Dr. Anna Beniermann
Profil
Forschungsthemen1
Gamification for Climate Action
Quelle ↗Förderer: Andere Senatsverwaltungen Zeitraum: 01/2023 - 12/2023 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Dr. Anna Beniermann
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
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Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
Evolution Education and Outreach · 64 Zitationen · DOI
Abstract Background Relatively little information is available regarding the level of acceptance of evolution and knowledge about evolution in different educational settings in Europe. The aim of the present study is to fill this gap and provide a comprehensive overview of the current state of research regarding evolutionary knowledge and acceptance of students and teachers across Europe, based on a systematic literature review. Results We identified 56 papers for the period 2010–2020, presenting results for 29 European countries. Both knowledge and acceptance of evolution were assessed in 17 studies. Out of 13 instruments most commonly used in the literature, five have been used in the European context so far: ACORNS, CINS, I-SEA, KEE and MATE. Thirty-one other instruments were identified of which 16 were used in studies on knowledge and 15 in studies on acceptance. The extent of knowledge was hard to compare even within groups of the same education level due to the application of different instruments and assessment of different key concepts. Our results illustrate the persistence of misconceptions through all education levels. Comparing acceptance among different education levels and countries revealed a high diversity. However, a lack of evolution in curricula tended to be associated with rejection of evolution in some countries. European studies that investigated both acceptance of evolution and knowledge about evolution varied highly concerning the existence and strength of the relationship between these factors. However, some trends are visible, such as an increase of strength of the relationship the higher the education level. Conclusions The present review highlights the lack of a standardized assessment of evolutionary knowledge and acceptance of evolution across Europe and, therefore, of reasonably comparable data. Moreover, the review revealed that only about one-third of all studies on acceptance and/or knowledge about evolution provided evidence for local validity and reliability. We suggest the use of assessment categories for both knowledge and acceptance instruments to allow for interpretation and comparison of sum scores among different sample groups. This, along with prospective comparative research based on similar samples, paves the way for future research aimed at overcoming current biases and inconsistencies in results.
GM crops & food · 58 Zitationen · DOI
Achieving global food security is becoming increasingly challenging and many stakeholders around the world are searching for new ways to reach this demanding goal. Here we demonstrate examples of genetically modified and genome edited plants introduced to the market in different world regions. Transgenic crops are regulated based on the characteristics of the product in many countries including the United States and Canada, while the European Union, India, China and others regulate process-based i.e. on how the product was made. We also present the public perception of state-of-the-art plant gene technologies in different regions of the world in the past 20 years. The results of literature analysis show that the public in Europe and North America is more familiar with the notion of genome editing and genetically modified organisms than the public in other world regions.
45 Zitationen · DOI
Education Sciences · 36 Zitationen · DOI
The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. Controversial science issues (CSI) encompass scientific knowledge rejected by the public as well as socioscientific issues, i.e., societal issues grounded in science that are frequently applied to science education. Generating evidence-based justifications for claims is central in scientific and informal reasoning. This study aims to describe attitudes and their justifications within the argumentations of a random online sample (N = 398) when reasoning informally on selected CSI. Following a deductive-inductive approach and qualitative content analysis of written open-ended answers, we identified five types of justifications based on a fine-grained category system. The results suggest a topic-specificity of justifications referring to specific scientific data, while justifications appealing to authorities tend to be common across topics. Subjective, and therefore normative, justifications were slightly related to conspiracy ideation and a general rejection of the scientific consensus. The category system could be applied to other CSI topics to help clarify the relation between scientific and informal reasoning in science education and communication.
