Do textbooks provide opportunities to develop meaningful botanical literacy? A case study of the scientific model of plant nutrition-Reference-Cited by-同舟云学术

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Do textbooks provide opportunities to develop meaningful botanical literacy? A case study of the scientific model of plant nutrition

Published:2024-07-16 Issue: Volume: Page:1-27
ISSN:0021-9266
Container-title:Journal of Biological Education
language:en
Short-container-title:Journal of Biological Education

Author:

Pedrera Oier¹^ORCID,Barrutia Oihana²^ORCID,Díez José Ramón¹^ORCID

Affiliation:

1. Department of Didactics of Mathematics, Experimental and Social Sciences, University of the Basque Country (UPV/EHU), Leioa, Spain

2. Department of Didactics of Mathematics, Experimental and Social Sciences, University of the Basque Country (UPV/EHU), Donostia-San Sebastián, Spain

Funder

Predoctoral Researcher Training Program of the UPV/EHU

the Basque Government through the IKASGARAIA (Education, Culture and Sustainable Development) Research Group

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/00219266.2024.2365679

Reference126 articles.

1. Representations of nature of science in high school chemistry textbooks over the past four decades

2. AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL

3. Prospective elementary science teachers’ understanding of photosynthesis and cellular respiration in the context of multiple biological levels as nested systems

4. Primary School Curriculum Contributing to Plant Blindness: Assessment Through the Biodiversity Perspective;Amprazis A.;Advances in Ecological and Environmental Research,2018

5. Plant blindness: a faddish research interest or a substantive impediment to achieve sustainable development goals?

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