The impact of inquiry-based learning in a botanical garden on conceptual change in biology

References

• Ahopelto, I., Mikkilä -Erdmann, M., Anto, E., & Penttinen, M. (2011). Future elementary school teachers’ conceptual change concerning photosynthesis. Scandinavian Journal of Educational Research, 55(5), 503–515. https://doi.org/10.1080/00313831.2010.550060
   Web of Science ®Google Scholar
• Akaygun, S., & Adadan, E. (2021). Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment. Education 3-13, 49(3), 330–343. https://doi.org/10.1080/03004279.2020.1854961
   Web of Science ®Google Scholar
• Aleknavičiūtė, V., Lehtinen, E., & Södervik, I. (2023). Thirty years of conceptual change research in biology – A review and meta-analysis of intervention studies. Educational Research Review, 41. https://doi.org/10.1016/j.edurev.2023.100556
   Web of Science ®Google Scholar
• Al Khawaldeh, S. A. (2007). Facilitating conceptual change in ninth grade students’ understanding of human circulatory system concepts. Research in Science & Technological Education, 25(3), 371–385. https://doi.org/10.1080/02635140701535331
   Google Scholar
• Al Khawaldeh, S. A., & Al Olaimat, A. M. (2010). The contribution of conceptual change texts accompanied by concept mapping to eleventh-grade students understanding of cellular respiration concepts. Journal of Science Education and Technology, 19(2), 115–125. https://doi.org/10.1007/s10956-009-9185-z
   Web of Science ®Google Scholar
• Alparslan, C., Tekkaya, C., & Geban, M. (2003). Using the conceptual change instruction to improve learning. Journal of Biological Education, 37(3), 133–137. https://doi.org/10.1080/00219266.2003.9655868
   Web of Science ®Google Scholar
• Barfod, K. S., & Daugbjerg, P. (2018). Potentials in Udeskole: Inquiry-based teaching outside the classroom. Frontiers in Education, 3(34). https://doi.org/10.3389/feduc.2018.00034.
   Google Scholar
• Berry, D. C. (1983). Metacognitive experience and transfer of logical reasoning. The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 35A(1), 39–49. https://doi.org/10.1080/14640748308402115
   Google Scholar
• Brown, M. H., & Schwartz, R. S. (2009). Connecting photosynthesis and cellular respiration: Preservice teachers’ conceptions. Journal of Research in Science Teaching, 46(7), 791–812. https://doi.org/10.1002/tea.20287
   Web of Science ®Google Scholar
• Bunterm, T., Lee, K., Ng Lan Kong, J., Srikoon, S., Vangpoomyai, P., Rattanavongsa, J., & Rachahoon, G. (2014). Do different levels of inquiry lead to different learning outcomes? A comparison between guided and structured inquiry. International Journal of Science Education, 36(12), 1937–1959. https://doi.org/10.1080/09500693.2014.886347
   Web of Science ®Google Scholar
• Caravita, S., Tonucci, F., Consoli, V., Giuliani, G., & Rusca, G. (1989). Children’s reasoning about biological structures. In H. Mandl, E. De Corte, N. Bennett, & H. F. Friedrich (Eds.), Learning and instruction: European research in an international context: Vol. 22. Analysis of complex skills and complex knowledge domains (pp. 644–670). Pergamon Press.
   Google Scholar
• Chawla, L. (2020). Childhood nature connection and constructive hope: A review of research on connecting with nature and coping with environmental loss. People and Nature, 2(3), 619–642. https://doi.org/10.1002/pan3.10128
   Google Scholar
• Chi, M. T. H., & VanLehn, K. A. (1991). The content of physics self-explanations. Journal of the Learning Sciences, 1(1), 69–105. https://doi.org/10.1207/s15327809jls0101_4
   Google Scholar
• Constantinou, C. P., Tsivitanidou, O. E., & Rybska, E. (2018). What is inquiry-based science teaching and learning?. In O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, & C. P. Constantinou (Eds.), Professional development for inquiry-based science teaching and learning (pp. 1–23). Springer International Publishing.