Evolution Education and Outreach · 36 Zitationen · DOI
Abstract Background Investigations of evolution knowledge and acceptance and their relation are central to evolution education research. Ambiguous results in this field of study demonstrate a variety of measuring issues, for instance differently theorized constructs, or a lack of standardized methods, especially for cross-country comparisons. In particular, meaningful comparisons across European countries, with their varying cultural backgrounds and education systems, are rare, often include only few countries, and lack standardization. To address these deficits, we conducted a standardized European survey, on 9200 first-year university students in 26 European countries utilizing a validated, comprehensive questionnaire, the “Evolution Education Questionnaire”, to assess evolution acceptance and knowledge, as well as influencing factors on evolution acceptance. Results We found that, despite European countries’ different cultural backgrounds and education systems, European first-year university students generally accept evolution. At the same time, they lack substantial knowledge about it, even if they are enrolled in a biology-related study program. Additionally, we developed a multilevel-model that determines religious faith as the main influencing factor in accepting evolution. According to our model, knowledge about evolution and interest in biological topics also increase acceptance of evolution, but to a much lesser extent than religious faith. The effect of age and sex, as well as the country’s affiliation, students’ denomination, and whether or not a student is enrolled in a biology-related university program, is negligible. Conclusions Our findings indicate that, despite all their differences, most of the European education systems for upper secondary education lead to acceptance of evolution at least in university students. It appears that, at least in this sample, the differences in knowledge between countries reflect neither the extent to which school curricula cover evolutionary biology nor the percentage of biology-related students in the country samples. Future studies should investigate the role of different European school curricula, identify particularly problematic or underrepresented evolutionary concepts in biology education, and analyze the role of religious faith when teaching evolution.
International Journal of Science Education · 35 Zitationen · DOI
In evolution education, misconceptions about evolutionary concepts impact students’ learning. Much research exists on assessing knowledge about evolution using different instruments. The current article introduces the KAEVO 2.0 instrument, which includes various evolutionary aspects representing microevolution and macroevolution. The introduced instrument aims to measure knowledge about evolution comprehensively, suitable for both high school students and undergraduates.KAEVO 2.0 is based on KAEVO 1.0 (Beniermann, 2019 Beniermann, A. (2019). Evolution – von Akzeptanz und Zweifeln: Empirische Studien über Einstellungen zur evolution und Bewusstsein. [evolution – about acceptance and doubts: Empirical studies on attitudes towards evolution and consciousness]. Springer Spektrum. [Google Scholar]) and was extended on the basis of a literature and a curricula analysis. These analyses revealed evolutionary concepts that reflect the construct ‘knowledge about evolution’ in high school biology. KAEVO 2.0 was reviewed by evolutionary biology and biology education experts and subsequently modified. Besides these aspects of content validity based on the content analyses, evidence for validity and reliability is provided based on a field-test with 136 biology, 124 non-biology undergraduates, and 146 high school students. We present confirmatory factor analyses (CFA), reliability analyses, correlation analyses and group comparisons for these subgroups. Results indicate that KAEVO 2.0 can be valuable in different application scenarios and is suitable for different age groups. We discuss further use of this instrument and recommend applications of various published instruments to assess different aspects of knowledge about evolution.
24 Zitationen · DOI
This is a summary poster/infographic of the main messages of the paper under the same name published in Proceedings B Link to the publication: https://royalsocietypublishing.org/doi/10.1098/rspb.2022.1077
Oikos · 23 Zitationen · DOI
Ecosystem functioning is affected by horizontal (within trophic groups) and vertical (across trophic levels) biodiversity. Theory predicts that the effects of vertical biodiversity depend on consumer specialization. In a microcosm experiment, we investigated ciliate consumer diversity and specialization effects on algal prey biovolume, evenness and composition, and on ciliate biovolume production. The experimental data was complemented by a process‐based model further analyzing the ecological mechanisms behind the observed diversity effects. Overall, increasing consumer diversity had no significant effect on prey biovolume or evenness. However, consumer specialization affected the prey community. Specialist consumers showed a stronger negative impact on prey biovolume and evenness than generalists. The model confirmed that this pattern was mainly driven by a single specialist with a high per capita grazing rate, consuming the two most productive prey species. When these were suppressed, the prey assemblage became dominated by a less productive species, consequently decreasing prey biovolume and evenness. Consumer diversity increased consumer biovolume, which was stronger for generalists than for specialists and highest in mixed combinations, indicating that consumer functional diversity, i.e. more diverse feeding strategies, increased resource use efficiency. Overall, our results indicate that consumer diversity effects on prey and consumers strongly depend on species‐specific growth and grazing rates, which may be at least equally important as consumer specialization in driving consumer diversity effects across trophic levels. Synthesis In a microcosm experiment, we investigated multitrophic consumer diversity and specialization effects using ciliate consumers and microalgal prey. Consumer diversity increased consumer biovolume, which was highest in combinations containing both generalists and specialists. Specialist consumers showed a stronger negative effect on prey biovolume and evenness than generalists. These experimental data were supported by a process‐based model, indicating that the large effect of the specialists was based on high per capita grazing rate on the two most productive prey species. Species‐specific traits such as growth and grazing rates were equally important for multitrophic diversity effects than consumer specialization.
