Prof. Dr. Annette Upmeier zu Belzen
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Forschungsthemen27
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
Entwicklung von Modellkompetenz im Biologieunterricht
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 12/2010 - 02/2014 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
EXIST-Gründerstipendium: Active Apps
Quelle ↗Förderer: Bundesministerium für Wirtschaft und Energie Zeitraum: 01/2017 - 12/2017 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Fachdidaktische Qualifizierung Inklusion angehender Lehrkräfte an der Humboldt-Universität zu Berlin
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 07/2019 - 12/2023 Projektleitung: Prof. Dr. Stephan Breidbach, Prof. Dr. Detlef Pech, Prof. Dr. Vera Moser
Gamification for Climate Action
Quelle ↗Förderer: Andere Senatsverwaltungen Zeitraum: 01/2023 - 12/2023 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Dr. Anna Beniermann
Gutachterliche Bewertung von Biologie-Schulbüchern für Stiftung Warentest
Quelle ↗Zeitraum: 12/2006 - 05/2007 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Hands-on-Aufgaben zur Erfassung und Förderung von Modellkompetenz im Kontext Biologie
Quelle ↗Zeitraum: 11/2009 - 12/2012 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Humboldt-Bayer-Mobil
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2016 - 12/2019 Projektleitung: Prof. Dr. Burkhard Priemer, Prof. Dr. Annette Upmeier zu Belzen
Humboldt Bayer Mobil - mit Schulen auf Expedition
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2020 - 03/2021 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Humboldt-Bayer-Mobil: Teilprojekt Biologie
Quelle ↗Zeitraum: 07/2010 - 04/2013 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Humboldt Bayer Projekt 2021-2023 (Science Surfer, Arbeitstitel)
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2021 - 12/2023 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Humboldt Explorers, zweite Projektphase
Quelle ↗Förderer: Andere inländische Stiftungen Zeitraum: 01/2024 - 12/2026 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Humboldt-ProMINT-Kolleg: Teilprojekt Biologie
Quelle ↗Zeitraum: 08/2010 - 07/2016 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Humboldt-ProMINT-Kolleg: Teilprojekt Chemie
Quelle ↗Zeitraum: 08/2010 - 07/2016 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann, Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Innovative Förderansätze für effektive Klimabildung - Empirische Studie zur Wirksamkeit von gamifizierten Lernangeboten an außerschulischen Lernorten
Quelle ↗Förderer: Deutsche Bundesstiftung Umwelt Zeitraum: 01/2024 - 12/2026 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Ko-WADiS – Kompetenzmodellierung und -erfassung zum Wissenschaftsverständnis über naturwissenschaftliche Arbeits- und Denkweisen bei Studierenden (Lehramt) in den drei naturwissenschaftlichen Fächern Biologie, Chemie und Physik
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 11/2011 - 10/2015 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
LehrOptim - Effizienz und Effektivität der neuen gestuften Lehrerbildung - curriculare und Lehr-Lern-Prozessgestaltung, Kompetenzerwerb und Effektverstetigung im Master of Education
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 01/2010 - 12/2011 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Modellierung und Diagnose horizontaler Vernetzung im Chemie- und Biologieunterricht der Sekundarstufe I
Quelle ↗301 · MolekülchemieFörderer: DFG Sachbeihilfe Zeitraum: 10/2009 - 10/2013 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Modellkompetenz im Kontext Biologieunterricht – Empirische Überprüfung eines Kompetenzmodells mit geschlossenen Aufgaben
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 10/2009 - 10/2012 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Naviri
Quelle ↗Förderer: BMWE: EXIST Zeitraum: 04/2025 - 03/2026 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Ökologie, Ökonomie und Soziales im Biologieunterricht - Konzepte von Lehrkräften
Quelle ↗Zeitraum: 10/2005 - 11/2008 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Optimierung von Angeboten zur Bildung für nachhaltige Entwicklung in Zoologischen Gärten
Quelle ↗Zeitraum: 10/2008 - 09/2012 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
Schülervorstellungen zu Modellen und Modellbildung
Quelle ↗Zeitraum: 04/2007 - 04/2012 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
TRAIN 4 Science - Gamification zur Analyse und Reflexion von Kontroversen in Wissenschaft und Gesellschaft
Quelle ↗4 · IngenieurwissenschaftenFörderer: Andere inländische Stiftungen Zeitraum: 01/2022 - 12/2022 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
ValiDiS-Generalisierung: Kompetenzmodellierung und -erfassung: Validierungsprojekt zum wissenschaftlichen Denken im naturwissenschaftlichen Studium
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 01/2016 - 12/2019 Projektleitung: Prof. Dr. Annette Upmeier zu Belzen
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Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
International Journal of Science Education · 81 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.
