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Prof. Kerstin Kremer
Leibniz Universität Hannover

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Research article
Published: 15 July 2021 in PLoS ONE
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Background Biodiversity is being lost rapidly and its conservation is thus one of the most urgent tasks today. For biodiversity conservation to be successful, the public needs to gain an awareness and understanding of biodiversity and its importance. Moreover, species experts are needed who have the skills necessary for identifying and recording biodiversity. Previous research showed that citizen science projects can contribute to educating the public about biodiversity. However, it is still unclear how project characteristics connect to participants’ knowledge and skills and how citizen science projects should be designed if they are to foster participants’ learning. Aim We aimed to investigate specific characteristics of biodiversity citizen science projects that could potentially influence participants’ learning. We explored the following project characteristics from both the project coordinators’ and the participants’ perspectives: information and training provided to participants, social interaction among participants, contact between participants and staff, and feedback and recognition provided to participants. Methods and results In order to examine the extent to which these project characteristics are connected to participants’ gains in knowledge and skills, we conducted a comprehensive study across 48 biodiversity citizen science projects in Europe and Australia. We found that participants’ perceived gains in knowledge and skills were significantly related to the five project characteristics as reported by the participants: information received by the participants, training received by the participants, social interaction among participants, contact between participants and staff, and feedback and recognition received by the participants. Conclusion We conclude that by deliberately designing citizen science projects to include features such as interaction and feedback, these projects could achieve higher learning outcomes for the participants. Thereby, suitable modes of communication between projects and their participants are crucial. We provide specific suggestions for the design of biodiversity citizen science projects and for future research on project characteristics and participant outcomes.

ACS Style

Maria Peter; Tim Diekötter; Kerstin Kremer; Tim Höffler. Citizen science project characteristics: Connection to participants’ gains in knowledge and skills. PLoS ONE 2021, 16, e0253692 .

AMA Style

Maria Peter, Tim Diekötter, Kerstin Kremer, Tim Höffler. Citizen science project characteristics: Connection to participants’ gains in knowledge and skills. PLoS ONE. 2021; 16 (7):e0253692.

Chicago/Turabian Style

Maria Peter; Tim Diekötter; Kerstin Kremer; Tim Höffler. 2021. "Citizen science project characteristics: Connection to participants’ gains in knowledge and skills." PLoS ONE 16, no. 7: e0253692.

Research article
Published: 18 May 2021 in Research in Science & Technological Education
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Background: Scientific thinking is an essential learning goal of science education and it can be fostered by inquiry learning. One important prerequisite for scientific thinking is procedural understanding. Procedural understanding is the knowledge about specific steps in scientific inquiry (e.g. formulating hypotheses, measuring dependent and varying independent variables, repeating measurements), and why they are essential (regarding objectivity, reliability, and validity). We present two studies exploring students’ ideas about procedural understanding in scientific inquiry using Concept Cartoons. Concept Cartoons are cartoon-like drawings of different characters who have different views about a concept. They are to activate students’ ideas about the specific concept and/or make them discuss them. Purpose: The purpose of this paper is to survey students’ ideas of procedural understanding and identify core ideas of procedural understanding that are central for understanding scientific inquiry. Design and methods: In the first study, we asked 47 students about reasons for different steps in inquiry work via an open–ended questionnaire using eight Concept Cartoons as triggers (e.g. about the question why one would need hypotheses). The qualitative analysis of answers revealed 42 ideas of procedural understanding (3-8 per Cartoon). We used these ideas to formulate a closed-ended questionnaire that contained the same Concept Cartoons, followed by statements with Likert-scales to measure agreement. In a second study, 64 students answered the second questionnaire as well as a multiple-choice test on procedural understanding. Results: Using methods from educational data mining, we identified five central statements, all emphasizing the concept of confounding variables: (1) One needs alternative hypotheses, because there may be other variables worth considering as cause. (2) The planning helps to take into account confounding variables or external circumstances. (3) Confounding variables should be controlled since they influence the experiment/the dependent variable. (4) Confounding variables should be controlled since the omission may lead to inconclusive results. (5) Confounding variables should be controlled to ensure accurate measurement. Conclusions: We discuss these ideas in terms of functioning as core ideas of procedural understanding. We hypothesize that these core-ideas could facilitate the teaching and learning of procedural understanding about experiments, which should be investigated in further studies.

ACS Style

Julia C. Arnold; Andreas Mühling; Kerstin Kremer. Exploring core ideas of procedural understanding in scientific inquiry using educational data mining. Research in Science & Technological Education 2021, 1 -21.

AMA Style

Julia C. Arnold, Andreas Mühling, Kerstin Kremer. Exploring core ideas of procedural understanding in scientific inquiry using educational data mining. Research in Science & Technological Education. 2021; ():1-21.

Chicago/Turabian Style

Julia C. Arnold; Andreas Mühling; Kerstin Kremer. 2021. "Exploring core ideas of procedural understanding in scientific inquiry using educational data mining." Research in Science & Technological Education , no. : 1-21.