   Google Scholar
• de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let’s talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review, 39, 100536. https://doi.org/10.1016/j.edurev.2023.100536
   Web of Science ®Google Scholar
• Demirbas, C. O. (2017). The effect of out-of school activities on conceptual change in environmental education. Journal of Education and Training Studies, 5(2), 232–242. https://doi.org/10.11114/jets.v5i2.2077
   Google Scholar
• Duran, M., & Dökme, I. (2016). The effect of the inquiry-based learning approach on student’s critical-thinking skills. Eurasia Journal of Mathematics Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a
   Web of Science ®Google Scholar
• Fränti, P., Mariescu-Istodor, R., & Sengupta, L. (2017). O-Mopsi: Mobile orienteering game for sightseeing, exercising, and education. ACM Transactions on Multimedia Computing, Communications, and Applications, 13(4), 1–25. https://doi.org/10.1145/3115935
   Web of Science ®Google Scholar
• Garcia I Grau, F., Valls, C., Piqué, N., & Ruiz-Martín, H. (2021). The long-term effects of introducing the 5E model of instruction on students’ conceptual learning. International Journal of Science Education, 43(9), 1441–1458. https://doi.org/10.1080/09500693.2021.1918354
   Web of Science ®Google Scholar
• Happs, J. C. (1985). Regression in learning outcomes: Some examples from the earth sciences. European Journal of Science Education, 7(4), 431–443. https://doi.org/10.1080/0140528850070411
   Web of Science ®Google Scholar
• Harris, F. (2021). Developing a relationship with nature and place: The potential role of forest school. Environmental Education Research, 27(8), 1214–1228. https://doi.org/10.1080/13504622.2021.1896679
   Web of Science ®Google Scholar
• Haslam, F., & Treagust, D. F. (1987). Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21(3), 203–211. https://doi.org/10.1080/00219266.1987.9654897
   Web of Science ®Google Scholar
• Hewson, P. W., & Thorley, N. (1989). The conditions of conceptual change in the classroom. International Journal of Science Education, 11(5), 541–553. https://doi.org/10.1080/0950069890110506
   Web of Science ®Google Scholar
• Hofstein, A., Nahum, L. T., & Shore, R. (2001). Assessment of the learning environment of inquiry-type laboratories in high school chemistry. Learning Environments Research, 4(2), 192–207. https://doi.org/10.1023/A:1012467417645
   Google Scholar
• Humberstone, B., & Stan, I. (2011). Outdoor learning: Primary pupils’ experiences and teachers’ interaction in outdoor learning. International Journal of Primary, Elementary and Early Years Education, 39(5), 529–540. https://doi.org/10.1080/03004279.2010.487837
   Google Scholar
• Ince, M. C., & Costu, B. (2017). The effect of informal learning environment upon students’ understanding of science-technology-society-environment. New Trends and Issues Proceedings on Humanities and Social Sciences, 4(9), 22–37. https://doi.org/10.18844/prosoc.v4i9.3039
   Google Scholar
• İri, F. G., & Çil, E. (2020). Attitudes toward plants: Comparing the impact of instruction through writing & through a botanical garden trip. The American Biology Teacher, 82(4), 218–226. https://doi.org/10.1525/abt.2020.82.4.218
   Web of Science ®Google Scholar
• Jeronen, E., Palmberg, I., & Yli-Panula, E. (2016). Teaching methods in biology education and sustainability education including outdoor education for promoting sustainability – A literature review. Education Sciences, 7(1), 1–19. https://doi.org/10.3390/educsci7010001.