Research in Science Education · 73 Zitationen · DOI
International Journal of Science Education · 67 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.
Zeitschrift für Psychologie · 55 Zitationen · DOI
The aim of this study was to develop a standardized test addressed to measure preservice science teachers’ scientific reasoning skills, and to initially evaluate its psychometric properties. We constructed 123 multiple-choice items, using 259 students’ conceptions to generate highly attractive multiple-choice response options. In an item response theory-based validation study (N = 2,247), we applied multiple regression analyses to test hypotheses based on groups with known attributes. As predicted, graduate students performed better than undergraduate students, and students who studied two natural science disciplines performed better than students who studied only one natural science discipline. In contrast to our initial hypothesis, preservice science teachers performed less well than a control group of natural sciences students. Remarkably, an interaction effect of the degree program (bachelor vs. master) and the qualification (natural sciences student vs. preservice teacher) was found, suggesting that preservice science teachers’ learning opportunities to explicitly discuss and reflect on the inquiry process have a positive effect on the development of their scientific reasoning skills. We conclude that the evidence provides support for the criterion-based validity of our interpretation of the test scores as measures of scientific reasoning competencies.
Education Sciences · 54 Zitationen · DOI
While the hypothetico-deductive approach, which includes inductive and deductive reasoning, is largely recognized in scientific reasoning, there is not much focus on abductive reasoning. Abductive reasoning describes the theory-based attempt of explaining a phenomenon by a cause. By integrating abductive reasoning into a framework for modeling competence, we strengthen the idea of modeling being a key practice of science. The framework for modeling competence theoretically describes competence levels structuring the modeling process into model construction and model application. The aim of this theoretical paper is to extend the framework for modeling competence by including abductive reasoning, with impact on the whole modeling process. Abductive reasoning can be understood as knowledge expanding in the process of model construction. In combination with deductive reasoning in model application, such inferences might enrich modeling processes. Abductive reasoning to explain a phenomenon from the best fitting guess is important for model construction and may foster the deduction of hypotheses from the model and further testing them empirically. Recent studies and examples of learners’ performance in modeling processes support abductive reasoning being a part of modeling competence within scientific reasoning. The extended framework can be used for teaching and learning to foster scientific reasoning competences within modeling processes.
Models and modeling in science education · 51 Zitationen · DOI
Journal of Biological Education · 50 Zitationen · DOI
The aim of the study was to describe, categorise and analyse students’ (aged 14–16) processes of scientific inquiry in biology and chemistry education. Therefore, a theoretical structure for scientific inquiry for both biology and chemistry, the VerE model, was developed. This model consists of nine epistemological acts, which combine processes of scientific thinking and inquiry methods. Based on the theoretical structure, a paper-and-pencil test was developed to investigate the students’ abilities in the acts of scientific inquiry. Each of the nine acts was operationalised to generate multiple-choice items. For each act, ten items were constructed. In total, ninety items per subject were tested in a field study to evaluate their psychometric quality. The article focuses on the outcomes for testing in biology. In biology, 537 students were tested with a paper-and-pencil test, following a multi-matrix design in which each student solved twenty-seven items. Data from 260 students have been analysed so far. Seventy-five items showed satisfactory item characteristics. The distribution of the items’ difficulties fits the students’ abilities appropriately. We conclude that theory-driven epistemological acts can be operationalised in tasks that assess students’ abilities in scientific inquiry.
Assessment & Evaluation in Higher Education · 40 Zitationen · DOI
The aim of this study was to improve the criterion-related test score interpretation of a text-based assessment of scientific reasoning competencies in higher education by evaluating factors which systematically affect item difficulty. To provide evidence about the specific demands which test items of various difficulty make on pre-service teachers’ scientific reasoning competencies, we applied a general linear mixed model which allows estimation of the impact of item features on the response observations. The item features had been identified during a standard setting process. Results indicate important predictive potential of one formal item feature (length of response options), two features based on cognitive demands (processing data from tables, processing abstract concepts) and one feature based on solid knowledge (specialist terms). The revealed predictive potential of item features was in accordance with the cognitive demands operationalised in our competence model. Thus, we conclude that the findings support the validity of our interpretation of the test scores as measures of scientific reasoning competencies.