Research article
Published: 03 March 2021 in People and Nature
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Citizen science (CS) is regarded as a promising format in environmental and sustainability education as well as in science education. CS projects often assume that participation in the project influences, for example, participants' knowledge or behaviour. We investigated whether and to what extent biodiversity citizen science (BDCS) projects, from the participants' self‐reported perspective, achieve the following six participant outcomes: (a) content, process and nature of science knowledge, (b) skills of science inquiry, (c) self‐efficacy for science and the environment, (d) interest in science and the environment, (e) motivation for science and the environment and (f) behaviour towards the environment. For this purpose, we conducted an online survey of 1,160 CS participants across 63 BDCS projects in Europe, Australia and New Zealand. Our survey was aimed at adults participating in CS voluntarily. Survey respondents reported positive changes in all six categories. The most notable result across projects was that self‐reported increases in knowledge, self‐efficacy, interest and motivation were found to be more pronounced when regarding the environment rather than science. Perceived gains in data collection skills were reported to be higher than gains in skills not directly connected to data collection. Reported behaviour changes primarily concerned communication activities, to a lesser degree also gardening activities, and finally more general environmental behaviour. In addition to these six participant outcomes, respondents mentioned a variety of other positive and negative outcomes, for example, health and well‐being, enjoyment, a sense of satisfaction, an increased connection to people and nature but also a more pessimistic view regarding the future of the environment. We conclude that BDCS projects could have a high potential for environmental and sustainability education as well as science education. Further research should investigate individual participant outcomes in more depth and should focus on the factors that influence these participant outcomes. Moreover, exploring the perspectives of both project participants and project coordinators would be valuable. In this way, it would be possible to improve the development and design of CS projects. As a result, BDCS projects could more effectively achieve outcomes for the participants, for science and for biodiversity. A free Plain Language Summary can be found within the Supporting Information of this article.

ACS Style

Maria Peter; Tim Diekötter; Tim Höffler; Kerstin Kremer. Biodiversity citizen science: Outcomes for the participating citizens. People and Nature 2021, 1 .

AMA Style

Maria Peter, Tim Diekötter, Tim Höffler, Kerstin Kremer. Biodiversity citizen science: Outcomes for the participating citizens. People and Nature. 2021; ():1.

Chicago/Turabian Style

Maria Peter; Tim Diekötter; Tim Höffler; Kerstin Kremer. 2021. "Biodiversity citizen science: Outcomes for the participating citizens." People and Nature , no. : 1.

Journal article
Published: 23 October 2019 in Education Sciences
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Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.

ACS Style

Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development. Education Sciences 2019, 9, 260 .

AMA Style

Jens Christian Benninghaus, Andreas Mühling, Kerstin Kremer, Sandra Sprenger. The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development. Education Sciences. 2019; 9 (4):260.

Chicago/Turabian Style

Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. 2019. "The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development." Education Sciences 9, no. 4: 260.

Chapter
Published: 27 June 2019 in Biologiedidaktische Forschung: Erträge für die Praxis
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„Mir hat gefallen, dass wir eigenständig rausfinden konnten, was in der Natur passiert.“ „Es wurde nicht nur unterrichtet, wir mussten auch selber denken.“ – Mit diesen Aussagen beschreiben Schülerinnen und Schüler in der Mittelstufe eines Gymnasiums in einer fachdidaktischen Studie ihre positiven Erlebnisse beim Durchführen von Experimenten im Biologieunterricht. Diese Schüleraussagen decken sich mit empirischen Befunden, die zeigen, dass Experimente im Biologieunterricht von Lernenden als besonders positiv bewertet werden. Durch das Experimentieren kann so situationales Interesse entstehen, das wiederum zu individuellem Interesse am Fach Biologie führen kann und damit einen Einfluss auf die zukünftige Beschäftigung mit biologischen Themen hat.

ACS Style

Kerstin Kremer; Andrea Möller; Julia Arnold; Jürgen Mayer. Kompetenzförderung beim Experimentieren. Biologiedidaktische Forschung: Erträge für die Praxis 2019, 113 -128.

AMA Style

Kerstin Kremer, Andrea Möller, Julia Arnold, Jürgen Mayer. Kompetenzförderung beim Experimentieren. Biologiedidaktische Forschung: Erträge für die Praxis. 2019; ():113-128.

Chicago/Turabian Style

Kerstin Kremer; Andrea Möller; Julia Arnold; Jürgen Mayer. 2019. "Kompetenzförderung beim Experimentieren." Biologiedidaktische Forschung: Erträge für die Praxis , no. : 113-128.