   Web of Science ®Google Scholar
• Kidman, G., & Casinader, N. (2017). Inquiry-based teaching and learning across disciplines. Palgrave Pivot. https://doi.org/10.1057/978-1-137-53463-7
   Google Scholar
• Kim, K. H. (2011). The creativity crisis: The decrease in creative thinking scores on the torrance tests of creative thinking. Creativity Research Journal, 23(4), 285–295. https://doi.org/10.1080/10400419.2011.627805
   Web of Science ®Google Scholar
• Kim, S. H. (2010). An exploration of the applicability of a recreational Orientierungslauf (orienteering) programme for urban cultural experience activities. Journal of Hospitality, Leisure, Sports and Tourism Education, 9(2), 130. https://doi.org/10.3794/johlste.92.279
   Web of Science ®Google Scholar
• Kissi, L., & Dreesmann, D. (2018). Plant visibility through mobile learning? Implementation and evaluation of an interactive Flower Hunt in a botanic garden. Journal of Biological Education, 52, 344–363. https://doi.org/10.1080/00219266.2017.1385506
   Web of Science ®Google Scholar
• Kowalski, P., & Taylor, A. K. (2017). Reducing students’ misconceptions with refutational teaching: For long-term retention, comprehension matters. Scholarship of Teaching and Learning in Psychology, 3(2), 90–100. https://doi.org/10.1037/stl0000082
   Google Scholar
• Kubisch, F., & Heyne, T. (2015). Students’ alternative conceptions about the lotus effect: To confront or to ignore? Journal of Biological Education, 50(1), 86–100. https://doi.org/10.1080/00219266.2015.1007886
   Web of Science ®Google Scholar
• Kuhn, D., & Dean, D. (2005). Is developing scientific thinking all about learning to control variables? Psychological Science, 16(11), 866–870. https://doi.org/10.1111/j.1467-9280.2005.01628.x
   PubMed Web of Science ®Google Scholar
• Larson, L., Castleberry, S., & Green, G. (2010). Effects of an environmental education program on the environmental orientations of children from different gender, age, and ethnic groups. Journal of Park and Recreation Administration, 28, 95–113.
   Google Scholar
• Linn, M. C., Eylon, B., & Davis, E. A. (2004). The knowledge integration perspective on learning. In M. C. Linn, E. A. Davis, & P. Bell (Eds.), Internet environments for science education (pp. 29–46). Lawrence Erlbaum Associates.
   Google Scholar
• Linn, M. C., Songer, N. B., & Eylon, B. S. (1996). Shifts and convergences in science learning and instruction. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 438–490). Routledge.
   Google Scholar
• Loynes, C. H. (2002). The generative paradigm. Journal of Adventure Education and Outdoor Learning, 2(2), 113–125. https://doi.org/10.1080/14729670285200221
   Google Scholar
• Lumpe, A. T., & Staver, J. R. (1995). Peer collaboration and concept development: Learning about photosynthesis. Journal of Research in Science Teaching, 32(1), 71–98. https://doi.org/10.1002/tea.3660320108
   Web of Science ®Google Scholar
• Mason, L. (2001). Introducing talk and writing for conceptual change: A classroom study. Learning and Instruction, 11(4–5), 305–329. https://doi.org/10.1016/S0959-4752(00)00035-9
   Web of Science ®Google Scholar
• Mataka, L. M., & Taibu, R. (2020). Conceptual change inquiry curriculum and traditional lecture approach: Preservice teacher’s perceptions of learning. Journal of Education in Science, Environment and Health, 6(1), 65–76. https://doi.org/10.21891/jeseh.669108
   Google Scholar
• Mayer, R. E. (1993). Illustrations that instruct. In R. Glaser (Ed.), Advances in instructional psychology (pp. 253–284). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781315864341
   Google Scholar
• McArdle, K., Harrison, T., & Harrison, D. (2013). Does a nurturing approach that uses an outdoor play environment build resilience in children from a challenging background? Journal of Adventure Education and Outdoor Learning, 13(3), 238–254. https://doi.org/10.1080/14729679.2013.776862
   Google Scholar
• McNair, L. (2012). Offering children first-hand experiences through forest school: Relating to and learning about nature. In T. Bruce (Ed.), Early childhood practice: Froebel today (pp. 57–68). SAGE Publications Ltd STM. https://doi.org/10.4135/9781446251287.n6