Journal of Science Teacher Education · 35 Zitationen · DOI
Pedagogical content knowledge (PCK) and content knowledge (CK) are important dimensions of teachers’ professional knowledge that are addressed in education programs for science teachers. In this article we present the structure, content, and evaluation of a preservice biology teachers’ training program (N=173) to develop an elaborate understanding of models and modeling for scientific inquiry. Teachers need a profound understanding of this content as well as knowledge how to teach their students in this field. This implemented teachers training program uses the case method to foster both: knowledge concerning models and modeling as part of CK (as precondition) and contentrelated diagnostic and teaching knowledge as part of PCK. The effect of the program on the preservice biology teachers’ knowledge in both areas was evaluated with a pre-post-experimental-control group design using open-ended items for the assessment of model competence and semi-open-ended items and test cases, assessing both diagnostic and teaching knowledge. The quantitative analyses of the open-ended items reveal a significant positive development of model competence from pre- to post-assessment. The qualitative analyses of the test case data reveal a positive development of diagnostic and teaching knowledge (PCK) in the experimental group. Thus, these results give some evidence for using the case method in preservice biology teacher training programs.
Models and modeling in science education · 33 Zitationen · DOI
DergiPark (Istanbul University) · 29 Zitationen · DOI
The present article analyses context dependencies in students’ ranking of three perspectives on the purpose of biological models, i.e. to show, to explain, or to predict. German students (N = 1,207; 11 to 18 years old; secondary schools) have been assessed using one decontextualized forced choice task (i.e. without referring to a specific model) as well as six contextualized forced choice tasks (each presenting a different biological model in the task stem). Students’ responses have been compared using the Wilcoxon test as well as within an IRT approach. The findings show that the respondents systematically preferred more elaborated perspectives concerning the purpose of models in biology in the contextualized tasks than in the decontextualized task. Further, students’ answers were slightly inconsistent even within the contextualized tasks. Based on these findings, implications for assessment in science education and science teaching are discussed
20 Zitationen · DOI
20 Zitationen · DOI
Zeitschrift für Didaktik der Naturwissenschaften · 18 Zitationen · DOI
Zeitschrift für Didaktik der Naturwissenschaften · 12 Zitationen · DOI
Zusammenfassung In diesem theoretischen Beitrag wird das Kompetenzmodell der Modellkompetenz durch Integration der Theorie des abduktiven Schließens ausdifferenziert und als Kompetenzmodell der Modellierkompetenz präsentiert. Abduktives Schließen in der Biologie heißt, ein biologisches Phänomen durch einen kausalen Rückschluss theoriebasiert oder kreativ bestmöglich zu erklären. Kreativität innoviert im Sinne der Erkenntnisgewinnung durch neues theoretisches Wissen den Prozess des Modellierens. Im ausdifferenzierten Kompetenzmodell wird abduktiv schließendes Erklären als neues Niveau hinzugefügt. Beim abduktiv schließenden Erklären bildet die Herstellung eines Modells die Basis für einen sich möglicherweise anschließenden deduktiven Überprüfungsprozess. Dieser umfasst bei der Anwendung des Modells das Ableiten von Hypothesen aus dem Modell und deren Testung. Bei dieser Anwendung eines Modells als Forschungswerkzeug stehen, im Gegensatz zur Anwendung als verständniserzeugendes Medium, prozedurale sowie epistemische Aspekte des Modellierens im Vordergrund. Fachdidaktische Arbeiten aus verschiedenen Disziplinen weisen auf die Bedeutung des abduktiven Schließens beim Modellieren hin. Ausgehend davon stellt sich die Frage, ob und wie abduktives Schließen beim Modellieren auf der Basis von theoretischem Fachwissen oder kreativer Innovation die Bedeutung eines Modells als Forschungswerkzeug hervorhebt. Die Berücksichtigung des abduktiven Schließens beim Modellieren stößt Vorhaben in drei Forschungsbereichen an: (1) Bezogen auf Grundlagenforschung gilt es zu klären, inwieweit die erfolgreiche Modellierung eines Phänomens von theoretischen Vorkenntnissen abhängt. (2) Bezogen auf die Erfassung von Modellierkompetenz ist zu prüfen, inwieweit unterschiedliche biologische Kontexte abduktives Schließen anregen. (3) Mit Blick auf eine Förderung von Modellierkompetenz ist zu untersuchen, inwieweit beim Modellieren biologisches Fachwissen für abduktives Schließen bei der Herstellung eines Modells dabei hilft, in eine deduktive Modellanwendung überzuleiten.