Original paper
Published: 23 May 2019 in Zeitschrift für Didaktik der Naturwissenschaften
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Kritisches Denken (KD) gilt weitläufig als ein fundamentales Bildungsziel. In naturwissenschaftsdidaktischer Literatur wird diskutiert, dass KD einen Rahmen für die Auseinandersetzung mit den Konzepten Socio-Scientific Issues und Nature of Science bildet. Dennoch fehlt in der Naturwissenschaftsdidaktik ein einvernehmliches Verständnis des Konstrukts KD, was die Weiterentwicklung des Forschungsgebietes und die Implementierung in den naturwissenschaftlichen Unterricht erschwert. Das hier vorgestellte theoriegeleitete Synergiemodell des kritischen Denkens fasst den abstrakten wissenschaftlichen Diskurs für die naturwissenschaftsdidaktische Forschung und die Unterrichtsentwicklung zusammen. Es schafft sowohl eine Grundlage für die Analyse von Unterrichtsprozessen als auch eine Diskussionsbasis für die Verständigung über die Charakteristika von KD im Kontext von naturwissenschaftlicher Bildung und gesellschaftlichen Herausforderungen. Aufbauend auf der theoretischen Klärung werden Desiderata für die fachspezifische Konzeptualisierung sowie die explizite Implementierung des Konstrukts KD in den naturwissenschaftlichen Unterricht und die Aus- und Weiterbildung von Lehrkräften naturwissenschaftlicher Fächer abgeleitet. Ziel dieses Artikels ist es, einen wissenschaftlichen sowie einen davon ausgehenden praktischen Diskurs darüber anzuregen, welche Charakteristika KD im naturwissenschaftlichen Unterricht auszeichnen. Critical Thinking is widely considered a fundamental educational goal. In science education research, critical thinking is discussed as a framework for dealing with the concepts socio-scientific issues and nature of science. However, a lack of consensus regarding the construct of critical thinking complicates developing the research field and implementing critical thinking in science education. The proposed theory-led Synergy Model of Critical Thinking summarises the complex scientific discourse for teaching practice and science education research. It provides a basis for the analysis of teaching processes and stimulates discussions about the characteristics of critical thinking in the context of science education and socio-scientific issues. Based on the theoretical clarification, we derive desiderata for the subject-specific conceptualisation of the construct critical thinking as well its explicit implementation in science teaching and teacher education. This article aims at clarifying critical thinking and stimulating both a scientific and practical discourse on the characteristics of critical thinking in science education.

ACS Style

Susanne Rafolt; Suzanne Kapelari; Kerstin Kremer. Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata. Zeitschrift für Didaktik der Naturwissenschaften 2019, 25, 63 -75.

AMA Style

Susanne Rafolt, Suzanne Kapelari, Kerstin Kremer. Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata. Zeitschrift für Didaktik der Naturwissenschaften. 2019; 25 (1):63-75.

Chicago/Turabian Style

Susanne Rafolt; Suzanne Kapelari; Kerstin Kremer. 2019. "Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata." Zeitschrift für Didaktik der Naturwissenschaften 25, no. 1: 63-75.

Review
Published: 15 May 2019 in Sustainability
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Citizen science is becoming increasingly popular as a format in environmental and sustainability education. Citizen science not only allows researchers to gather large amounts of biodiversity-related data, it also has the potential to engage the public in biodiversity research. Numerous citizen science projects have emerged that assume that participation in the project affects participants’ knowledge, attitudes, and behavior. We investigated what evidence really exists about the outcomes of biodiversity citizen science projects on the side of the individual participants. For this purpose, we conducted a systematic review of peer-reviewed research articles published up to and including 2017. We found evidence for various individual participant outcomes. The outcome reported most often was a gain in knowledge. Other outcomes, found in several articles, referred to changes in behavior or attitudes. Outcomes reported less often were new skills, increased self-efficacy and interest, and a variety of other personal outcomes. We discuss the research design and methods used in the reviewed studies und formulate specific recommendations for future research. We conclude that citizen science is a promising option for environmental and sustainability education focusing on biodiversity. Partnerships between natural and social scientists in the design and evaluation of projects would allow future biodiversity citizen science projects to utilize their full educational potential.

ACS Style

Maria Peter; Tim Diekötter; Kerstin Kremer. Participant Outcomes of Biodiversity Citizen Science Projects: A Systematic Literature Review. Sustainability 2019, 11, 2780 .

AMA Style

Maria Peter, Tim Diekötter, Kerstin Kremer. Participant Outcomes of Biodiversity Citizen Science Projects: A Systematic Literature Review. Sustainability. 2019; 11 (10):2780.

Chicago/Turabian Style

Maria Peter; Tim Diekötter; Kerstin Kremer. 2019. "Participant Outcomes of Biodiversity Citizen Science Projects: A Systematic Literature Review." Sustainability 11, no. 10: 2780.

