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Direct linkEmmeline E. Hoogland; Micha H. J. Ummels – Journal of Biological Education, 2024
In secondary science education, students often do not feel engaged with the scientific concepts that are taught, which hinders conceptual learning. This lack of engagement can be overcome by fictional placemaking. Therefore, the purpose of our design-based research is to explore how the creation and use of fictional places lead to meaningful…
Descriptors: Biology, Science Instruction, Secondary School Students, Communities of Practice