Analysis of Data-Based Scientific Reasoning from a Product-Based and a Process-Based Perspective
2021Education Sciences · 12 Zitationen · DOI
In this study, we investigated participants’ reactions to supportive and anomalous data in the context of population dynamics. Based on previous findings on conceptions about ecosystems and responses to anomalous data, we assumed a tendency to confirm the initial prediction after dealing with contradicting data. Our aim was to integrate a product-based analysis, operationalized as prediction group changes with process-based analyses of individual data-based scientific reasoning processes to gain a deeper insight into the ongoing cognitive processes. Based on a theoretical framework describing a data-based scientific reasoning process, we developed an instrument assessing initial and subsequent predictions, confidence change toward these predictions, and the subprocesses data appraisal, data explanation, and data interpretation. We analyzed the data of twenty pre-service biology teachers applying a mixed-methods approach. Our results show that participants tend to maintain their initial prediction fully or change to predictions associated with a mix of different conceptions. Maintenance was observed even if most participants were able to use sophisticated conceptual knowledge during their processes of data-based scientific reasoning. Furthermore, our findings implicate the role of confidence changes and the influences of test wiseness.
Research in Science Education · 12 Zitationen · DOI
Abstract In this research project we investigate the role of responses to anomalous data during modelling processes. Modelling is seen as a comprehensive practice that encompasses various aspects of scientific thinking; hence, it is an important style of scientific thinking, especially if analysed from a process-based perspective. Therefore, it provides the opportunity to understand the role of anomalous data on scientific thinking from a broader perspective. We analysed how pre-service biology teachers ( N = 11 ) reacted to self-generated anomalous data during modelling processes induced by investigating a water black box. The videotaped and transcribed modelling processes were analysed using qualitative content analysis. If anomalous data were recognised, a majority of explanations were based on methodical issues. This finding supports results from previous studies investigating responses to first-hand anomalous data. Furthermore, we found four response patterns to anomalous data during modelling processes: no recognition , no explanation , methodical explanation , and model-related explanation . Besides, our study indicates by trend a systematic relation between response patterns to anomalous data and modelling strategies. Consequently, the improvement of responses to anomalous data could be a promising way to foster modelling competencies. We are convinced that an integrated approach to anomalous data and modelling could lead to deeper insights into the role of data in scientific thinking processes.
International Journal of Science Education · 9 Zitationen · DOI
The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model's entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs' education. However, assessment instruments focus on MKM rather than MKP, and the connection between MKM and MKP had not been examined deeply. This study validates and applies a diagram task for assessing PSTs' MKP. For validation, ten experts were surveyed and think-aloud interviews were conducted with ten PSTs. The findings support valid interpretations of PSTs' MKP based on the diagram task. In the main study, the diagram task was administrated to 63 PSTs, along with an MKM questionnaire. PSTs' MKP ranged from simple conceptions of modelling as a linear process including few components to sophisticated conceptions of modelling as an iterative process including multiple components. Furthermore, it was found that knowledge about using models to predict a phenomenon is an aspect connecting sophisticated MKM and MKP, indicating that this aspect is crucial to foster both, PSTs MKM and MKP.
Research in Science & Technological Education · 7 Zitationen · DOI
Background Inquiry-based instruction is a prominent teaching strategy in science education that is assumed to be an effective means to foster not only students’ understanding of science content but also their procedural and epistemic knowledge concerning inquiry processes. Empirical studies have repeatedly shown that inquiry-related activities should be combined with instruction that explicitly addresses procedural and epistemic knowledge to support students’ learning effectively.Purpose The aim of this study is to explore to what extent explicit instruction on procedural and epistemic knowledge is occurring in inquiry-based biology and chemistry lessons.Sample The sample analysed in this study consist of 16 inquiry-based biology and chemistry lessons recorded in German classrooms.Design and Methods The video recordings of the lessons were analysed in three steps. First, event-based codes were used to identify all phases of a lesson in which students were engaged in an inquiry-related activity (e.g. developing questions, planning investigations). Second, each phase was analysed with respect to features of explicit instruction (e.g. explications of inquiry strategies). Third, event-based codes were used to capture individual features of explicit instruction in a phase.Results In our sample explicit instruction on procedural knowledge occurred rarely and mostly in the form of brief sidenotes rather than as a comprehensive and deliberately planned action. Furthermore, explicit instruction on epistemic knowledge was virtually non-existent. However, we observed that many tasks and questions that are given by the teachers during their lessons have a high potential for making procedural (and epistemic) aspects explicit.Conclusion While this explorative study does not allow for causal explanations for the lack of explicit instruction, its findings provide important insights into classroom practice. Implications for teacher education and future research are discussed.
