Titlebook: Current Research in Biology Education; Selected Papers from Konstantinos Korfiatis,Marcus Grace Book 2022 The Editor(s) (if applicable) and

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Temporal Issues of Animate Responsere of scientific knowledge (NOSK), and to biological notions as well. Our design was guided by the idea of explicit, reflective instruction of NOSK within the history of science. More specifically, we used the biographies of two major scientists, Jan Baptist van Helmont and Charles Darwin, in order

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J. Katsch,S. Krausse,R. P. A. Müllerhe use of digital tools as a learning method influences the learning success of biology student teachers regarding plant species knowledge. Therefore, the use of a digital learning tool (Biparcours) is compared to the use of a classical analogous teaching method (a plant identification guidebook). B

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Operative Therapie des Lippenkarzinomsducational background affected their performance. First year Physical Education students took part in a single-session intervention. The sessions were taught using either IBL or IL. The pretest and the post-test questionnaires were administered, enabling us to calculate relative gains for each stude

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https://doi.org/10.1007/1-56898-634-3and protein synthesis. For this purpose, a pretest and a posttest were completed by 43 students in the 10th grade, organized into an experimental and a control group. For the experimental group, an educational intervention was designed, addressing genetics in an observable and familiar context relat

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https://doi.org/10.1007/1-56898-634-3ity of marine life, before and after a 6-h teaching intervention, and (b) to examine whether and how the teaching intervention actually helped the students. A structured questionnaire was used, covering all nine fundamental concepts of the Ocean Literacy Principle 5 (OLP5). A teaching intervention c

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https://doi.org/10.1007/3-211-29786-3ar causal assumptions. For example, students tend to emphasize either genetic or environmental causes when asked to explain variation in a trait, but struggle to recognize the complex interplay of these factors. Helping learners to reflect on causal relations is a promising strategy to facilitate th

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Raum und Zeit in der gegenw?rtigen Physikrofessional competencies. All the ideas and considerations that arise during planning a lesson materialize in a written lesson plan. Particularly, pedagogical content knowledge (PCK) is regarded as crucial to planning lessons appropriately, since it addresses different perspectives of the learning p