Journal of Research in Science Teaching · 20 Zitationen · DOI
Abstract Over the past decades, a large body of research has examined students' magnitudes of evolution acceptance and related measurement issues resulting in questions concerning instruments' validity and operationalization. Until now, several studies investigated validity aspects of often‐used evolution acceptance instruments and came to diverging conclusions about instruments' scores comparability. Within the last years, religious identity was identified as a significant predictor for magnitudes of evolution acceptance. However, religious identity can also point to validity issues if aspects of the content under investigation are interpreted differently based on specific religious identity. Additionally, self‐identified creationists could serve as a source of validity evidence due to the assumption that creationists should score lower on an evolution acceptance instrument than groups with more scientifically adequate views. Thus, we aim to provide additional validity evidence for often‐used evolution acceptance instruments within a European context (i.e., Germany) by comparing two groups of particular interest for research in science education: preservice biology teachers and self‐identified creationists. Exploring evidence based on (1) internal structure, (2) relationships with other variables, and (3) test content provides arguments for test interpretations' validity. A total of 286 persons (206 preservice biology teachers and 81 self‐identified creationists) participated in a survey comprised of six often‐used evolution acceptance measures (i.e., MATE, GAENE, I‐SEA, ATEVO, Gallup question, and 100 point questions). Overall, our findings indicate that the six applied instruments demonstrate differences concerning their evidence for sound interpretation. In particular, the DIF and dimensionality analyses lead to the assumption that the GAENE may be multidimensional other than theoretically expected. In general, the multi‐item measures were stronger related to each other than to the general public polls. Using an instrument that differentiates between microevolution and macroevolution is advisable for creationist samples or samples with a remarkable share of creationists' views.
Proceedings of the Royal Society B Biological Sciences · 19 Zitationen · DOI
Evolutionary understanding is central to biology. It is also an essential prerequisite to understanding and making informed decisions about societal issues such as climate change. Yet, evolution is generally poorly understood by civil society and many misconceptions exist. Citizen science, which has been increasing in popularity as a means to gather new data and promote scientific literacy, is one strategy through which people could learn about evolution. However, despite the potential for citizen science to promote evolution learning opportunities, very few projects implement them. In this paper, we make the case for incorporating evolution education into citizen science, define key learning goals, and suggest opportunities for designing and evaluating projects in order to promote scientific literacy in evolution.
International Journal of Science Education · 15 Zitationen · DOI
The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysis using the Framework for the Assessment of school Curricula on the presence of Evolutionary concepts (FACE). For each country/region we analysed what this educational system considered the minimum evolution education a citizen should get. Our results reveal that: (i) the curricula include less than half of the learning goals considered important for scientific literacy in evolution; (ii) the most frequent learning goals address basic knowledge of evolution; (iii) learning goals related with the processes that drive evolution are often not included or rarely mentioned; (iv) evolution is most often not linked to its applications in everyday life. These results highlight the need to rethink evolution education across Europe.
