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Daniela Fanta, Julia Braeutigam & Werner Riess. (2020) Fostering systems thinking in student teachers of biology and geography – an intervention study. Journal of Biological Education 54:3, pages 226-244.
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Mathias Ropohl & Silke Rönnebeck. (2019) Making learning effective – quantity and quality of pre-service teachers’ feedback. International Journal of Science Education 41:15, pages 2156-2176.
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Knut Neumann, Vanessa Kind & Ute Harms. (2019) Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge. International Journal of Science Education 41:7, pages 847-861.
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Stefan Sorge, Jochen Kröger, Stefan Petersen & Knut Neumann. (2019) Structure and development of pre-service physics teachers’ professional knowledge. International Journal of Science Education 41:7, pages 862-889.
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Stephan Schuler, Daniela Fanta, Frank Rosenkraenzer & Werner Riess. (2018) Systems thinking within the scope of education for sustainable development (ESD) – a heuristic competence model as a basis for (science) teacher education. Journal of Geography in Higher Education 42:2, pages 192-204.
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Mehmet Şen, Ceren Öztekin & Betül Demirdöğen. (2018) Impact of Content Knowledge on Pedagogical Content Knowledge in the Context of Cell Division. Journal of Science Teacher Education 29:2, pages 102-127.
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Frank Rosenkränzer, Christian Hörsch, Stephan Schuler & Werner Riess. (2017) Student teachers’ pedagogical content knowledge for teaching systems thinking: effects of different interventions. International Journal of Science Education 39:14, pages 1932-1951.
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Daniela Mahler, Jörg Großschedl & Ute Harms. (2017) Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance. International Journal of Science Education 39:2, pages 213-237.
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Christian Förtsch, Sonja Werner, Lena von Kotzebue & Birgit J. Neuhaus. (2016) Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement. International Journal of Science Education 38:17, pages 2642-2666.
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Articles from other publishers (32)
Leroy Großmann & Dirk Krüger. (2023) Assessing the quality of science teachers' lesson plans: Evaluation and application of a novel instrument. Science Education 108:1, pages 153-189.
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Alfred Lindl & Sven Hilbert. (2023) Modelling, structure and development of domain-specific professional knowledge of Latin teachers. Teaching and Teacher Education 134, pages 104262.
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Julian Fischer, Nils Machts, Till Bruckermann, Jens Möller & Ute Harms. (2022) The Simulated Classroom Biology—A simulated classroom environment for capturing the action‐oriented professional knowledge of pre‐service teachers about evolution. Journal of Computer Assisted Learning 38:6, pages 1765-1778.
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Daniela Mahler & Julia Arnold. (2022) MaSter-Bio – Messinstrument für das akademische Selbstkonzept zum technologiebezogenen Professionswissen von angehenden BiologielehrpersonenMaSter-Bio—Measurement instrument for the academic self-concept on technology-related professional knowledge of prospective biology teachers. Zeitschrift für Didaktik der Naturwissenschaften 28:1.
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Till Schmäing & Norbert Grotjohann. (2022) The Potential and Limitations of the Wadden Sea in University, School, and Out-Of-School Contexts From the Perspective of Biology Education. Interdisciplinary Journal of Environmental and Science Education 18:4, pages e2286.
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Zehra Kaya, Osman Nafiz Kaya, Selçuk Aydemir & Jazlin Ebenezer. (2021) Knowledge of Student Learning Difficulties as a Plausible Conceptual Change Pathway Between Content Knowledge and Pedagogical Content Knowledge. Research in Science Education 52:2, pages 691-723.
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Rif'at Shafwatul Anam. (2022) Science Content Knowledge of Pre-Service Teachers in Biology Elementary School Level. Jurnal Ilmiah Sekolah Dasar 6:1, pages 136-144.
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Denise Bock, Ute Harms & Daniela Mahler. (2021) Examining the dimensionality of pre-service teachers’ enthusiasm for teaching by combining frameworks of educational science and organizational psychology. PLOS ONE 16:11, pages e0259888.
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Till Schmäing & Norbert Grotjohann. (2021) The Wadden Sea as a National Park and UNESCO World Heritage Site: Students’ Word Associations with These Two Conservation Designations. Sustainability 13:14, pages 8006.
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Stefan Streiling, Christian Hörsch & Werner Rieß. (2021) Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study. Sustainability 13:14, pages 7631.
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Till Schmäing & Norbert Grotjohann. (2021) Students’ Word Associations with Different Terms Related to the Wadden Sea: Does the Place of Residence (Coast or Inland) Have an Influence?. Education Sciences 11:6, pages 284.
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Betul Ekiz-Kiran, Yezdan Boz & Elif Selcan Oztay. (2021) Development of pre-service teachers’ pedagogical content knowledge through a PCK-based school experience course. Chemistry Education Research and Practice 22:2, pages 415-430.
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Thorben Jansen, Cristina Vögelin, Nils Machts, Stefan Keller, Olaf Köller & Jens Möller. (2021) Judgment accuracy in experienced versus student teachers: Assessing essays in English as a foreign language. Teaching and Teacher Education 97, pages 103216.