   Google Scholar
• Mettis, K., Väljataga, T., & Uus, Õ. (2023). Mobile outdoor learning effect on students’ conceptual change and transformative experience. Technology, Knowledge and Learning, 28(2), 705–726. https://doi.org/10.1007/s10758-022-09614-w
   Web of Science ®Google Scholar
• Mikkilä-Erdmann, M. (2001). Improving conceptual change concerning photosynthesis through text design. Learning and Instruction, 11(3), 241–257. https://doi.org/10.1016/S0959-4752(00)00041-4
   Web of Science ®Google Scholar
• Miller, H., McNeal, K., & Herbert, B. (2010). Inquiry in the physical geology classroom: Supporting students’ conceptual model development. Journal of Geography in Higher Education, 34(4), 595–615. https://doi.org/10.1080/03098265.2010.499562
   Web of Science ®Google Scholar
• Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72. https://doi.org/10.4103/aca.ACA_157_18
   PubMed Web of Science ®Google Scholar
• Morgan, S. C., Hamilton, S. L., Bentley, M. L., & Myrie, S. (2009). Environmental education in botanic gardens: Exploring Brooklyn botanic garden’s project green reach. The Journal of Environmental Education, 40(4), 35–52. https://doi.org/10.3200/JOEE.40.4.35-52
   Web of Science ®Google Scholar
• Murtonen, M., Nokkala, C., & Sodervik, I. (2018). Challenges in understanding meiosis: Fostering metaconceptual awareness among university biology students. Journal of Biological Education, 54(1), 3–16. https://doi.org/10.1080/00219266.2018.1538016
   Web of Science ®Google Scholar
• National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. (1979). The Belmont report: Ethical principles and guidelines for the protection of human subjects of research. U.S. Department of Health and Human Services.
   Google Scholar
• Nehm, R. H., & Reilly, L. (2007). Biology majors’ knowledge and misconceptions of natural selection. BioScience, 57(3), 263–272. https://doi.org/10.1641/B570311
   Web of Science ®Google Scholar
• Öhman, J., & Sandell, K. (2016). Environmental concerns and outdoor studies. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 30–39). Routledge. https://doi.org/10.4324/9781315768465.ch3
   Google Scholar
• Oldfield, S. (2010). Botanic gardens: Modern-day arks. The MIT Press.
   Google Scholar
• Onyema, E. M., Ogechukwu, U., Anthonia, E. C. D., & Deborah, E. C. (2019). Potentials of mobile technologies in enhancing the effectiveness of inquiry-based learning approach. International Journal of Education, 2(1), 1–22. https://doi.org/10.31058/j.edu.2019.21001
   Google Scholar
• Pintrich, P. R., Marx, R. W., & Boyle, R. B. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167–199. https://doi.org/10.3102/00346543063002167
   Web of Science ®Google Scholar
• Powledge, F. (2011). The evolving role of botanical gardens: Hedges against extinction, showcases for botany? BioScience, 61(10), 743–749. https://doi.org/10.1525/bio.2011.61.10.3
   Google Scholar
• Rickson, M., Dillon, J., Teamey, K., Morris, M., Young Choi, M., Sanders, D., & Benefield, P. (2004). A review of research on outdoor learning. NFER and King’s College London. https://www.informalscience.org/sites/default/files/Review%20of%20research%20on%20outdoor%20learning.pdf.
   Google Scholar
• Ristanto, R. H., Zubaidah, S., Amin, M., & Rohman, F. (2018). From a reader to a scientist: Developing cirgi learning to empower scientific literacy and mastery of biology concept. Biosfer: Jurnal Pendidikan Biologi, 11(2), 90–100. https://doi.org/10.21009/biosferjpb.v11n2.90-100
   Google Scholar
• Sandoval, W. A., & Reiser, B. J. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345–372. https://doi.org/10.1002/sce.10130
   Web of Science ®Google Scholar
• Scharfen, J., Peters, J. M., & Holling, H. (2018). Retest effects in cognitive ability tests: A meta-analysis. Intelligence, 67, 44–66. https://doi.org/10.1016/j.intell.2018.01.003
   Web of Science ®Google Scholar
• Schneider, M., & Stern, E. (2010). The developmental relations between conceptual and procedural knowledge: A multimethod approach. Developmental Psychology, 46, 178–192. https://doi.org/10.1037/a0016701.
