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PD Dr. Laudenberg, Beate


Fakultät für Geistes- und Humanwissenschaften - Institut für deutsche Sprache und Literatur
Prof. Dr. Liebig, Sabine


Fakultät für Natur- und Sozialwissenschaften - Institut für Transdisziplinäre Sozialwissenschaft
Prof. Dr. Lindemann-Matthies, Petra
Fakultät für Natur- und Sozialwissenschaften - Institut für Biologie und Schulgartenentwicklung


Littwin, Gloria


Fakultät für Geistes- und Humanwissenschaften - Institut für deutsche Sprache und Literatur
Dr. Lohmann, Robin


Fakultät für Geistes- und Humanwissenschaften - Institut für Mehrsprachigkeit
Dr. Ludwig, Christian


Fakultät für Geistes- und Humanwissenschaften - Institut für Mehrsprachigkeit
Jun.-Prof. Dr. Ludwig, Tobias


Fakultät für Natur- und Sozialwissenschaften - Institut für Physik und Technische Bildung

[DISS] Umsetzung der Leitperspektive BNE im Ökologischen Lerngarten: Forschungsgestützte Entwicklung von Lehr-/Lernmaterialien für nachhaltige Bildungsprozesse

...komplettes Projekt anzeigen

Lindemann-Matthies, P., Benkowitz, D. & Hellinger, F. (2021). Associations between the naturalness of window and interior classroom views, subjective well-being of primary school children and their performance in an attention and concentration test, Landscape and Urban Planning, 214.
Lindemann-Matthies, P., Hoyer, E. & Remmele, M. (2021). Collective public commitment - young people on the path to a more sustainable lifestyle, Sustainability, 13(20).
Lindemann-Matthies, P., Mulyk, L. & Remmele, M. (2021). Garden plants for wild bees – Laypersons’ assessment of their suitability and opinions on gardening approaches, Urban Forestry & Urban Greening, 62.
Jaun, B., Lehnert, H. J. & Lindemann-Matthies, P. (2021). How children get to know and identify species, EURASIA Journal of Mathematics, Science and Technology Education, 18(em2061).
Lindemann-Matthies, P. & Remmele, M. (2021). Vermittlung von Artenkenntnis in der Schule - eine Analyse der Bildungspläne in Deutschland, Natur und Landschaft, 96, 385-392.
Remmele, M. & Lindemann-Matthies, P. (2020). Dead or alive? Teacher students’ perception of invasive alien animal species and attitudes towards their management, EURASIA Journal of Mathematics, Science and Technology Education, 16(5).
Lindemann-Matthies, P. & Hoyer, E. (2019). Kollektive öffentliche Selbstverpflichtung – Jugendliche auf dem Weg zu einem nachhaltigeren Lebensstil, Dialog. Bildungsjournal der Pädagogischen Hochschule Karlsruhe, 6, 11-17.
Lindemann-Matthies, P. & Köhler, K. (2019). Naturalized versus traditional school grounds: which elements do students prefer and why? , Urban Forestry & Urban Greening, 46.
Benkowitz, D., Schulz, S. & Lindemann-Matthies, P. (2019). The impact of gardening experiences on children’s intake of vegetables, The Journal of Health, Environment & Education, 11, 1-5.
Bermudez, G. M. A. & Lindemann-Matthies, P. (2018). “What matters is species richness” - high school students’ understanding of the components of biodiversity", Research in Science Education, in p, 1-29.
Remmele, M. & Lindemann-Matthies, P. (2018). Like father, like son? On the relationship between parents’ and children’s familiarity with species and sources of knowledge about plants and animals, EURASIA Journal of Mathematics, Science and Technology Education, 14(10), 1-10.
Lindemann-Matthies, P. & Matthies, D. (2018). The influence of plant species richness on stress recovery of humans, Web Ecology, 18, 121-128.
Kadji-Beltran, C., Christodoulou, N., Zachariou, A., Lindemann-Matthies, P., Barker, S. & Kadis, C. (2017). An ESD pathway to quality education in the Cyprus primary education context, Environmental Education Research, 23, 1015-1031.
Lindemann-Matthies, P. & Brieger, H. (2017). Does urban gardening increase aesthetic quality of urban areas? A case study from Germany, Urban Forestry & Urban Greening, 17, 33-41.
Lindemann-Matthies, P. (2017). Perception of plant species richness by people with different nationalities - an experimental study from Switzerland, Landscape Research, 42, 482-497.
