Factual knowledge of students about plants is associated with attitudes and interest in botany

References

• Ajzen, I., & Fishbein, M. (1972). Attitudes and normative beliefs as factors influencing behavioral intentions. Journal of Personality and Social Psychology, 21(1), 1–9. https://doi.org/10.1037/h0031930
   Web of Science ®Google Scholar
• Albarracin, D., & Wyer Jr, R. S. (2000). The cognitive impact of past behavior: Influences on beliefs, attitudes, and future behavioral decisions. Journal of Personality and Social Psychology, 79(1), 5–22. https://doi.org/10.1037/0022-3514.79.1.5
   PubMed Web of Science ®Google Scholar
• Alford, C. L., Miles, T., Palmer, R., & Espino, D. (2001). An introduction to geriatrics for first-year medical students. Journal of the American Geriatrics Society, 49(6), 782–787. https://doi.org/10.1046/j.1532-5415.2001.49156.x
   PubMed Web of Science ®Google Scholar
• Arcury, T. A. (1990). Environmental attitude and environmental knowledge. Human Organization, 49(4), 300–304. https://doi.org/10.17730/humo.49.4.y6135676n433r880
   Web of Science ®Google Scholar
• Arroyo, R., Ruiz, T., Mars, L., Rasouli, S., & Timmermans, H. (2020). Influence of values, attitudes towards transport modes and companions on travel behavior. Transportation Research Part F: Traffic Psychology and Behaviour, 71, 8–22. https://doi.org/10.1016/j.trf.2020.04.002
   Web of Science ®Google Scholar
• Balding, M., & Williams, K. J. (2016). Plant blindness and the implications for plant conservation. Conservation Biology, 30(6), 1192–1199. https://doi.org/10.1111/cobi.12738
   PubMed Web of Science ®Google Scholar
• Baram-Tsabari, A., Sethi, R. J., Bry, L., & Yarden, A. (2006). Using questions sent to an ask-a-scientist site to identify children’s interests in science. Science Education, 90(6), 1050–1072. https://doi.org/10.1002/sce.20163
   Web of Science ®Google Scholar
• Baram-Tsabari, A., & Yarden, A. (2005). Characterizing children’s spontaneous interests in science and technology. International Journal of Science Education, 27(7), 803–826. https://doi.org/10.1080/09500690500038389
   Web of Science ®Google Scholar
• Baram-Tsabari, A., & Yarden, A. (2009). Identifying meta-clusters of students’ interest in science and their change with age. Journal of Research in Science Teaching, 46(9), 999–1020. https://doi.org/10.1002/tea.20294
   Web of Science ®Google Scholar
• Bebbington, A. (2005). The ability of A-level students to name plants. Journal of Biological Education, 39(2), 63–67. https://doi.org/10.1080/00219266.2005.9655963
   Web of Science ®Google Scholar
• Bermudez, G. M., Díaz, S., & De Longhi, A. L. (2018). Native plant naming by high-school students of different socioeconomic status: Implications for botany education. International Journal of Science Education, 40(1), 46–66. https://doi.org/10.1080/09500693.2017.1397297
   Web of Science ®Google Scholar
• Bokor, J. R., Landis, J. B., & Crippen, K. J. (2014). High school students’ learning and perceptions of phylogenetics of flowering plants. CBE—Life Sciences Education, 13(4), 653–665. https://doi.org/10.1187/cbe.14-04-0074
   PubMed Web of Science ®Google Scholar
