A5028025279- Science Education and Pedagogy
- Visual and Cognitive Learning Processes
- Animal and Plant Science Education
- Education, Achievement, and Giftedness
- Motivation and Self-Concept in Sports
- Educational Strategies and Epistemologies
- Learning Styles and Cognitive Differences
- Career Development and Diversity
- Species Distribution and Climate Change
- Innovative Teaching and Learning Methods
- Science Education and Perceptions
- Creativity in Education and Neuroscience
- Education Methods and Technologies
- Insect and Arachnid Ecology and Behavior
- Spatial Cognition and Navigation
- Genetics, Bioinformatics, and Biomedical Research
- Climate Change Communication and Perception
- Environmental Education and Sustainability
- Innovations in Educational Methods
- Health, psychology, and well-being
- Urban Green Space and Health
- Participatory Visual Research Methods
- Nanotechnology research and applications
- Statistics Education and Methodologies
- Research Data Management Practices
Leibniz Institute for Science and Mathematics Education
2015-2024
Kiel University
2010-2020
Clinical Research Center Kiel
2015
Leibniz Institute for Neurobiology
2014
University of Duisburg-Essen
2007-2010
This study was conducted in order to examine the differences between visualizers and verbalizers way they gaze at pictures texts while learning. Using a collection of questionnaires, college students were classified according their visual or verbal cognitive style asked learn about two different, terms subject type knowledge, topics by means text-picture combinations. Eye-tracking used investigate behavior. The results show that spent significantly more time inspecting than verbalizers,...
A core component of scientific inquiry is the ability to evaluate evidence generated from controlled experiments and then relate that a hypothesis or theory. The control-of-variables strategy (CVS) foundational for school science literacy, but it does not routinely develop without practice instruction. This meta-analysis summarizes findings 72 intervention studies at least partly designed increase students' CVS skills. By using method robust meta-regression dealing with multiple effect sizes...
Abstract Citizen science (CS) is regarded as a promising format in environmental and sustainability education well education. CS projects often assume that participation the project influences, for example, participants' knowledge or behaviour. We investigated whether to what extent biodiversity citizen (BDCS) projects, from self‐reported perspective, achieve following six participant outcomes: (a) content, process nature of knowledge, (b) skills inquiry, (c) self‐efficacy environment, (d)...
Background Biodiversity is being lost rapidly and its conservation thus one of the most urgent tasks today. For biodiversity to be successful, public needs gain an awareness understanding importance. Moreover, species experts are needed who have skills necessary for identifying recording biodiversity. Previous research showed that citizen science projects can contribute educating about However, it still unclear how project characteristics connect participants’ knowledge should designed if...
This paper investigates the structure of German sixth-grade students' interest in science (N = 474; age 11-12 years) by considering different subject-related contexts (biology, chemistry, and physics) activities. Confirmatory factor analysis models were designed to validate hypothetical interest, connecting whole spectrum early school with Holland's RIASEC model, revealed that is best described a cross-classified model latent context activity factors. Students most interested investigative...
Considering the reported lack of interest in STEM-domain and consequential difficulties recruiting talented interested young academics, development effective enrichment measures is indispensable. This requires a precise picture students' interests. The paper presents an approach to characterize profiles explicitly science-related activities. Adapting Holland's RIASEC-model, instrument was developed tested which allows description activities along dimensions (and seventh dimension networking)...
Summary There is some indication that people differ regarding their visual and verbal cognitive style. The Object‐Spatial Imagery Verbal Questionnaire (OSIVQ) assumes a three‐dimensional style model, which distinguishes between object imagery, spatial imagery dimensions. Using eye tracking as means to observe actual gaze behaviours when learning with text–picture combinations, the current study aims validate this assumption by linking OSIVQ behaviour. results largely confirm model in they...
Background:Interest is assumed to be relevant for students' learning processes. Many studies have investigated interest in science; most of them however not offered differentiated insights into the structure and elements this interest.Purpose:The aim study obtain a precise image secondary school out-of-school opportunities, both formal informal. The part larger project on measuring Individual Concept about Natural Sciences (ICoN), including self-efficacy, beliefs achievements next...
Abstract Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current topics with social relevance (socioscientific issues), suitable education great importance. However, previous studies could not sufficiently clarify educational advantages disadvantages both often lack adequate comparability. This paper presents two direct comparisons interactive as learning tools secondary school...
Abstract The study presented in this paper aimed to examine the effect of visual and verbal cognitive style on learning from different types visualization modalities explanatory text. Learning materials form either computer‐based animation or a series static pictures with written spoken explanations were 197 students. We found that more developed was related better outcome, when combination text . Higher visualizers achieved poorer outcomes an results are partially line...
Abstract Girls are underrepresented in mathematical and science Olympiads, global informal learning activities which often serve as stepping stones for admission to top universities future STEM careers. The present article aims investigate the role of implicit gender‐science stereotypes on representation achievement among participants German Chemistry Olympiad using a cross‐sectional online study ( N = 445, mean age 16.5 years, 51% female) entailing Implicit Association Test two motivational...
Abstract To make informed decisions has been acknowledged as an essential ability to negotiate socioscientific issues. However, many young people show inadequate understanding of how well-informed decisions, particularly in contexts that are connected environmental problems. This paper aims explore the effectiveness science competition (BundesUmweltWettbewerb, BUW) foster students’ decision-making. Two different instruments, a paper-pencil test ( N = 196 students) and retrospective...
Nowadays, scientists not only need to be creative, resourceful, and inventive regarding their research questions understand field methods, but also know how teach, catalog, fill out proposal forms, much more. The main goal of this study was investigate compare science interest profiles different groups students, focusing both on successful participants in competitions possible gender differences. We expected that would generally have greater interests scientific activities than...
The primary objective of the current project was to convey authentic science students in out-of-school student laboratories. High school have diverse and partially wrong concepts scientists' work. To more realistic concepts, we developed videos scientists working on relevant up date scientific topics. These videos, covering different work fields scientists, were integrated into experimental stations as part lab. Half participating performed only (n = 117), whereas other half 119)...