People's knowledge about nature, their interest in nature, their nature experiences, and their values and emotions regarding nature are factors that promote people's positive views on environmental issues and sustainability. Knowing the variation and patterns in teachers' and student teachers' views is an essential step in considering the ways in…

Limited awareness about nature and its species can have a negative influence on children's relationship to nature. Plant species recognition and outdoor education are perhaps the easiest way to approach nature relationships and increase knowledge. Unfortunately, it has been shown that people do not recognize plant species very well. This…

Virtual Forest is a web-based, open-access learning environment about forests designed for primary-school pupils between the ages of 10 and 13 years. It is pedagogically designed to develop an understanding of ecology, to enhance conceptual development and to give a holistic view of forest ecosystems. Various learning tools, such as concept maps,…

The aim of the research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The biological content photosynthesis and plant growth was used as an example. The research sample consisted of 10 primary and 10 secondary (biology) teacher students. Questionnaires, lesson preparation task…

Micronutrient malnutrition affects the health and well being of 3 billion people globally. Identifying means to improve the micronutrient density in the edible portions of crops is an important way to combat nutrient deficiencies. By studying how plants obtain micronutrients from the soil, we can develop methods to enhance uptake. Although more…

This study clarifies whether secondary school students develop their argumentation skills through reading and collaboration. The students first constructed an individual argument diagram on genetically modified organisms, read three articles, and improved their diagrams. Next, they engaged in a chat debate, reflected on their debate by…