Journal article
Published: 30 January 2019 in Sustainability
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Systems thinking is one of the skills necessary for sustainable behavior, especially regarding sustainable consumption. Students are faced with complexity and uncertainty while taking part in it and other daily life aspects. There is a need to foster their competence in this field. From a classroom point of view, the mystery method is an example for implementing education for sustainable consumption and working with complex and uncertain content. With the mystery method students construct an influence diagram, which consists of concepts and requires several skills, especially in decision-making. Using these diagrams as a form of assessment is desirable but also very difficult, because of the mentioned complexity and uncertainty that is part of the task itself. The study presented here tackles this problem by creating an expert based reference diagram that has been constructed with the help of educational data mining. The result shows that it is possible to derive such a reference even if parts remain ambiguous due to the inherent complexity. The reference may now be used to assess students’ systems thinking abilities, which will be undertaken in future research. Beside this, the reference can be used as a reflective tool in lessons, so students can compare their own content knowledge and discuss differences to the experts’ reference.

ACS Style

Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability 2019, 11, 722 .

AMA Style

Jens Christian Benninghaus, Andreas Mühling, Kerstin Kremer, Sandra Sprenger. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability. 2019; 11 (3):722.

Chicago/Turabian Style

Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. 2019. "Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries." Sustainability 11, no. 3: 722.

Research article
Published: 04 January 2019 in Journal of Research in Science Teaching
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Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large‐scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.

ACS Style

Judith Lederman; Norman Lederman; Selina Bartels; Juan Jimenez; Mark Akubo; Shereen Aly; Chengcheng Bao; Estelle Blanquet; Ron Blonder; Mariana Bologna Soares De Andrade; Cathy Buntting; Mustafa Cakir; Heba El-Deghaidy; Ahmed ElZorkani; Estelle Gaigher; Shuchen Guo; Arvi Hakanen; Soraya Hamed Al-Lal; Cigdem Han Tosunoglu; Annemarie Hattingh; Anne Hume; Serhat Irez; Gillian Kay; Ozgur K Dogan; Kerstin Kremer; Pi-Chu Kuo; Jari Lavonen; Shu-Fen Lin; Cheng Liu; Enshan Liu; Shiang-Yao Liu; Bin Lv; Rachel Mamlok-Naaman; Christine McDonald; Irene Neumann; Yaozhen Pan; Eric Picholle; Ana Rivero García; Carl-Johan Rundgren; David Santibáñez-Gómez; Kathy Saunders; Renee Schwartz; Frauke Voitle; Jakob Von Gyllenpalm; Fangbing Wei; Jocelyn Wishart; Zhifeng Wu; Huang Xiao; Yalcin Yalaki; Qiaoxue Zhou. An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching 2019, 56, 486 -515.

AMA Style

Judith Lederman, Norman Lederman, Selina Bartels, Juan Jimenez, Mark Akubo, Shereen Aly, Chengcheng Bao, Estelle Blanquet, Ron Blonder, Mariana Bologna Soares De Andrade, Cathy Buntting, Mustafa Cakir, Heba El-Deghaidy, Ahmed ElZorkani, Estelle Gaigher, Shuchen Guo, Arvi Hakanen, Soraya Hamed Al-Lal, Cigdem Han Tosunoglu, Annemarie Hattingh, Anne Hume, Serhat Irez, Gillian Kay, Ozgur K Dogan, Kerstin Kremer, Pi-Chu Kuo, Jari Lavonen, Shu-Fen Lin, Cheng Liu, Enshan Liu, Shiang-Yao Liu, Bin Lv, Rachel Mamlok-Naaman, Christine McDonald, Irene Neumann, Yaozhen Pan, Eric Picholle, Ana Rivero García, Carl-Johan Rundgren, David Santibáñez-Gómez, Kathy Saunders, Renee Schwartz, Frauke Voitle, Jakob Von Gyllenpalm, Fangbing Wei, Jocelyn Wishart, Zhifeng Wu, Huang Xiao, Yalcin Yalaki, Qiaoxue Zhou. An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching. 2019; 56 (4):486-515.

Chicago/Turabian Style

Judith Lederman; Norman Lederman; Selina Bartels; Juan Jimenez; Mark Akubo; Shereen Aly; Chengcheng Bao; Estelle Blanquet; Ron Blonder; Mariana Bologna Soares De Andrade; Cathy Buntting; Mustafa Cakir; Heba El-Deghaidy; Ahmed ElZorkani; Estelle Gaigher; Shuchen Guo; Arvi Hakanen; Soraya Hamed Al-Lal; Cigdem Han Tosunoglu; Annemarie Hattingh; Anne Hume; Serhat Irez; Gillian Kay; Ozgur K Dogan; Kerstin Kremer; Pi-Chu Kuo; Jari Lavonen; Shu-Fen Lin; Cheng Liu; Enshan Liu; Shiang-Yao Liu; Bin Lv; Rachel Mamlok-Naaman; Christine McDonald; Irene Neumann; Yaozhen Pan; Eric Picholle; Ana Rivero García; Carl-Johan Rundgren; David Santibáñez-Gómez; Kathy Saunders; Renee Schwartz; Frauke Voitle; Jakob Von Gyllenpalm; Fangbing Wei; Jocelyn Wishart; Zhifeng Wu; Huang Xiao; Yalcin Yalaki; Qiaoxue Zhou. 2019. "An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline." Journal of Research in Science Teaching 56, no. 4: 486-515.

