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Buchbeiträge

Kremer, K.  (2019): Herausforderungen und Potentiale naturwissenschaftlicher Bildung – eine zeitgemäße Positionsbestimmung., In: S. Lin-Klitzing, & K-H. Arnold (Hrsg.), Wolfgang Klafki: Allgemeine Didaktik. Fachdidak-tik. Politikberatung: Beiträge zum Marburger Gedenksymposium (S. 237-250). Bad Heil-bronn: Klinkhardt.


Groß, J., Kremer, K. & Arnold, J.  (2019): Evolution Learning and Creationism Thinking in Informal Learning Environments., In: M. Reiss & U. Harms (Ed.). Evolution Education Re-considered: Understanding What Works. Switzerland: Springer Nature, 285-30.


Kremer, K., Möller, A., Arnold, J., & Mayer, J.  (2019): Kompetenzförderung beim Experimentieren, J. Groß, M. Hammann, P. Schmiemann, & J. Zabel (Hrsg.), Biologiedidaktische Forschung: Erträge für die Praxis (S. 113-128). Berlin: Springer Spektrum.
DOI: 10.1007/978-3-662-58443-9_7


Zeyer, A., Álvaro, N., Arnold, J., Benninghaus, J. C., Hasslöf, H., Kremer, K., & Keselman, A.  (2019): Addressing complexity in science | environment | health pedagogy, E. McLoughlin, O. E. Finlayson, S. Erduran, & P. E. Childs (Hrsg.): Contributions from Sci-ence Education Research, Selected Papers from the ESERA 2017 Conference (S. 153-170). Springer Nature. (Contributions from Science Education Research; Band 6).
DOI: 10.1007/978-3-030-17219-0_10



Journalbeiträge

Lederman, J.; Lederman, N.; Bartels, S.; Jimenez, J.; Akubo, M.; Aly, S.; Bao, C.; Blanquet, E. ; Blonder, R. ; Bologna Soares De Andrade, M.; Buntting, C.; Cakir, M.; El-Deghaidy, H.; El-zorkani, A.; Gaigher, E. ; Guo, S.; Hakanen, A.; Hamed Al-lal, S.; Han-Tosunoglu, C. ; Hat-tingh, A.; Hume, A.; Irez, S.; Kay, G.; Kivilcan Dogan, O.; Kremer, K.; Kuo, P.-C.; Lavonen, J.; Lin, S.; Liu, C.; Liu, E.; Liu, S.-Y.; Lv, B.; Mamlok-Naaman, R.; McDonald, C.; Neumann, I.; Pan, Y.; Picholle, E.; Rivero García, A.; Rundgren, C.-J.; Santibáñez-Gómez, D.; Saunders, K.; Schwartz, R.; Voitle, F.; Von Gyllenpalm, J.; Wei, F.; Wishart, J.; Wu, Z.; Xiao, H.; Ya-laki, Y.; Zhou, Q.  (2019): An international collaborative investigation of beginning seventh grade students' under-standings of scientific inquiry: Establishing a baseline., Journal of Research in Science Teaching, 2019, 04.01.2019, S. 1-30.
DOI: 10.1002/tea.21512


Benninghaus, J-C., Mühling, A., Kremer, K., & Sprenger, S.  (2019): Complexity in Education for Sustainable Consumption—An Educational Data Mining Ap-proach using Mysteries., Sustainability, 11(3).
DOI: 10.3390/su11030722


Rafolt, S., Kapelari, S., & Kremer, K.  (2019): Kritisches Denken im naturwissenschaftlichen Unterricht: Synergiemodell, Problemlage und Desiderata., Zeitschrift für Didaktik der Naturwissenschaften (ZfDN).
DOI: 10.1007/s40573-019-00092-9


Peter, M., Diekötter, T., & Kremer, K.  (2019): Participant outcomes of biodiversity citizen science projects: A systematic literature re-view. , Sustainability, 11(10), 1-18. [2780].


Kremer, K., & Sommer, K.  (2019): Virtuelles Wasser: Über das Konzept des virtuellen Wassers Nachhaltigkeitsziele ver-stehen und umsetzen., Naturwissenschaften im Unterricht - Chemie, 30(172), 14-18.


Benninghaus, J. & C., Mühling, A., Kremer, K. & Sprenger, S.  (2019): The mystery method reconsidered: A tool for assessing systems thinking in education for sustainable development. , Education Sciences, 9(4), 1-15. [260]
DOI: 10.3390/educsci9040260


Trauschke, M. (2019): A qualitative study on the development and rectification of advanced medical students’ misconceptions about the physiological electrocardiogram (ECG), MS J Med Educ. 2019;36(6):Doc72
DOI: 10.3205/zma001280


Schneeweiß, N. & Gropengießer, H. (2019): Organising Levels of Organisation for Biology Education: A Systematic Review of Literature, Educ. Sci. 2019, 9(3), 207
DOI: 10.3390/educsci9030207

Many authors suggest an explicit reflection on the levels of organisation, based on known difficulties related to understanding biological systems. Yet, there is no scientific consensus on the characteristics of biological levels and the quality of their relationships. This review intends to present the state of the current discussion in order to establish an educational argumentation as a basis for the development of learning environments and teaching experiments in biology education. For this purpose, we conducted a systematic literature review. Three databases (BIOSIS, ERIC, Fachportal-Pädagogik) were searched for literature on levels of organisation. The papers were analysed by means of a qualitative content analysis based on the following research questions: (1) Which levels of organisation do the authors name? (2) How do the authors describe the levels of organisation? (3) How do the authors describe the relationship between different levels of organisation? (4) How do the authors describe the challenges of these levels for biological education? (5) How do the authors describe the benefit of these levels for biological education? Based on the results, we propose a system of levels that features the concept of zooming-in and makes the relationships between the levels explicit.