|
7.2%
|
Akyol et al. [2010]
|
Turkish pre-service science teachers (n = 136)
|
Cognitive
|
|
10.5%
|
Deniz et al. [2008]
|
Turkish pre-service biology teachers (n = 132)
|
Cognitive, affective, contextual
|
|
13.0%
|
Sinatra et al. [2003]
|
US-American undergraduate non-major biology students (n = 93)
|
Cognitive, affective
|
|
17.0%
|
Akyol et al. [2012]
|
Turkish pre-service science teachers (n = 415)
|
Cognitive
|
|
18.0%
|
Miller et al. [2006]
|
European adults (n = 13,587)
|
Cognitive, affective, contextual
|
|
19.7%
|
Graf and Soran [2011]
|
Turkish pre-service biology teachers (n = 520)
|
Cognitive, affective
|
|
26.0%
|
Mazur [2004]
|
US-American adults (n = 3,673)
|
Cognitive, affective, contextual
|
|
29.0%
|
Athanasiou and Papadopoulou [2012]
|
Greek pre-service teachers in early childhood education (n = 350)
|
Cognitive, affective, contextual
|
|
33.0%
|
Ha et al. [2012]
|
South Korean pre-service biology teachers (n = 124)
|
Cognitive, affective, contextual
|
|
40.2%
|
Graf and Soran [2011]
|
German pre-service biology teachers (n = 1,228)
|
Cognitive, affective, contextual
|
|
42.0%
|
Losh and Nzekwe [2011]
|
US American pre-service teachers (n = 663)
|
Cognitive, affective, contextual
|
|
44.2%
|
Athanasiou et al. [2012]
|
Greek pre-service teachers in early childhood education (n = 320)
|
Cognitive, affective
|
|
45.0%
|
Mazur [2010]
|
US-American adults (GSS sample, n > 1,600)
|
Cognitive, affective, contextual
|
|
46.0%
|
Miller et al. [2006]
|
US-American adults (n = 2,066)
|
Cognitive, affective, contextual
|