   PubMed Web of Science ®Google Scholar
• Sellmann, D., & Bogner, F. X. (2013). Climate change education: Quantitatively assessing the impact of a botanical garden as an informal learning environment. Environmental Education Research, 19(4), 415–429. https://doi.org/10.1080/13504622.2012.700696
   Web of Science ®Google Scholar
• Sert Çibik, A., Diken, E. H., & Darcin, E. S. (2008). The effect of group works and demonstrative experiments based on conceptual change approach: Photosynthesis and respiration. Asia-Pacific Forum on Science Learning and Teaching, 9(2), 2. https://www.eduhk.hk/apfslt/download/v9_issue2_files/darcin.pdf.
   Google Scholar
• Şimşek, P., & Kabapınar, F. (2010). The effects of inquiry-based learning on elementary students’ conceptual understanding of matter, scientific process skills and science attitudes. Procedia – Social and Behavioral Sciences, 2(2), 1190–1194. https://doi.org/10.1016/j.sbspro.2010.03.170
   Google Scholar
• Sinatra, G. M. (2005). The “warming trend” in conceptual change research: The legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 107–115. https://doi.org/10.1207/s15326985ep4002_5
   Web of Science ®Google Scholar
• Sinatra, G. M., & Pintrich, P. R. (2003). Intentional conceptual change. Erlbaum. https://doi.org/10.4324/9781410606716
   Google Scholar
• Södervik, I., Virtanen, V., & Mikkilä-Erdmann, M. (2015). Challenges in understanding photosynthesis in a university introductory biosciences class. International Journal of Science and Mathematics Education, 13(4), 733–750. https://doi.org/10.1007/s10763-014-9571-8
   Web of Science ®Google Scholar
• Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in Higher Education, 35(6), 723–740. https://doi.org/10.1080/03075070903315502
   Web of Science ®Google Scholar
• Stevenson, K. T., Szczytko, R. E., Carrier, S. J., & Peterson, M. N. (2021). How outdoor science education can help girls stay engaged with science. International Journal of Science Education, 43(7), 1090–1111. https://doi.org/10.1080/09500693.2021.1900948
   Web of Science ®Google Scholar
• Stewart, K. (2002). What learning? What theory? Proceedings of the 5th International Congress on Education in Botanic Gardens (pp. 118–124).
   Google Scholar
• Stofflett, R. T., & Stoddart, T. (1994). The ability to understand and use conceptual change pedagogy as a function of prior content learning experience. Journal of Research in Science Teaching, 31(1), 31–51. https://doi.org/10.1002/tea.3660310105
   Web of Science ®Google Scholar
• Sustainable Development Commission. (2011). Children and nature: A quasi-systematic review of the evidence. Greater London Authority. https://www.london.gov.uk/sites/default/files/lsdc_-_sowing_the_seeds_-_literature_review_2011.pdf.
   Google Scholar
• Sutiani, A. (2021). Implementation of an inquiry learning model with science literacy to improve student critical thinking skills. International Journal of Instruction, 14(2), 117–138. https://doi.org/10.29333/iji.2021.1428a
   Web of Science ®Google Scholar
• Szczytko, R., Carrier, S. J., & Stevenson, K. T. (2018). Impacts of outdoor environmental education on teacher reports of attention, behavior, and learning outcomes for students with emotional, cognitive, and behavioral disabilities. Frontiers in Psychology, 3, 46. https://doi.org/10.3389/feduc.2018.00046
   Google Scholar
• Tal, R. T. (2004). Using a field trip to a wetland as a guide for conceptual understanding in environmental education: A case study of a pre-service teacher’s research. Chemistry Education research and practice, 5(2), 127–142. https://doi.org/10.1039/B4RP90016B
   Google Scholar
• Tammaro, R., D’Alessio, A., & Petolicchio, A. (2017). Orienteering: Motivation, multidisciplinary, and skills. A project in a secondary school in the province of Salerno. International Journal of Humanities and Social Sciences, 9(5), 34–40.