PUB – Publications at Bielefeld University (Bielefeld University) · 7 Zitationen · DOI
Models and modeling in science education · 6 Zitationen · DOI
Frontiers in Education · 5 Zitationen · DOI
Introduction Abductive reasoning is a type of reasoning that is applied to generate causal explanations. Modeling for inquiry is an important practice in science and science education that involves constructing models as causal explanations for scientific phenomena. Thus, abductive reasoning is applied in modeling for inquiry. Biological phenomena are often best explained as complex systems, which means that their explanations ideally include causes and mechanisms on different organizational levels. In this study, we investigate the role of abductive reasoning in modeling for inquiry and its potential for explaining biological phenomena as complex systems. Methods Eighteen pre-service science teachers were randomly assigned to model one of two biological phenomena: either a person's reddened face, for which participants knew of explanations from their everyday lives, or a clownfish changing its sex, for which participants did not know about explanations. Using the think-aloud method, we examined the presence of abductive reasoning in participants' modeling processes. We also analyzed modeling processes in terms of participants' ability to model the phenomena as complex systems. Results All participants reasoned abductively when solving the modeling task. However, modeling processes differed depending on the phenomenon. For the reddened face, participants generated simple models that they were confident with. In contrast, for the clownfish, participants generated more complex models that they were insecure about. Extensive engagement in abductive reasoning alone did not lead to the generation of models that explained the phenomena as complex systems. Discussion Based on the findings, we conclude that engagement in abductive reasoning will not suffice to explain phenomena as complex systems. We suggest examining in future studies how abductive reasoning is combined with systems thinking skills to explain phenomena as complex systems in biological model construction.
Zeitschrift für Pädagogik · 5 Zitationen · DOI
Im Projekt ValiDiS wird die Interpretation des Testwerts für den Multiple-Choice Ko-WADiS-Test zum wissenschaftlichen Denken unter Berücksichtigung des Validitätskriteriums relations-to-other-variables überprüft. Zur Untersuchung des empirischen Zusammenhangs des Testwerts mit den Konstrukten schlussfolgerndes Denken (verbale, numerische, figurale Intelligenz; I-S-T 2000 R) und komplexes Problemlösen (systematic exploration, system knowledge, control performance; Genetics Lab-Test) wurden etablierte Messinstrumente bei Biologie-Lehramtsstudierenden (N = 232) eingesetzt. Es zeigen sich positive, überwiegend signifikante Korrelationen mit mittleren Effekten, was die Annahme, dass es sich um distinkte Konstrukte mit verbindenden Kernfacetten handelt, stützt. Darüber hinaus besteht ein positiver Zusammenhang zwischen den Testwerten und der Abiturgesamtnote. Der Beitrag diskutiert die Befunde als Evidenz für eine valide Interpretation des Ko-WADiS-Testwerts.
edoc Publication server (Humboldt University of Berlin) · 5 Zitationen · DOI
The Balance of Nature (BoN) metaphor leads to various naïve conceptions about ecosystem dynamics that do not address current scientific theories adequately. An appropriate alternative is the Flux of Nature (FoN) metaphor. Approaches to conceptual development in science education aim for learners to develop scientifically adequate conceptions rather than maintain naïve conceptions. Our goal was to investigate naïve BoN conceptions and their sources with the method of visualization. Therefore, we examined pre-service biology teachers’ (n = 26) conceptions about ecosystem dynamics by asking them to draw and explain line graphs to predict the development of a population. Graphs and explanations were analyzed with qualitative content analysis and assigned into categories related to either the BoN or the FoN metaphor. The majority of the graphical predictions were found to be in line with the BoN metaphor, which replicates the findings of previous studies. Additionally, the method of visualization shows that a common model used in ecology that is often presented in biological textbooks influenced the predictions made by our participants. When used uncritically, this model can support naïve BoN conceptions. Thus, our results suggest that the use of scientific models and pedagogical materials may influence conceptual development in this context.
5 Zitationen · DOI
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Innovative Förderansätze für effektive Klimabildung - Empirische Studie zur Wirksamkeit von gamifizierten Lernangeboten an außerschulischen Lernorten
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Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
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Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
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Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
university
TRAIN 4 Science - Gamification zur Analyse und Reflexion von Kontroversen in Wissenschaft und Gesellschaft
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Gamification for Climate Action
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Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
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Digitalisierungsbezogene und digital gestützte Professionalisierung von MIN-Lehrkräften
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Stammdaten
Identität, Organisation und Kontakt aus HU-FIS.
- Name
- Prof. Dr. Annette Upmeier zu Belzen
- Titel
- Prof. Dr.
- Fakultät
- Lebenswissenschaftliche Fakultät
- Institut
- Institut für Biologie
- Arbeitsgruppe
- Fachdidaktik und Lehr- / Lernforschung Biologie
- Telefon
- +49 30 2093-98301
- HU-FIS-Profil
- Quelle ↗
- Zuletzt gescrapt
- 26.4.2026, 01:13:20