Geogames are mobile, location-based and location dependent games for devices like smartphones and tablets. As geogames are played outdoors they offer various possibilities for environmental education. The geogame entitled FindeVielfalt Simulation is a location dependent game, developed in the BioDiv2Go project, which provides sensory experiences, discovering local biodiversity and increasing biodiversity-related knowledge and attitudes toward nature. The aim of this study is to examine the predictive potential of game-related enjoyment and of personal prerequisites (such as general ecological behaviour) on outcomes measuring acquisition of knowledge and attitude. Hierarchical regressions are used to investigate the dependencies of the constructs. The results demonstrate that an increase in biodiversity-related knowledge is neither predicted by previous attitudes nor by game-related enjoyment. Every player within the game was able to learn irrespective of personal prerequisites or game-enjoyment. However, the results also demonstrate that an increase in attitude toward nature is significantly influenced by game-related enjoyment and general ecological behaviour, with game-related enjoyment being the stronger predictor.

The valuing of biodiversity is considered to be a first step towards its conservation. Therefore, the aim of the BioDiv2Go project is to combine sensuous experiences discovering biodiversity with mobile technology and a game-based learning approach. Following the competence model for environmental education (Roczen et al, 2014), Geogames (location based games on smartphones) for experiential outdoor learning activities are developed. The Finde Vielfalt Simulation (FVS) Geogame focuses on adolescent visitors of German youth hostels. The FVS-players are involved in a narrative keeping the traditions of their ancestors’ heritage as decisions are needed to balance biodiversity and economic success. They discover the natural environment and they solve location-based tasks at several places. If the players manipulate a simulation successfully they stand the test of the ancestors. The initial theoretical framework consists of the components biodiversity-related attitudes, behaviour and knowledge, general environmental behaviour and attitude towards nature. According to the Uses and Gratification Theory, the game-related enjoyment is added. For the assessment different scales were developed or adapted and tested for secondary-school children. The framework evolved stepwise through systematic expert hearings, interviews with the target group, participant observation as well as through an online survey. In a first step the situational interest was considered to be important for the valuing of biodiversity. The final version of the framework was used and validated within a pilot study with 180 secondary school students. The framework development was a highly transformative process engaging different actors, using complementary methodological approaches and integrating different disciplinary perspectives.

Teachers in lower secondary education often lack content knowledge and self-efficacy to teach molecular biology. The focus of this study was to develop and evaluate an innovative educational approach to prepare pre-service teachers for teaching molecular biology. Therefore, an educational double-decker, with two master courses in a teaching-learning laboratory, has been developed. First, teacher students acquire virtual and authentic lab experiences in a blended-learning course. Later they gain reflective teaching experience by instructing peers or secondary school students. Using a mixed-methods approach in a one-shot-case study design, we examined the effects of the two courses on content knowledge of molecular biology and self-efficacy to teach it, the relationship between knowledge and self-efficacy, and the influence of teaching secondary students compared to peer teaching on self-efficacy. Questionnaires (N = 92 and N = 20) measured knowledge and self-efficacy before and after both courses; differences were analyzed statistically. In addition, guided interviews were conducted with teacher students after the educational double-decker (N = 14) and analyzed qualitatively using content analysis. The results demonstrate that blended-learning formats are efficacious in developing molecular biology knowledge. Content knowledge is positively correlated with teaching self-efficacy, but this effect diminishes after having a reflective teaching experience. These experiences are pivotal factors in self-efficacy development. Teaching real secondary school students is valuable in fostering self-efficacy, as such authentic experiences can be readily applied in everyday school life.

Zusammenfassung: Der Aufbau einer positiven Lehrer-Selbstwirksamkeitserwartung und die Entwicklung der Reflexionsfähigkeit sind essenzielle Faktoren, um einen möglichen Praxisschock zu bewältigen und einen erfolgreichen Berufseinstieg als Lehrkraft zu gestalten. Hierfür wurde für Master-Studierende ein Lehr-Lern-Labor-Seminar entwickelt und in einer Studie im Prä-Post-Design mit Messwiederholungen während der Intervention, ohne Kontrollgruppe auf seine Wirksamkeit untersucht. Reflexionskompetenz wird dabei als Kontinuum betrachtet und anhand der Reflexionsbereitschaft sowie der Reflexionsperformanz beurteilt. Durch einen mixed-methods-Ansatzes wurde untersucht, ob sich die L‑SWE, die Reflexionsbereitschaft und -performanz im Seminarverlauf entwickeln (i), welcher Zusammenhang zwischen Reflexionsbereitschaft und -performanz besteht (ii), und ob Studierende mit einer höheren inhaltspezifischen, fachdidaktischen L‑SWE häufiger fachdidaktische Aspekte reflektieren (iii). Die Reflexionsbereitschaft und die (inhaltsspezifische) L‑SWE wurden mithilfe eines Online-Fragebogens vor und nach dem Seminar erhoben (N = 73). Die Beurteilung der Reflexionsperformanz erfolgte anhand eines Modells, welches drei Anforderungsbereiche (Situationswahrnehmung, Ursachenanalyse und Handlungsalternativen) in fünf Niveaustufen unterteilt. Es wurden jeweils vier schriftliche Reflexionen zu Videovignetten von N = 63 Studierenden ausgewertet. Die Ergebnisse zeigen eine positive Entwicklung der L‑SWE sowie in drei von vier untersuchten Faktoren der Reflexionsbereitschaft. Während des Seminars erreichen die Studierenden in den Anforderungsbereichen Ursachenanalyse und Handlungsalternativen höhere Niveaustufen. Im Anforderungsbereich Situationswahrnehmung zeigt sich keine Veränderung. Zusätzlich nimmt der prozentuale Anteil an Handlungsalternativen auf Kosten der Situationswahrnehmung zu (i). Die Triangulation der Datensätze zeigt, dass die Faktoren der Reflexionsbereitschaft allenfalls einen sehr geringen Zusammenhang mit der gezeigten Reflexionsperformanz aufweisen (ii). Studierende mit einer geringeren inhaltsbezogenen L‑SWE reflektieren deutlich seltener fachdidaktische Aspekte (iii).