Science Education · 12 Zitationen · DOI
Abstract Evolution understanding is often positively connected with magnitudes of evolution acceptance, whereas religiosity mostly interferes negatively. However, comparisons between studies and countries must be treated cautiously due to the diversity of used instruments and samples. This study aims to generate new evidence concerning the interplay of evolution acceptance, evolution understanding, and religious belief by comparing the results of preservice biology teachers, school students, and self‐identified creationists answering several acceptance instruments (i.e., ATEVO, GAENE, I‐SEA, and MATE) while using the same measurement for understanding and belief. Results of our regression analysis indicate that belief and understanding were significant predictors but often diminished after including the interaction term of belief and understanding. When gender is included in the model, this variable is often significant. The interaction term of belief and understanding was only significant for two instruments in the group of school students. For the creationists, gender appeared as the essential term. While relationship patterns of preservice biology teachers seldom seem to be impacted by the choice of acceptance instruments (at least in correlations and regressions using only belief and understanding), this is not true for our school students and creationists. Our findings indicate that the magnitude of understanding may not mutually be the exclusive factor for (non‐)acceptance. Other factors, such as gender or religiosity, might be more prominent in people's attitudes toward (controversial) topics. Our study creates new insights into the interplay of acceptance, understanding, and belief, and we encourage researchers to carefully consider their choice of instruments.
Zenodo (CERN European Organization for Nuclear Research) · 9 Zitationen · DOI
The lack of standardised assessment of evolutionary knowledge and acceptance of evolution across Europe makes comparisons between studies difficult. The Evolution Education Questionnaire on Acceptance and Knowledge (EEQ) was constructed to measure attitudes and understanding across Europe and beyond. We aimed to compile a brief instrument to allow for easy application in school and university. The target group of the EEQ was freshman university students who had just finished their secondary education. However, several components of the questionnaire were developed and validated for additional target groups. Therefore, this questionnaire may, in addition, be suitable for students in secondary school, in-service teachers as well as the general public.<br> This method report describes the contents and application of the EEQ and provides information on survey conduction, data preparation, analyses and interpretation of results to serve as a standardised and ready-to- use protocol to measure the acceptance of and knowledge about evolution in a local, national or international context. To allow for sampling in different European countries, we present the EEQ in 23 European languages.
6 Zitationen · DOI
Työväentutkimus Vuosikirja · 5 Zitationen · DOI
The lack of standardised assessment of evolutionary knowledge and acceptance of evolution across Europe makes comparisons between studies difficult. The Evolution Education Questionnaire on Acceptance and Knowledge (EEQ) was constructed to measure attitudes and understanding across Europe and beyond. We aimed to compile a brief instrument to allow for easy application in school and university. The target group of the EEQ was freshman university students who had just finished their secondary education. However, several components of the questionnaire were developed and validated for additional target groups. Therefore, this questionnaire may, in addition, be suitable for students in secondary school, in-service teachers as well as the general public.<br> This method report describes the contents and application of the EEQ and provides information on survey conduction, data preparation, analyses and interpretation of results to serve as a standardised and ready-to- use protocol to measure the acceptance of and knowledge about evolution in a local, national or international context. To allow for sampling in different European countries, we present the EEQ in 23 European languages.
Zeitschrift für Pädagogik · 5 Zitationen · DOI
Seit der Einführung des Faches Naturwissenschaften stehen den drei wissenschaftlichen Disziplinen Biologie, Chemie und Physik vier Schulfächer, die Einzelfächer und das Fach Naturwissenschaften, gegenüber. Der Prozess der Herausbildung dieses neuen Schulfaches geht mit der Sorge vor einer „Entfachlichung“ einher, da sich Fachlichkeit bisher als die Fachlichkeit einzelner Disziplinen oder Schulfächer bestimmt. Im Beitrag wird die Einführung des Faches Naturwissenschaften ausgehend von gesellschaftlichen Entwicklungen und politischen Entscheidungen in theoretische Perspektiven sowie empirische Befunde eingeordnet. Während das Angebot naturwissenschaftlicher Bildung in Form einzelner Fächer bislang unverrückbar scheint, haben sich die Inhalte und Vorstellungen zur Umsetzung mit Blick auf die Lernenden und globale Herausforderungen verändert. Ausgehend davon werden im Beitrag zukünftige Perspektiven naturwissenschaftlicher Bildung, auch unter Einbezug von Anteilen aus Mathematik sowie Informatik und Geographie diskutiert.
