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Jennifer Schneiderhan-Opel & Franz X. Bogner. (2020) The Relation between Knowledge Acquisition and Environmental Values within the Scope of a Biodiversity Learning Module. Sustainability 12:5, pages 2036.
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Mona L. Schönfelder & Franz X. Bogner. (2020) Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values. Sustainability 12:5, pages 1968.
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Jean-Philippe Ayotte-Beaudet & Patrice Potvin. (2020) Factors Related to Students’ Perception of Learning During Outdoor Science Lessons in Schools’ Immediate Surroundings. Interdisciplinary Journal of Environmental and Science Education 16:2.
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Michaela Maurer, Pavlos Koulouris & Franz X. Bogner. (2020) Green Awareness in Action—How Energy Conservation Action Forces on Environmental Knowledge, Values and Behaviour in Adolescents’ School Life. Sustainability 12:3, pages 955.
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Jaime Naranjo-Morán, Marcos Vera-Morales, Vanessa Sánchez-Rendón & Andrea Pino-Acosta. 2020. Information and Communication Technologies. Information and Communication Technologies
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Murat Özarslan. (2019) Üstün Zekâlı ve Yetenekli Öğrenciler ile Normal Gelişim Gösteren Öğrencilerin Bitkilere Yönelik Tutumlarının Karşılaştırılması. İlköğretim Online, pages 1480-1496.
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Olivia Dieser & Franz X. Bogner. (2019) Intervention Impact on Young Students’ Associations about Wolf and Lynx. Society & Animals 27:5-6, pages 544-574.
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Irmeli Palmberg, Sirpa Kärkkäinen, Eila Jeronen, Eija Yli-Panula & Christel Persson. (2019) Nordic Student Teachers’ Views on the Most Efficient Teaching and Learning Methods for Species and Species Identification. Sustainability 11:19, pages 5231.
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Peter Lampert, Martin Scheuch, Peter Pany, Bernhard Müllner & Michael Kiehn. (2019) Understanding students' conceptions of plant reproduction to better teach plant biology in schools. PLANTS, PEOPLE, PLANET 1:3, pages 248-260.
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Peter Pany, Agnes Lörnitzo, Lisa Auleitner, Christine Heidinger, Peter Lampert & Michael Kiehn. (2019) Using students’ interest in useful plants to encourage plant vision in the classroom. PLANTS, PEOPLE, PLANET 1:3, pages 261-270.
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Eva Nyberg, Anna Maria Hipkiss & Dawn Sanders. (2019) Plants to the fore: Noticing plants in designed environments. PLANTS, PEOPLE, PLANET 1:3, pages 212-220.
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Tom Hartman, Susannah J. Lydon & Amanda Rasmussen. (2019) Hunting for answers: Linking lectures with the real world using a mobile treasure hunt app. PLANTS, PEOPLE, PLANET 1:3, pages 233-247.
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Arja Kaasinen. (2019) Plant Species Recognition Skills in Finnish Students and Teachers. Education Sciences 9:2, pages 85.
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Thorsten Buck, Ines Bruchmann, Pascale Zumstein & Claudia Drees. (2019) Just a small bunch of flowers: the botanical knowledge of students and the positive effects of courses in plant identification at German universities. PeerJ 7, pages e6581.
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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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Carly C. Sponarski, Jerry J. Vaske, Alistair J. Bath & T. A. Loeffler. (2019) Retaining change in attitudes and emotions toward coyotes using experiential education. Wildlife Research 46:2, pages 97.
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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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Patricia Raab, Christoph Randler & Franz Bogner. (2018) How Young “Early Birds” Prefer Preservation, Appreciation and Utilization of Nature. Sustainability 10:11, pages 4000.
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Christine Thorn & Franz Bogner. (2018) How Environmental Values Predict Acquisition of Different Cognitive Knowledge Types with Regard to Forest Conservation. Sustainability 10:7, pages 2188.
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Martin Remmele & Petra Lindemann-Matthies. (2018) Like Father, Like Son? On the Relationship between Parents’ and Children’s Familiarity with Species and Sources of Knowledge about Plants and Animals. EURASIA Journal of Mathematics, Science and Technology Education 14:10.
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Shawn E. Krosnick, Julie C. Baker & Kelly R. Moore. (2018) The Pet Plant Project: Treating Plant Blindness by Making Plants Personal. The American Biology Teacher 80:5, pages 339-345.
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Michaela Marth & Franz X. Bogner. (2017) Does the issue of bionics within a student-centered module generate long-term knowledge?. Studies in Educational Evaluation 55, pages 117-124.
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Ralph Levinson. (2017) A response to Annette Gough and Jesse Bazzul. Subverting subjectivity: an anti-neoliberal reformulation of science education for life. Cultural Studies of Science Education 12:4, pages 907-913.
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Mung Balding & Kathryn J.H. Williams. (2016) Plant blindness and the implications for plant conservation. Conservation Biology 30:6, pages 1192-1199.
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Melanie Link-PérezJames Robert Currie Carl. (2016) Turning Everyday Materials into Living Microscope Slides. The American Biology Teacher 78:4, pages 328-333.
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Pavol Prokop, Dominika Majerčíková & Zuzana Vyoralová. (2016) THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS. Journal of Baltic Science Education 15:1, pages 18-27.
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Heung-Tae Kim. (2015) Analysis of Pre-service Elementary Teachers' Responses to Learning using Plant-observation Activities and Observation Journal Writing. Journal of Korean Elementary Science Education 34:4, pages 458-475.
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Christian Fremerey & Franz X. Bogner. (2015) Cognitive learning in authentic environments in relation to green attitude preferences. Studies in Educational Evaluation 44, pages 9-15.
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Christian Fremerey & Franz Bogner. (2014) Learning about Drinking Water: How Important are the Three Dimensions of Knowledge that Can Change Individual Behavior?. Education Sciences 4:4, pages 213-228.
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Weizhe Zhang, Eben Goodale & Jin Chen. (2014) How contact with nature affects children’s biophilia, biophobia and conservation attitude in China. Biological Conservation 177, pages 109-116.
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이영주 & 임미연. (2014) Developing a School Botanical Garden Project to Foster Student-Plant Relationship. Korean Journal of Environmental Education 27:2, pages 187-206.
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Franziska Wiegand, Alexander Kubisch & Thomas Heyne. (2013) Out-of-school learning in the botanical garden: Guided or self-determined learning at workstations?. Studies in Educational Evaluation 39:3, pages 161-168.
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Daniela Sellmann & Franz X. Bogner. (2012) Effects of a 1-day environmental education intervention on environmental attitudes and connectedness with nature. European Journal of Psychology of Education 28:3, pages 1077-1086.
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Koji NAKAGAWA. (2013) Perspective on Environmental Education Research on Introduction and Evaluation of Nature Experience Study in School Curriculum. Environmental Education 23:2, pages 2_105-116.
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Meryem Selvi. (2012) ADAPTATION INTO TURKISH OF THE PLANT ATTITUDE QUESTIONNAIRE. Journal of Baltic Science Education 11:2, pages 175-183.
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