Journal article
Published: 24 October 2018 in Education Sciences
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Achieving competence in scientific inquiry or mastering scientific practices is an essential element of scientific literacy. Clearly, if students’ Scientific Inquiry Competence (SIC) is to be improved, a critical step is to reliably measure it and provide from this measurement feedback for teaching. Although numerous instruments were presented in literature to assess SIC, the specific potential of Rasch measurement for the integration of research assessment and individual feedback onto SIC is so far underestimated. This article presents details regarding the design and evaluation of a test instrument using an open-response format to measure students’ SIC in content-rich biology contexts at the upper secondary level. First, a set of three sub-competences (“generating hypotheses”, “designing experiments” and “analyzing data”) each composed of five competence aspects is introduced from literature to define the SIC construct. The SIC instrument was then operationalized using six open-ended partial-credit items. After pilot testing, the instrument was administered to N = 220 students (ages 15–19) before and after an inquiry-based unit on enzymes. Instrument functioning was evaluated using the Rasch Partial-Credit Model and first results towards satisfactory instrument functioning (e.g., validity and reliability) are presented. Particularly noteworthy is that the observed pattern in competence difficulty matched the pattern predicted from theoretical considerations. We demonstrate how the SIC instrument can be used for competence assessment and the evaluation of the effectiveness of learning.

ACS Style

Julia C. Arnold; William J. Boone; Kerstin Kremer; Jürgen Mayer. Assessment of Competencies in Scientific Inquiry Through the Application of Rasch Measurement Techniques. Education Sciences 2018, 8, 184 .

AMA Style

Julia C. Arnold, William J. Boone, Kerstin Kremer, Jürgen Mayer. Assessment of Competencies in Scientific Inquiry Through the Application of Rasch Measurement Techniques. Education Sciences. 2018; 8 (4):184.

Chicago/Turabian Style

Julia C. Arnold; William J. Boone; Kerstin Kremer; Jürgen Mayer. 2018. "Assessment of Competencies in Scientific Inquiry Through the Application of Rasch Measurement Techniques." Education Sciences 8, no. 4: 184.

Journal article
Published: 27 September 2018 in Sustainability
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Global biosphere issues call for an education for sustainable consumption decisions. Enabling adolescent learners to form sustainable consumption intentions involves an understanding of underlying internal predictors. The theory of planned behavior (TPB) delivers a useful approach to this challenge. Understanding of the underlying motives behind sustainable consumption decision-making, however, requires knowledge and evaluation of three basic sustainability aspects, the generational, the coherence, and the spatial aspect. As yet, the TPB framework does not take account of those facets. In this paper, we propose an extension of the TPB that meets these shortcomings by integrating the sustainability aspects while including the concepts of sustainability knowledge and sustainability values into the existing model. Furthermore, we extended the functional range of the attitude construct to the three sustainability aspects. The objective of the present article is to introduce and discuss the adapted framework which can serve as a first step for an educational implementation of the concept of sustainable consumption.

ACS Style

Deidre Bauer; Julia Arnold; Kerstin Kremer. Consumption-Intention Formation in Education for Sustainable Development: An Adapted Model Based on the Theory of Planned Behavior. Sustainability 2018, 10, 3455 .

AMA Style

Deidre Bauer, Julia Arnold, Kerstin Kremer. Consumption-Intention Formation in Education for Sustainable Development: An Adapted Model Based on the Theory of Planned Behavior. Sustainability. 2018; 10 (10):3455.

Chicago/Turabian Style

Deidre Bauer; Julia Arnold; Kerstin Kremer. 2018. "Consumption-Intention Formation in Education for Sustainable Development: An Adapted Model Based on the Theory of Planned Behavior." Sustainability 10, no. 10: 3455.

