Abstract
The importance of plants for humans is unquestionable and every one of us should have basic knowledge about plants. Learning stations are a very useful tool for understanding the meaning of plants for people. The purpose of the study was to describe the effect of learning stations in practice, their use and whether or not they might help change misconceptions and build accurate content knowledge about toxic plants. The quasi-experimental design was used and the research sample consisted of a control group and an experimental group. The knowledge test (pretest/posttest) focused as a research tool on the ability to identify toxic plants, gain the occurrence of plants and decide about the toxicity of plants. The effect of learning stations was significant, with the students from the experimental group achieving a higher score after the implementation of the independent variable in all categories (naming of plants, occurrence and toxicity).
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