• Cakmakci, G., Sevindik, H., Pektas, M., Uysal, A., Kole, F., & Kavak, G. (2012). Investigating Turkish primary school students’ interest in science by using their self-generated questions. Research in Science Education, 42(3), 469–489. https://doi.org/10.1007/s11165-010-9206-1
   Web of Science ®Google Scholar
• Chin, C., & Osborne, J. (2008). Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. https://doi.org/10.1080/03057260701828101
   Web of Science ®Google Scholar
• Cil, E. (2016). Instructional integration of disciplines for promoting children’s positive attitudes towards plants. Journal of Biological Education, 50(4), 366–383. https://doi.org/10.1080/00219266.2015.1117512
   Web of Science ®Google Scholar
• Colon, J., Tiernan, N., Oliphant, S., Shirajee, A., Flickinger, J., Liu, H., Francisco-Ortega, J., & McCartney, M. (2020). Bringing botany into focus: Addressing plant blindness in undergraduates through an immersive botanical experience. BioScience, 70(10), 887–900. https://doi.org/10.1093/biosci/biaa089
   Web of Science ®Google Scholar
• Ewert, A., Place, G., & Sibthorp, J. (2005). Early-life outdoor experiences and an individual's environmental attitudes. Leisure Sciences, 27(3), 225–239. https://doi.org/10.1080/01490400590930853
   Web of Science ®Google Scholar
• Fančovičová, J., & Prokop, P. (2010). Development and initial psychometric assessment of the plant attitude questionnaire. Journal of Science Education and Technology, 19(5), 415–421. https://doi.org/10.1007/s10956-010-9207-x
   Web of Science ®Google Scholar
• Fančovičová, J., & Prokop, P. (2011a). Children’s ability to recognise toxic and non-toxic fruits: A preliminary study. Eurasia Journal of Mathematics, Science & Technology Education, 7(2), 115–120. https://doi.org/10.12973/ejmste/75186
   Google Scholar
• Fančovičová, J., & Prokop, P. (2011b). Plants have a chance: Outdoor educational programmes alter students’ knowledge and attitudes towards plants. Environmental Education Research, 17(4), 537–551. https://doi.org/10.1080/13504622.2010.545874
   Web of Science ®Google Scholar
• Fuller, R. A., Irvine, K. N., Devine-Wright, P., Warren, P. H., & Gaston, K. J. (2007). Psychological benefits of greenspace increase with biodiversity. Biology Letters, 3(4), 390–394. https://doi.org/10.1098/rsbl.2007.0149
   PubMed Web of Science ®Google Scholar
• Gatt, S., Tunnicliffe, S. D., Borg, K., & Lautier, K. (2007). Young Maltese children’s ideas about plants. Journal of Biological Education, 41(3), 117–122. https://doi.org/10.1080/00219266.2007.9656080
   Web of Science ®Google Scholar
• Gonda, D., & Tirpakova, A. (2018). A new teaching method aimed at eliminating the causes of students’ unsuccessful algorithmic problem solving with parameter. Problems of Education in the 21st Century, 76(4), 499. https://doi.org/10.33225/pec/18.76.499
   Web of Science ®Google Scholar
• Hagay, G., Baram-Tsabari, A., Ametller, J., Cakmakci, G., Lopes, B., Moreira, A., & Pedrosa-de-Jesus, H. (2013). The generalizability of students’ interests in biology across gender, country and religion. Research in Science Education, 43(3), 895–919. https://doi.org/10.1007/s11165-012-9289-y
   Web of Science ®Google Scholar
• Harvey, M. R. (1989). Children’s experiences with vegetation. Children’s Environment Quarterly, 6(1), 36–43.