Article
Published: 21 July 2017 in Chemie in unserer Zeit
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Der Begriff Forensik fasst die wissenschaftlichen Arbeitsmethoden zusammen, mit denen Straftaten untersucht, analysiert und aufgeklärt werden können. Dienen der Aufklärung DNA-Spuren, die am Tatort vorgefunden wurden, spricht man von DNA-Forensik oder forensischer Genetik. Häufig liegt am Tatort nicht nur die DNA-Spur des Täters vor, sondern es sind auch die DNA von Opfer, Zeugen und berechtigten Personen (Ersthelfer, Polizeikräfte, etc.) usw. aufzufinden. Dann wird die Analyse komplex und das Verhältnis der DNA-Spuren zueinander bedeutsam. Seit einigen Jahren steht die DNA-Forensik vor völlig neuen Möglichkeiten, die neu entwickelte, moderne Sequenzierungstechniken, die zusammengefasst als Next Generation Sequencing (NGS) oder inzwischen sogar als Third Generation Sequencing (SMRT) bezeichnet werden, bieten. Diese Techniken erlauben eine schnelle Sequenzierung des gesamten Genoms und damit Merkmale wie Augenfarbe und Haarfarbe einer Person zu bestimmen. So könnte aus dem abstrakten DNA-Profil in den nächsten Jahren ein plastisches DNA-Phantombild werden. Die Entwicklungen erfordern eine Anpassung der gesetzlichen Regelungen und öffentliche Akzeptanz. Im vorliegenden Artikel werden die aktuellen Praktiken der DNA-Forensik am Tatort und in den Laboratorien beschrieben und ein Ausblick auf zukünftige Möglichkeiten der forensischen DNA-Analyse gegeben werden. Forensics deals with the scientific methods to gather information at a crime scene for solving criminal actions. DNA forensics uses genetic material for these purposes. DNA fingerprinting is established as an important method for police detective work since the end of the 1980s. Currently, DNA forensics faces completely new possibilities through the application of more efficient high-throughput sequencing methods, summarized as Next Generation Sequencing (NGS). Using NGS it could be possible to predict numerous externally visible characteristics including the complete facial shape of an unknown perpetrator. This article aims at presenting practices of forensic DNA analyses used to date and extending the picture for future possibilities and challenges.

ACS Style

Kerstin Kremer; Sabrina Fritzsch; Frank Stahl. DNA-Forensik. Chemie in unserer Zeit 2017, 51, 384 -391.

AMA Style

Kerstin Kremer, Sabrina Fritzsch, Frank Stahl. DNA-Forensik. Chemie in unserer Zeit. 2017; 51 (6):384-391.

Chicago/Turabian Style

Kerstin Kremer; Sabrina Fritzsch; Frank Stahl. 2017. "DNA-Forensik." Chemie in unserer Zeit 51, no. 6: 384-391.

Articles
Published: 03 July 2017 in International Research in Geographical and Environmental Education
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Due to global water consumption and an intensification of the resulting consequences there is a need for education regarding sustainable water consumption. Regarding Education for Sustainable Development, the ongoing water use of the industrialized countries needs to be discussed in the classrooms. Therefore, the aim of this paper is to present and use a questionnaire for the survey of students’ conceptions of sustainable water use. In order to enable educational reconstruction, conceptions about sustainable development and virtual water have been surveyed. The latter aspect of conceptions has been divided into different spatial conceptions and knowledge about water intense products. It has been shown, that the students’ conceptions are similar to scientific concepts, but learners also have their own conceptions. According to these findings conclusions for improved learning and teaching on sustainable water consumption are derived, to achieve more comprehensive students’ conceptions.

ACS Style

Jens Christian Benninghaus; Kerstin Kremer; Sandra Sprenger. Assessing high-school students’ conceptions of global water consumption and sustainability. International Research in Geographical and Environmental Education 2017, 27, 1 -17.

AMA Style

Jens Christian Benninghaus, Kerstin Kremer, Sandra Sprenger. Assessing high-school students’ conceptions of global water consumption and sustainability. International Research in Geographical and Environmental Education. 2017; 27 (3):1-17.

Chicago/Turabian Style

Jens Christian Benninghaus; Kerstin Kremer; Sandra Sprenger. 2017. "Assessing high-school students’ conceptions of global water consumption and sustainability." International Research in Geographical and Environmental Education 27, no. 3: 1-17.

Book chapter
Published: 22 April 2017 in Forschendes Lernen im Experimentalpraktikum Biologie
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Zusammenfassung Dieses Kapitel zeigt auf, dass die Stoffwechselaktivität der Enzyme von verschiedenen Faktoren beeinflusst werden kann. Zudem sollen Vermutungen über den Zusammenhang zwischen Temperatur und der Enzymaktivität aufgestellt werden. Diese Vermutungen können anschließend am Beispiel der hydrolytischen Spaltung von Fetten mittels Lipasen überprüft werden.

ACS Style

Andreas Peters; Till Bruckermann; Julia Arnold; Kerstin Kremer; Kirsten Schlüter. Temperaturabhängigkeit der Enzymaktivität. Forschendes Lernen im Experimentalpraktikum Biologie 2017, 85 -97.

AMA Style

Andreas Peters, Till Bruckermann, Julia Arnold, Kerstin Kremer, Kirsten Schlüter. Temperaturabhängigkeit der Enzymaktivität. Forschendes Lernen im Experimentalpraktikum Biologie. 2017; ():85-97.

Chicago/Turabian Style

Andreas Peters; Till Bruckermann; Julia Arnold; Kerstin Kremer; Kirsten Schlüter. 2017. "Temperaturabhängigkeit der Enzymaktivität." Forschendes Lernen im Experimentalpraktikum Biologie , no. : 85-97.