Lindemann-Matthies, P., Remmele, M. & Yli-Panula, E. (2017). Professional competence of student teachers to implement species identification in schools – a case study from Germany, CEPS Journal, 7(1), 29-47.
Lindemann-Matthies, P. (2016). Beasts or beauties? Laypersons’ perception of invasive alien plant species in Switzerland and attitudes towards their management, NeoBiota, 29, 15-33.
Lindemann-Matthies, P. (2016). Die Wertschätzung von Biodiversität in Privatgärten, Hotspot, 33, 10-11.
Schüpbach, B., Junge, X., Lindemann-Matthies, P. & Walter, T. (2016). Seasonality, diversity and aesthetic valuation of landscape plots: An integrative approach to assess landscape quality on different scales, Land Use Policy, 53, 27-35.
Junge, X., Schüpbach, B., Walter, T., Schmid, B. & Lindemann-Matthies, P. (2015). Aesthetic quality of agricultural landscape elements in different seasonal stages in Switzerland, Landscape and Urban Planning, 133, 67-77.
Hyseni Spahiu, M. & Lindemann-Matthies, P. (2015). Effect of a toolkit and a one-day teacher education workshop on ESD teaching content and methods - a study from Kosovo, Sustainability, 7, 8051-8066.
Nates Jimenez, J. & Lindemann-Matthies, P. (2015). Public knowledge and perception of toads and frogs in three areas of subtropical Southeast China, Society & Animals, 23, 166-192.
Nates Jimenez, J. & Lindemann-Matthies, P. (2015). Public knowledge of, and attitudes to, frogs in Colombia, Anthrozoos, 28, 319-332.
Lindemann-Matthies, P. (2014). „Nature makes us feel good“. Der Einfluss von Natur auf die Gesundheit des Menschen, Dialog, 1, 35-37.
Hyseni Spahiu, M., Korca, B. & Lindemann-Matthies, P. (2014). Environmental education in high schools in Kosovo – a teachers’ perspective, International Journal of Science Education, 36, 2750-2771.
Lindemann-Matthies, P., Keller, D., Li, X. & Schmid, B. (2013). Attitudes toward forest diversity and forest ecosystem services—a cross-cultural comparison between China and Switzerland, Journal of Plant Ecology, 7, 1-9.
Lindemann-Matthies, P. & Marty, T. (2013). Does ecological gardening increase species richness and aesthetic quality of a garden?, Biological Conservation, 159, 37-44.
Campos, C. M., Nates, J. & Lindemann-Matthies, P. (2013). Percepción y conocimiento de la biodiversidad por estudiantes urbanos y rurales de las tierras áridas del centro-oeste de Argentina, Ecologia Austral, 23(3), 174-183.
Lindemann-Matthies, P., Bönigk, I. & Benkowitz, D. (2012). Can’t see the wood for the litter: Evaluation of litter behavior modification in a forest, Applied Environmental Education & Communication, 11, 108-116.
Quinte, J., Lindemann-Matthies, P. & Lehnert, H. J. (2012). Denkmodelle vom Lebenszyklus der Samenpflanzen, Erkenntnisweg Biologiedidaktik, 11, 37-52.
Lindemann-Matthies, P. & Jaun Holderegger, B. (2012). Die biodiversitätsfreundliche Lernumgebung, Hotspot, 26, 6-7.
Campos, C. M., Greco, S., Ciarlante, J. J., Balangione, M., Bender, J. B., Lindemann-Matthies, P. & Nates, J. (2012). Students’ familiarity and initial contact with species in the Monte desert (Mendoza, Argentina), Journal of Arid Environments, 82, 98-105.
Nates, J., Campos, C. M. & Lindemann-Matthies, P. (2012). The impact of a short conservation education workshop on Argentinean students’ knowledge about and attitudes towards species, Eurasia Journal of Mathematics, Science & Technology Education, 8, 257-267.
Junge, X., Lindemann-Matthies, P., Hunziker, M. & Schüpbach, B. (2011). Aesthetic preferences of non-farmers and farmers for different land-use types and proportions of ecological compensation areas in the Swiss lowlands, Biological Conservation, 144, 1430-1440.
Lindemann-Matthies, P., Constantinou, C., Lehnert, H. J., Nagel, U., Raper, G. & Kadji-Beltran, C. (2011). Confidence and perceived competence of preservice teachers to implement biodiversity education in primary schools – four comparative case studies from Europe, International Journal of Science Education, 33, 2247-2273.