   Google Scholar
• Hong, J. L., Shim, K. C., & Chang, N. K. (1998). A study of Korean middle school students’ interests in biology and their implications for biology education. International Journal of Science Education, 20(8), 989–999. https://doi.org/10.1080/0950069980200806
   Web of Science ®Google Scholar
• Hula, M., & Flegr, J. (2016). What flowers do we like? The influence of shape and color on the rating of flower beauty. PeerJ, 4, e2106. https://doi.org/10.7717/peerj.2106
   PubMed Web of Science ®Google Scholar
• Inagaki, K., & Hatano, G. (1996). Young children's recognition of commonalities between animals and plants. Child Development, 67(6), 2823–2840. https://doi.org/10.2307/1131754
   PubMed Web of Science ®Google Scholar
• Jeong, S. H., Kim, H. D., & Lee, S. M. (2015). Elementary school students’ attitude toward plants. Journal of Korean Society for People, Plants and Environment, 18(1), 67–71. https://doi.org/10.11628/ksppe.2015.18.1.067
   Google Scholar
• Kals, E., Schumacher, D., & Montada, L. (1999). Emotional affinity toward nature as a motivational basis to protect nature. Environment and Behavior, 31(2), 178–202. https://doi.org/10.1177/00139169921972056
   Web of Science ®Google Scholar
• Kim, K. J., Jung, E., Han, M. K., & Sohn, J. H. (2020). The power of garden-based curriculum to promote scientific and nature-friendly attitudes in children through a cotton project. Journal of Research in Childhood Education, 34(4), 538–550. https://doi.org/10.1080/02568543.2020.1718251
   Web of Science ®Google Scholar
• Krasnow, M. M., Truxaw, D., Gaulin, S. J., New, J., Ozono, H., Uono, S., Ueno, T., & Minemoto, K. (2011). Cognitive adaptations for gathering-related navigation in humans. Evolution and Human Behavior, 32(1), 1–12. https://doi.org/10.1016/j.evolhumbehav.2010.07.003
   PubMed Web of Science ®Google Scholar
• Laiacona, M., Barbarotto, R., & Capitani, E. (2006). Human evolution and the brain representation of semantic knowledge: Is there a role for sex differences? Evolution and Human Behavior, 27(2), 158–168. https://doi.org/10.1016/j.evolhumbehav.2005.08.002
   Web of Science ®Google Scholar
• Leuven, J. R., Rutenfrans, A. H., Dolfing, A. G., & Leuven, R. S. (2018). School gardening increases knowledge of primary school children on edible plants and preference for vegetables. Food Science & Nutrition, 6(7), 1960–1967. https://doi.org/10.1002/fsn3.758
   PubMed Web of Science ®Google Scholar
• Lindemann-Matthies, P. (2005). ‘Loveable’ mammals and ‘lifeless’ plants: How children’s interest in common local organisms can be enhanced through observation of nature. International Journal of Science Education, 27(6), 655–677. https://doi.org/10.1080/09500690500038116
   Web of Science ®Google Scholar
• Lohr, V. I., & Pearson-Mims, C. H. (2005). Children’s active and passive interactions with plants influence their attitudes and actions toward trees and gardening as adults. HortTechnology, 15(3), 472–476. https://doi.org/10.21273/HORTTECH.15.3.0472
   Web of Science ®Google Scholar
• Lohr, V. I., Pearson-Mims, C. H., Tarnai, J., & Dillman, D. A. (2004). How urban residents rate and rank the benefits and problems associated with trees in cities. Journal of Arboriculture, 30(1), 28–35.
   Google Scholar
• Lückmann, K., & Menzel, S. (2014). Herbs versus trees: Influences on teenagers’ knowledge of plant species. Journal of Biological Education, 48(2), 80–90. https://doi.org/10.1080/00219266.2013.837404
   Web of Science ®Google Scholar
• Nyberg, E., & Sanders, D. (2014). Drawing attention to the ‘green side of life’. Journal of Biological Education, 48(3), 142–153. https://doi.org/10.1080/00219266.2013.849282
   Web of Science ®Google Scholar
• Palmberg, I., Berg, I., Jeronen, E., Kärkkäinen, S., Norrgård-Sillanpää, P., Persson, C., Vilkonis, R., & Yli-Panula, E. (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), 549–571. https://doi.org/10.1007/s10972-015-9438-z
   Web of Science ®Google Scholar
• Pany, P., & Heidinger, C. (2017). Useful plants as potential flagship species to counteract plant blindness. In K. Hahl, K. Juuti, J. Lampiskelkä, A. Uitto, & J. Lavonen (Eds.), Cognitive and affective aspects in science education research (pp. 127–140). Springer.