Sustainability · 4 Zitationen · DOI
Sleep disorders are risk factors for diseases such as dementia or diabetes, and cause enormous costs. Despite the crucial impacts of sleep on human health, there is little to no research on sleep and health in the field of science education. Although health education is an overarching goal of science education in school, the topic of sleep is rarely addressed. In the related field of medical education, empirical studies shed light on the impact of school projects concerning sleep health but are yet unrecognized by science education research. Systematic reviews demonstrate the effectiveness of school-based sleep education programs for increasing sleep knowledge but show contradicting findings regarding the impact on sleep behaviors. Lacking knowledge about healthy sleep is related to unhealthy sleep behavior. In this perspective article, we prepare the topic of sleep for the field of science education by presenting the state of research concerning sleep education. Using the connection between light pollution and sleep disruption, we present a concept of sleep health literacy in science education, argue for the implementation of sleep health literacy in science education curricula, and describe how the topics of sleep and light can serve as a link between health education and Education for Sustainable Development.
Zenodo (CERN European Organization for Nuclear Research) · 3 Zitationen · DOI
The lack of standardised assessment of evolutionary knowledge and acceptance of evolution across Europe makes comparisons between studies difficult. The Evolution Education Questionnaire on Acceptance and Knowledge (EEQ) was constructed to measure attitudes and understanding across Europe and beyond. We aimed to compile a brief instrument to allow for easy application in school and university. The target group of the EEQ was freshman university students who had just finished their secondary education. However, several components of the questionnaire were developed and validated for additional target groups. Therefore, this questionnaire may, in addition, be suitable for students in secondary school, in-service teachers as well as the general public.<br> This method report describes the contents and application of the EEQ and provides information on survey conduction, data preparation, analyses and interpretation of results to serve as a standardised and ready-to- use protocol to measure the acceptance of and knowledge about evolution in a local, national or international context. To allow for sampling in different European countries, we present the EEQ in 23 European languages.
International Journal of Science Education · 2 Zitationen · DOI
International Journal of Science Education · 2 Zitationen · DOI
A person’s stable and momentary interest have a positive influence on learning. For understanding global challenges related to e.g. biodiversity loss, interest in and knowledge about evolution is of great importance. Museums can make an important contribution to learning about evolution in terms of interest. So far, there is a lack of studies on how exactly museum visits affect students’ interest. Against this background, the present study investigated to what extent a guided tour of a NHM can arouse the momentary interest of students. Students (<i>N</i> = 251) aged 15–18 were surveyed by questionnaire before and during a museum tour on evolution. One result is that students could be assigned to theoretically describable groups. Students in the responder group showed an increase in momentary interest, while students in the non-responder group showed a low interest level. Students in the high-level responder group showed a relatively high momentary interest level. The results demonstrate that students were most activated when provided a certain level of open-mindedness. Future studies might investigate why visitors’ momentary interest behaves the way we described empirically and how museum guides can respond to students’ interests. This includes identifying cues that trigger trajectories of momentary interest during a museum tour.
Edition Fachdidaktiken · 2 Zitationen · DOI
1 Zitationen · DOI
1 Zitationen · DOI
Knowledge about how health communication relates to the needs of the audience may foster two-way communication and audience engagement. Utilizing text mining and cumulative term frequencies (CTF), we investigated the German podcast Coronavirus Update and its subsequent YouTube comments concerning preventive measures during the COVID-19 pandemic. CTF patterns as a measure of relative relevance revealed that preventive measures were partly discussed more frequently in the podcasts (e.g., testing) or the comments (e.g., wearing a mask) and demonstrated ‘discourse hot spots’. The CTF approach enables researchers to identify episodes for further analyses and could help health communicators to foster two-way communication.
Evolution Education and Outreach · 1 Zitationen · DOI
1 Zitationen · DOI
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- Dr. Anna Beniermann
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- Dr.
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- Lebenswissenschaftliche Fakultät
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- Institut für Biologie
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- Fachdidaktik und Lehr- / Lernforschung Biologie
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- 26.4.2026, 01:02:33