Gregorowius, D., Lindemann-Matthies, P. & Huppenbauer, M. (2011). Ethical discourse on the use of genetically modified crops: a review of academic publications in the fields of ecology and environmental ethics, Journal of Agricultural and Environmental Ethics, 25, 265-293.
Lindemann-Matthies, P. & Knecht, S. (2011). Swiss elementary school teachers’ attitudes towards forest education, The Journal of Environmental Education, 42, 152-167.
Hyseni, M. & Lindemann-Matthies, P. (2011). The integration of environmental topics in school books and national curricula in Kosovo, ANASH, 6(8), 15-18.
Lindemann-Matthies, P., Briegel, R., Schüpbach, B. & Junge, X. (2010). Aesthetic preference for a Swiss alpine landscape: The impact of different agricultural land-use with different biodiversity, Landscape and Urban Planning, 98, 99-109.
Cottle, L., Tamir, D., Hyseni, M., Bühler, D. & Lindemann-Matthies, P. (2010). Feeding live prey to zoo animals: response of zoo visitors in Switzerland, Zoo Biology, 29, 344-350.
Nates, J., Campos, C. M. & Lindemann-Matthies, P. (2010). Students’ perception of plant and animal species: a case study from rural Argentina, Applied Environmental Education & Communication, 9, 131-141.
Lindemann-Matthies, P., Junge, X. & Matthies, D. (2010). The influence of plant diversity on people’s perception and aesthetic appreciation of grassland vegetation, Biological Conservation, 143, 195-202.
Lindemann-Matthies, P. (2010). Wahrnehmung und Wertschätzung biologischer Vielfalt, Vierteljahresschrift der Naturforschenden Gesellschaft in Zürich, 155, 13-19.
Lindemann-Matthies, P. & Hyseni, M. (2009). Perception and knowledge of environmental issues, in particular biodiversity by stakeholders and laypersons in Kosovo - a case study, Journal of International Environmental Application & Science, 4(4), 413-427.
Junge, X., Jacot, K. A., Bosshard, A. & Lindemann-Matthies, P. (2009). Swiss people’s attitudes towards field margins for biodiversity conservation, Journal for Nature Conservation, 17, 150-159.
Lindemann-Matthies, P., Constantinou, C., Junge , X., Köhler, K., Mayer, J., Nagel , U., Raper, G., Schüle, D. & Kadji-Beltran, C. (2009). The integration of biodiversity education in the initial education of primary school teachers: four comparative case studies from Europe, Environmental Education Research, 15, 17-37.
Lindemann-Matthies, P. & Bose, E. (2008). How many species are there? Public understanding and awareness of biodiversity in Switzerland, Human Ecology, 36, 731-742.
Lindemann-Matthies, P. & Bose, E. (2007). Species richness, structural diversity and species composition in meadows created by visitors of a botanical garden in Switzerland, Landscape and Urban Planning, 79, 298-307.
Lindemann-Matthies, P. (2006). Investigating nature on the way to school: responses to an educational programme by teachers and their pupils, International Journal of Science Education, 28, 895-918.
Lindemann-Matthies, P., Meyer, D. & Paschke, M. (2006). Multimedia und Lernstiltyp. Unterstützt Online-Distance-Learning unterschiedliche Lernstiltypen und führt zu mehr Lernerfolg?, MedienPädagogik, 2, 1-17.
Lindemann-Matthies, P. & Kamer, T. (2006). The influence of an interactive educational approach on visitorsʼ learning in a Swiss zoo, Science Education, 90, 296-315.
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, 655-677.
Paschke, M., Lindemann-Matthies, P., Eichenberger, S. & Brandl, H. (2003). Wie können Motivation, Lerninteresse und Lernverständnis im E-Learning gefördert werden?, MedienPädagogik, 2, 1-16.
Lindemann-Matthies, P. (2002). Das "Wiesenexperiment" – eine Pilotstudie über das Erkennen von Artenvielfalt durch Studierende, Natur und Landschaft, 77(7), 319-320.
Lindemann-Matthies, P. (2002). The influence of an educational program on children’s perception of biodiversity, The Journal of Environmental Education, 33, 22-31.
Lindemann-Matthies, P. & Kamer, T. (2001). Evaluation der betreuten Besucherinformation im Tierpark Goldau, Der Zoologische Garten, 71, 194-208.
Frischknecht, P. & Lindemann-Matthies, P. (1999). Hochschulausbildungen im Umweltbereich werden immer ausgereifter – aber sind sie auch praxistauglich? , GAIA, 8, 75-78.