   Google Scholar
• Prokop, P., & Fančovičová, J. (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), 463–473. https://doi.org/10.1080/00219266.2018.1501405
   Web of Science ®Google Scholar
• Relf, D., McDaniel, A. R., & Butterfield, B. (1992). Attitudes toward plants and gardening. HortTechnology, 2(2), 201–204. https://doi.org/10.21273/HORTTECH.2.2.201
   Google Scholar
• Robinson, B. S., Inger, R., & Gaston, K. J. (2016). A rose by any other name: Plant identification knowledge & socio-demographics. PLoS One, 11(5), e0156572. https://doi.org/10.1371/journal.pone.0156572
   PubMed Web of Science ®Google Scholar
• Rockstrom, J. W., Steffen, W., Noone, K., Persson, Å., Chapin III, F.S., Lambin, E., Lenton, T. M., Scheffer, M., Folke, C., Schellnhuber, H. J., & Nykvist, B. (2009). Planetary boundaries: Exploring the safe operating space for humanity. Ecology and Society, 14(2), art32. https://doi.org/10.5751/ES-03180-140232
   Web of Science ®Google Scholar
• Ryplova, R., & Pokorny, J. (2020). Saving water for the future via increasing plant literacy of pupils. European Journal of Sustainable Development, 9(3), 313–313. https://doi.org/10.14207/ejsd.2020.v9n3p313
   Web of Science ®Google Scholar
• Schussler, E. E., & Olzak, L. A. (2008). It’s not easy being green: Student recall of plant and animal images. Journal of Biological Education, 42(3), 112–119. https://doi.org/10.1080/00219266.2008.9656123
   Web of Science ®Google Scholar
• Selvi, M. (2012). Adaptation into Turkish of the plant attitude questionnaire. Journal of Baltic Science Education, 11(2), 175–183.
   Web of Science ®Google Scholar
• Selvi, M., & İslam, EÇ. (2021). The predictors of ninth grade students’ attitudes towards plants. Journal of Baltic Science Education, 20(1), 108–118. https://doi.org/10.33225/jbse/21.20.108
   Web of Science ®Google Scholar
• Simion, F., Regolin, L., & Bulf, H. (2008). A predisposition for biological motion in the newborn baby. Proceedings of the National Academy of Sciences of the United States of America, 105(2), 809–813. https://doi.org/10.1073/pnas.0707021105
   PubMed Web of Science ®Google Scholar
• Stagg, B. C. (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), 253–271. https://doi.org/10.1080/02635143.2019.1605347
   Web of Science ®Google Scholar
• Swirski, H., Baram-Tsabari, A., & Yarden, A. (2018). Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning. International Journal of Science Education, 40(10), 1136–1153. https://doi.org/10.1080/09500693.2018.1470348
   Web of Science ®Google Scholar
• Tunnicliffe, S. D. (2001). Talking about plants: Comments of primary school groups looking at plants as exhibits in a botanical garden. Journal of Biological Education, 36(1), 27–34. https://doi.org/10.1080/00219266.2001.9655792
   Web of Science ®Google Scholar
• Uno, G. (2009). Botanical literacy: What and how should students learn about plants? American Journal of Botany, 96(10), 1753–1759. https://doi.org/10.3732/ajb.0900025
   PubMed Web of Science ®Google Scholar
• Wandersee, J. H., & Schussler, E. E. (1999). Preventing plant blindness. The American Biology Teacher, 61(2), 82–86. https://doi.org/10.2307/4450624
   Web of Science ®Google Scholar
• Watson, J. E. M., Shanahan, D. F., Di Marco, M., Allan, J., Laurance, W. F., Sanderson, E. W., Mackey, B., & Venter, O. (2016). Catastrophic declines in wilderness areas undermine global environment targets. Current Biology, 26(21), 2929–2934. https://doi.org/10.1016/j.cub.2016.08.049
   PubMed Web of Science ®Google Scholar
• Wiegand, F., Kubisch, A., & Heyne, T. (2013). Out-of-school learning in the botanical garden: Guided or self-determined learning at workstations? Studies in Educational Evaluation, 39(3), 161–168. https://doi.org/10.1016/j.stueduc.2013.06.001
   Web of Science ®Google Scholar
• Williams, D R, & Dixon, P S. (2013). Impact of garden-based learning on academic outcomes in schools: Synthesis of research between. Review of Educational Research, 83(2), 211–235. https://doi.org/10.3102/0034654313475824
   Web of Science ®Google Scholar