“…This mirrors much of the research work in educational science that concerns questions of preference for animals or plants (e.g., Wandersee, ; Kinchin, ); student responses to diverse plant education interventions (e.g., Lindemann‐Mathies, ; Fančovičová, & Prokop, ; Nyberg & Sanders, ; Krosnick, Baker, & Moore, ; Pany et al, ); student reactions to specific plant displays in botanic gardens (e.g., Tunnicliffe, ; Sanders, ); considerations of plants in science curricula content (e.g., Hershey, ; Galbraith, ; Ebert‐May & Holt, ); and the relatively few visual cognition studies concerned with plants (e.g., Schussler and Olzak, ; Balas & Momsen, ). Furthermore, a large body of educational research has concerned itself with the identification of plants and the perceived connections between knowledge of, and attitudes to, plants (e.g., Bebbington, ; Frisch, Unwin, & Saunders, ).…”