Prof. Dr. Annette Upmeier zu Belzen

Profil

Zusammenfassung

Prof. Upmeier zu Belzen ist Fachdidaktikerin mit Expertise in der Diagnose und Förderung von Schüler- und Lehrerkompetenzen im naturwissenschaftlichen Unterricht. Ihr Schwerpunkt liegt auf der Entwicklung und empirischen Validierung von Kompetenzmodellen — insbesondere zu wissenschaftlichem Denken, Modellierungsfähigkeiten und Forschungsmethoden. Sie entwickelt theoretische Rahmenwerke und Messinstrumente, um zu verstehen, wie Lernende naturwissenschaftliche Konzepte verstehen und anwenden, und nutzt diese Erkenntnisse zur Gestaltung von Lehrerausbildung und innovativen Lernumgebungen.

Skills

Name

Prof. Dr. Annette Upmeier zu Belzen

Titel

Prof. Dr.

Fakultät

Lebenswissenschaftliche Fakultät

Institut

Institut für Biologie

Arbeitsgruppe

Fachdidaktik und Lehr- / Lernforschung Biologie

E-Mail

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Telefon

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HU-FIS-Profil

Quelle ↗

Zuletzt gescrapt

28.6.2026, 01:13:53

• Conceptual ReconstrACTION: Interaktive Konzeptwechsel-Videos

  Quelle ↗

  Förderer: Andere inländische Stiftungen Zeitraum: 11/2021 - 10/2023 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen

• Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften

  Quelle ↗

  Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 04/2023 - 09/2025 Projektleitung: Prof. Dr. Burkhard Priemer, Prof. Dr. Annette Upmeier zu Belzen

• Einstellungen zu Sach-, Nawi- und Biologieunterricht von Schülerinnen und Schülern im Land Berlin – Eine Längsschnittstudie

  Quelle ↗

  Zeitraum: 02/2006 - 09/2012 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen

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• Assessing Students' Understandings of Biological Models and their Use in Science to Evaluate a Theoretical Framework

  2014

  International Journal of Science Education · 84 Zitationen · DOI

  Research in the field of students' understandings of models and their use in science describes different frameworks concerning these understandings. Currently, there is no conjoint framework that combines these structures and so far, no investigation has focused on whether it reflects students' understandings sufficiently (empirical evaluation). Therefore, the purpose of this article is to present the results of an empirical evaluation of a conjoint theoretical framework. The theoretical framework integrates relevant research findings and comprises five aspects which are subdivided into three levels each: nature of models, multiple models, purpose of models, testing, and changing models. The study was conducted with a sample of 1,177 seventh to tenth graders (aged 11-19 years) using open-ended items. The data were analysed by identifying students' understandings of models (nature of models and multiple models) and their use in science (purpose of models, testing, and changing models), and comparing as well as assigning them to the content of the theoretical framework. A comprehensive category system of students' understandings was thus developed. Regarding the empirical evaluation, the students' understandings of the nature and the purpose of models were sufficiently described by the theoretical framework. Concerning the understandings of multiple, testing, and changing models, additional initial understandings (only one model possible, no testing of models, and no change of models) need to be considered. This conjoint and now empirically tested framework for students' understandings can provide a common basis for future science education research. Furthermore, evidence-based indications can be provided for teachers and their instructional practice.

• Students’ Levels of Understanding Models and Modelling in Biology: Global or Aspect-Dependent?

  2013

  Research in Science Education · 74 Zitationen · DOI

• Predicting Students’ Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables

  2015

  International Journal of Science Education · 68 Zitationen · DOI

  Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n = 780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students’ inquiry skills. The results show that students’ characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research.

• Deutsche Bundesstiftung Umwelt

  Innovative Förderansätze für effektive Klimabildung - Empirische Studie zur Wirksamkeit von gamifizierten Lernangeboten an außerschulischen Lernorten

  foundation

• Freie Universität Berlin

  Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften

  university

• Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik

  Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften

  other