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Jan Schröder, Josef Riese, Christoph Vogelsang, Andreas Borowski, David Buschhüter, Patrick Enkrott, Maren Kempin, Christoph Kulgemeyer, Peter Reinhold & Horst Schecker. (2020) Die Messung der Fähigkeit zur Unterrichtsplanung im Fach Physik mit Hilfe eines standardisierten PerformanztestsMeasuring the Skills of Lesson Planning in the Subject of Physics Using a Standardized Performance Assessment. Zeitschrift für Didaktik der Naturwissenschaften 26:1, pages 103-122.
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Friederike Vogt & Philipp Schmiemann. (2020) Assessing Biology Pre-Service Teachers’ Professional Vision of Teaching Scientific Inquiry. Education Sciences 10:11, pages 332.
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Christine L. Bae, Kathryn N. Hayes & Morgan DeBusk‐Lane. (2019) Profiles of middle school science teachers: Accounting for cognitive and motivational characteristics. Journal of Research in Science Teaching 57:6, pages 911-942.
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Ronit Rozenszajn, Zohar Snapir & Yossy Machluf. (2019) Professional learning and development of two groups of pre-service teachers with different scientific knowledge bases and different teaching training in the course of their studies. Studies in Educational Evaluation 61, pages 123-137.
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Fru Vitalis Akuma & Ronel Callaghan. (2018) A systematic review characterizing and clarifying intrinsic teaching challenges linked to inquiry‐based practical work. Journal of Research in Science Teaching 56:5, pages 619-648.
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Jörg Großschedl, Virginia Welter & Ute Harms. (2018) A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI. Journal of Research in Science Teaching 56:4, pages 402-439.
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Kennedy Kam Ho Chan & Anne Hume. 2019. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science
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Daniela Mahler, Jörg Großschedl & Ute Harms. (2018) Does motivation matter? – The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PLOS ONE 13:11, pages e0207252.
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Jörg Großschedl, Daniela Mahler & Ute Harms. (2018) Construction and Evaluation of an Instrument to Measure Content Knowledge in Biology: The CK-IBI. Education Sciences 8:3, pages 145.
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Finja Grospietsch & Jürgen Mayer. (2018) Professionalizing Pre-Service Biology Teachers’ Misconceptions about Learning and the Brain through Conceptual Change. Education Sciences 8:3, pages 120.
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Sonja Förtsch, Christian Förtsch, Lena von Kotzebue & Birgit Neuhaus. (2018) Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement. Education Sciences 8:3, pages 118.
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Till Bruckermann, Fridtjof Ochsen & Daniela Mahler. (2018) Learning Opportunities in Biology Teacher Education Contribute to Understanding of Nature of Science. Education Sciences 8:3, pages 103.
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Ute Harms & Josef Riese. 2018. Theorien in der naturwissenschaftsdidaktischen Forschung. Theorien in der naturwissenschaftsdidaktischen Forschung
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Daniela Mahler, Jörg Großschedl & Ute Harms. (2017) Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm. Education Research International 2017, pages 1-17.
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Stephan Gantner, Jörg Großschedl, Devasmita Chakraverty & Ute Harms. (2016) Assessing what prospective laboratory assistants in biochemistry and cell biology know: development and validation of the test instrument PROKLAS. Empirical Research in Vocational Education and Training 8:1.
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Frank Rosenkränzer, Elmar Stahl, Christian Hörsch, Stephan Schuler & Werner Rieß. (2016) Das Fachdidaktische Wissen von Lehramtsstudierenden zur Förderung von systemischem Denken: Konzeptualisierung, Operationalisierung und ErhebungsmethodeStudent Teachers’ Pedagogical Content Knowledge for teaching systems thinking: Conceptualization, Operationalization and Measuring. Zeitschrift für Didaktik der Naturwissenschaften 22:1, pages 109-121.
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Ronit Rozenszajn & Anat Yarden. (2015) Exposing biology teachers’ tacit views about the knowledge that is required for teaching using the repertory grid technique. Studies in Educational Evaluation 47, pages 19-27.
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Jörg Großschedl, Charlotte Neubrand, Ann Kirchner, Lea Oppermann, Nicolai Basel & Stephan Gantner. (2015) Entwicklung und Validierung eines Testinstruments zur Erfassung des evolutionsbezogenen Professionswissens von Lehramtsstudierenden (ProWiE)Development and Validation of a Test Instrument for the Assessment of the Evolution-related Professional Knowledge of Pre-service Teachers (ProWiE). Zeitschrift für Didaktik der Naturwissenschaften 21:1, pages 173-185.
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Lena von Kotzebue & Claudia Nerdel. (2015) Modellierung und Analyse des Professionswissens zur Diagrammkompetenz bei angehenden BiologielehrkräftenModelling and analysis of prospective biology teachers’ professional knowledge on handling of graphs. Zeitschrift für Erziehungswissenschaft 18:4, pages 687-712.
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