Journal article
Published: 01 July 2016 in Contemporary Educational Psychology
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• We perform latent Profile analysis on epistemological beliefs (EB) in science • Science EB include 4 dimensions: justification, development, source an certainty • Based on data from N=4,995 students we identified 4 distinct science EB classes • Classes are described by science abilities, demographics and personal features • Results add to prior EB research and implicate ideas for cultural comparisons Epistemological beliefs (EB) are a prominent topic in educational research and considered important for the learning process. Science EB in particular are not only important for learning in science but also a unique learning goal itself and connected to science abilities and achievement as well as to students' personal features and background. Since EB are domain-specific we investigated the four relevant dimensions: justification, development, source, and certainty for the domain of science. We explored the number and characteristics of science EB profiles among 4,995 tenth graders and, by means of latent profile analysis (LPA), related them to student related constructs. We identified four groups that show level and shape differences. These groups also differed considerably regarding constructs related to students' learning, namely self-concept, motivation and science achievement as well as gender, social background and school type. Implications for further research, in particular for cross-cultural studies, are discussed.

ACS Style

Nele Kampa; Irene Neumann; Patricia Heitmann; Kerstin Kremer. Epistemological beliefs in science—a person-centered approach to investigate high school students' profiles. Contemporary Educational Psychology 2016, 46, 81 -93.

AMA Style

Nele Kampa, Irene Neumann, Patricia Heitmann, Kerstin Kremer. Epistemological beliefs in science—a person-centered approach to investigate high school students' profiles. Contemporary Educational Psychology. 2016; 46 ():81-93.

Chicago/Turabian Style

Nele Kampa; Irene Neumann; Patricia Heitmann; Kerstin Kremer. 2016. "Epistemological beliefs in science—a person-centered approach to investigate high school students' profiles." Contemporary Educational Psychology 46, no. : 81-93.

Original articles
Published: 26 June 2014 in International Journal of Science Education
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Inquiry learning is a widely recognized method for fostering inquiry competence in science education. Nevertheless, there is discussion about how to best support students while working on inquiry tasks (in this case: experiments on causal relationships). To identify the kind of support students need in order to design experiments in upper grades, an empirical study consisting of two parts was conducted. The first part, a quantitative test (N = 96), tested students' competences in designing an experiment. It was found that students need scaffolding in basic aspects of designing (like dependent and independent variables), to reach higher levels, since only about thirty percent reach levels II or III out of three levels. On more reflective aspects (like confounding variables, test times and repetitions), only a maximum of twenty-five percent reached level I or higher; therefore, even more support is needed on these aspects. The second part of the study was a qualitative video-analysis of students' discussions, designs and implementations of an experiment. It was found that support is needed on procedural knowledge and understanding. Possible implications for inquiry support are discussed.

ACS Style

Julia Caroline Arnold; Kerstin Kremer; Jürgen Mayer. Understanding Students' Experiments—What kind of support do they need in inquiry tasks? International Journal of Science Education 2014, 36, 2719 -2749.

AMA Style

Julia Caroline Arnold, Kerstin Kremer, Jürgen Mayer. Understanding Students' Experiments—What kind of support do they need in inquiry tasks? International Journal of Science Education. 2014; 36 (16):2719-2749.

Chicago/Turabian Style

Julia Caroline Arnold; Kerstin Kremer; Jürgen Mayer. 2014. "Understanding Students' Experiments—What kind of support do they need in inquiry tasks?" International Journal of Science Education 36, no. 16: 2719-2749.

Journal article
Published: 12 July 2013 in Ungewissheit als Dimension pädagogischen Handelns
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ZusammenfassungDie Studie betrachtet Zusammenhänge zwischen wissenschaftlichen Denkprozessen bei der Planung eines Experiments und Experimentierverständnis. Zwei Schülerpaare bearbeiten eine offene Aufgabe zur Experimentplanung im Kontext einer Verhaltensbeobachtung bei Guppys. Das wissenschaftliche Denken der Probanden bei der Bearbeitung wird im Prozess dialogisch verbalisiert und das Gespräch videographiert. Im Anschluss erfolgt die Reflexion der Denkstrukturen im Einzelinterview. Es zeigt sich, dass bei beiden Schülergruppen ein Zusammenhang zwischen dem im Interview geäußerten Verständnis über den experimentellen Forschungsprozess und der Berücksichtigung von Aspekten des wissenschaftlichen Denkens bei der eigentlichen Planung aufgezeigt werden kann. Bezüge zwischen wissenschaftlichem Denken und Experimentierverständnis werden diskutiert.Schlagworte: Erkenntnisgewinnung, Experimentieren, Experimentierverständnis, Videostudie-----Students Plan and Evaluate an Experiment – Thinking and Understanding during Scientific Problem- SolvingAbstractThe study examines the relationship between scientific thinking while planing an experiment and the process-related understanding about experimentation. Two pairs of students work on an open-ended task about the planning of an experiment in the context of the courtship behaviour of guppys. The scientific thinking of the students while discussing during their work on the task is video-taped. Subsequently, students’ thinking is reflected by an interview. It is outlined that both pairs of students show a relationship between the understanding about experimentation verbalised within the interview and their scientific thinking while talking about the planing of the experiment. References between thinking and understanding about an experiment are discussed.Keywords: scientific inquiry, experiment, understanding about experimentation, video study-----Bibliographie: Voelzke, Katja/Arnold, Julia/Kremer, Kerstin: Denken und Verstehen beim naturwissenschaftlichen Problemlösen – Eine explorative Studie, ZISU, 1-2013, S. 58-86. https://doi.org/10.3224/zisu.v2i1.17410