   Google Scholar
• Taşlıdere, E. (2013). Effect of conceptual change oriented instruction on students’ conceptual understanding and decreasing their misconceptions in DC electric circuits. Creative Education, 4(4), 273–282. https://doi.org/10.4236/ce.2013.44041
   Google Scholar
• Thomas, F., & Harding, S. (2011). The role of play: Play outdoors as the medium and mechanism for well-being, learning and development. In J. White (Ed.), Outdoor provision in the early years (pp. 12–23). Sage. https://doi.org/10.4135/9781446289099
   Google Scholar
• Torkos, H., & Egerau, A. M. (2020). Outdoor education and its influence on the successful involvement of pupils in the social life. Postmodern Openings, 11(4), 127–143. https://doi.org/10.18662/po/11.4/226
   Web of Science ®Google Scholar
• Tran, N. A. (2011). The relationship between students’ connections to out-of-school experiences and factors associated with science learning. International Journal of Science Education, 33(12), 1625–1651. https://doi.org/10.1080/09500693.2010.516030
   Web of Science ®Google Scholar
• Vančugovienė, V., Södervik, I., Lehtinen, E., & McMullen, J. (2024). Individual differences in secondary school students’ conceptual knowledge: Latent profile analysis of biology concepts. Learning and Individual Differences, 111, 102436. https://doi.org/10.1016/j.lindif.2024.102436
   Web of Science ®Google Scholar
• van der Graaf, J. (2020). Inquiry-based learning and conceptual change in balance beam understanding. Frontiers in Psychology, 11, 1621. https://doi.org/10.3389/fpsyg.2020.01621
   PubMed Web of Science ®Google Scholar
• Vosniadou, S. (2003). Exploring the relationships between conceptual change and intentional learning. In G. M. Sinatra, & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 377–406). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410606716
   Google Scholar
• Vosniadou, S. (2012). Reframing the classical approach to conceptual change: Preconceptions, misconceptions and synthetic models. In B. J. Frazer, K. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education. Springer international handbook of education (pp. 119–130). Springer.
   Google Scholar
• Vosniadou, S., Ioannides, C., Dimitrakopoulou, A., & Papademetriou, E. (2001). Designing learning environments to promote conceptual change in science. Learning and Instruction, 11(4-5), 381–419. https://doi.org/10.1016/S0959-4752(00)00038-4
   Web of Science ®Google Scholar
• Vosniadou, S., & Skopeliti, I. (2014). Conceptual change from the framework theory side of the fence. Science & Education, 23(7), 1427–1445. https://doi.org/10.1007/s11191-013-9640-3
   Web of Science ®Google Scholar
• Waite, S., & Pratt, N. (2017). Theoretical perspectives on learning outside the classroom – Relationships between learning and place. In S. Waite (Ed.), Children learning outside the classroom from birth to eleven (pp. 7–22). SAGE Publications Ltd.
   Google Scholar
• Wattchow, B. (2006). Playing with an unstoppable force: Paddling, river-places and outdoor education. Journal of Outdoor and Environmental Education, 11(1), 10–20. https://doi.org/10.1007/BF03400843
   Google Scholar
• Williams, S. J., Jones, J. P. G., Gibbons, J. M., & Clubbe, C. (2015). Botanic gardens can positively influence visitors’ environmental attitudes. Biodiversity and Conservation, 24(7), 1609–1620. https://doi.org/10.1007/s10531-015-0879-7
   Web of Science ®Google Scholar
• Willison, J. (2006). Education for sustainable development: Guidelines for action in botanic gardens. Botanic Gardens Conservation International.
   Google Scholar
• Wiser, M., & Smith, C. L. (2008). Learning and teaching about matter in grades K-8: When should the atomic-molecular theory be introduced? In S. Vosniadou (Ed.), The international handbook of research on conceptual change (pp. 205–239). Routledge. https://doi.org/10.4324/9780203874813
   Google Scholar
• Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321–341. https://doi.org/10.1007/s11165-007-9052-y
   Web of Science ®Google Scholar
• Wyse Jackson, P., & Sutherland, L. (2000). International agenda for botanic gardens in conservation. Botanic Gardens Conservation International.
   Google Scholar
• Yip, D. Y. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20(4), 461–477. https://doi.org/10.1080/0950069980200406
   Web of Science ®Google Scholar
• Zhang, L., Kirschner, P. A., Cobern, W. W., & Sweller, J. (2022). There is an evidence crisis in science educational policy. Educational Psychology Review, 34(2), 1157–1176. https://doi.org/10.1007/s10648-021-09646-1
   Web of Science ®Google Scholar