ACS Style

Katja Voelzke; Julia Arnold; Kerstin Kremer. Denken und Verstehen beim naturwissenschaftlichen Problemlösen – Eine explorative Studie. Ungewissheit als Dimension pädagogischen Handelns 2013, 2, 58 -86.

AMA Style

Katja Voelzke, Julia Arnold, Kerstin Kremer. Denken und Verstehen beim naturwissenschaftlichen Problemlösen – Eine explorative Studie. Ungewissheit als Dimension pädagogischen Handelns. 2013; 2 (1):58-86.

Chicago/Turabian Style

Katja Voelzke; Julia Arnold; Kerstin Kremer. 2013. "Denken und Verstehen beim naturwissenschaftlichen Problemlösen – Eine explorative Studie." Ungewissheit als Dimension pädagogischen Handelns 2, no. 1: 58-86.

Research paper
Published: 25 April 2013 in Journal of Biological Education
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Informed understandings of nature of science and scientific inquiry are generally accepted goals of biology education. This article points out central features of scientific inquiry with relation to biology and the nature of science in general terms and focuses on the relationship of students’ inquiry skills in biology and their beliefs on the nature of science. The study took place as a part of the German national curriculum project biology in context. IRT modelling of students’ inquiry skills was performed with a sample of 1553 secondary school students. Final analyses on the relation to NOS beliefs were conducted with 218 participants who were in seventh (n = 50), eighth (n = 58) and ninth (n = 110) grades. Students in higher grades showed more advanced inquiry skills in biology and more sophisticated NOS beliefs. Different dimensions of inquiry skills and NOS beliefs correlated positively on a moderate level. Besides science experience and prior achievement, NOS beliefs contributed to the formation of biological inquiry skills. The findings are discussed with respect to implications for teaching and student assessment.

ACS Style

Kerstin Kremer; Christiane Specht; Detlef Urhahne; Jürgen Mayer. The relationship in biology between the nature of science and scientific inquiry. Journal of Biological Education 2013, 48, 1 -8.

AMA Style

Kerstin Kremer, Christiane Specht, Detlef Urhahne, Jürgen Mayer. The relationship in biology between the nature of science and scientific inquiry. Journal of Biological Education. 2013; 48 (1):1-8.

Chicago/Turabian Style

Kerstin Kremer; Christiane Specht; Detlef Urhahne; Jürgen Mayer. 2013. "The relationship in biology between the nature of science and scientific inquiry." Journal of Biological Education 48, no. 1: 1-8.

Journal article
Published: 24 August 2010 in International Journal of Science and Mathematics Education
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The study investigates the relationship between general and context-specific conceptions of the nature of science (NOS). The categorization scheme by Osborne et al. (J Res Sci Teach 40:692–720, 2003) served as the theoretical framework of the study. In the category nature of scientific knowledge, the certainty, development, simplicity, justification, and source of scientific knowledge were distinguished. In the category methods of science, the purpose of science and the creativity of scientists were mentioned. The study was conducted with 221 secondary school students, who filled in a 40-item questionnaire on general NOS conceptions. Furthermore, students were provided with different contexts by a short description of 10 scientific theories. After the theory introduction, students indicated context-specific conceptions as well as the importance and familiarity of each theory. Study results show that higher familiarity with scientific theories is related to a more informed view about the general nature of science. Correlational analyses illustrate that context-specific and general conceptions about NOS are not independent from each other but have a mutual core. Context-specific conceptions are not so different from their general counterparts that these aspects cannot be combined in a NOS questionnaire.

ACS Style

Detlef Urhahne; Kerstin Kremer; Juergen Mayer. CONCEPTIONS OF THE NATURE OF SCIENCE—ARE THEY GENERAL OR CONTEXT SPECIFIC? International Journal of Science and Mathematics Education 2010, 9, 707 -730.

AMA Style

Detlef Urhahne, Kerstin Kremer, Juergen Mayer. CONCEPTIONS OF THE NATURE OF SCIENCE—ARE THEY GENERAL OR CONTEXT SPECIFIC? International Journal of Science and Mathematics Education. 2010; 9 (3):707-730.

Chicago/Turabian Style

Detlef Urhahne; Kerstin Kremer; Juergen Mayer. 2010. "CONCEPTIONS OF THE NATURE OF SCIENCE—ARE THEY GENERAL OR CONTEXT SPECIFIC?" International Journal of Science and Mathematics Education 9, no. 3: 707-730.