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Susanne Bögeholz
Centre of Biodiversity and Sustainable Land Use (CBL), University of Göttingen, Büsgenweg 1, 37073 Göttingen, Germany

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Journal article
Published: 12 August 2021 in Sustainability
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Achieving the Sustainable Development Goals (SDGs) requires the empowerment of learners through Education for Sustainable Development (ESD), already at primary level. Teacher education for the SDGs is a focus of ESD. However, many teachers in Madagascar are underqualified and show knowledge gaps regarding ESD. This paper aims at identifying starting points for an ESD-oriented further development of teacher training, considering regionally relevant issues. Teaching Sustainable Development issues requires procedural knowledge. This paper reports on (i) Malagasy primary school teachers’ (n = 286) teaching and learning prerequisites regarding land-use and health issues compared to expert knowledge, (ii) modeling teachers’ respective procedural knowledge with the Rasch Partial Credit Model and validation studies, and on (iii) comparison of groups of teachers differentiated by diversity dimensions, e.g., teaching at rural or urban schools. The teachers underestimated land-use and health courses of action regarding effectiveness and possibility of implementation, compared to experts. IRT modeling resulted in two distinct knowledge dimensions, i.e., land use and health (latent correlation: 0.31). Rural teachers showed higher procedural land-use knowledge than urban teachers. No differences occurred regarding health knowledge. The paper argues for ESD-focused reorientation of teacher training, considering regional specificities of land-use topics, e.g., regarding vanilla and rice cultivation in North-East Madagascar, and health topics.

ACS Style

Janna Niens; Lisa Richter-Beuschel; Tobias C. Stubbe; Susanne Bögeholz. Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals. Sustainability 2021, 13, 9036 .

AMA Style

Janna Niens, Lisa Richter-Beuschel, Tobias C. Stubbe, Susanne Bögeholz. Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals. Sustainability. 2021; 13 (16):9036.

Chicago/Turabian Style

Janna Niens; Lisa Richter-Beuschel; Tobias C. Stubbe; Susanne Bögeholz. 2021. "Procedural Knowledge of Primary School Teachers in Madagascar for Teaching and Learning towards Land-Use- and Health-Related Sustainable Development Goals." Sustainability 13, no. 16: 9036.

Journal article
Published: 10 October 2020 in Sustainability
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For restructuring educational processes and institutions toward Sustainable Development, teachers' knowledge and competences are crucial. Due to the high relevance of teachers' content knowledge, this study aimed to (i) assess Sustainable Development-relevant knowledge by differentiating between situational, conceptual and procedural knowledge, (ii) find out via item response theory modelling how these theoretically distinguished knowledge types can be empirically supported, and (iii) link the knowledge dimension(s) to related constructs. We developed a paper-and-pencil test to assess these three knowledge types (N = 314). A two-dimensional structure that combines situational and conceptual knowledge and that distinguishes situational/conceptual knowledge from procedural knowledge, fits the data best (EAP/PV situational/conceptual: 0.63; EAP/PV procedural: 0.67). Student teachers at master level outperformed bachelor level students in situational/conceptual knowledge but master level students did not differ from students at bachelor level regarding procedural knowledge. We observed only slight correlations between the two knowledge dimensions and the content-related motivational orientations of professional action competence. Student teachers' deficits in procedural knowledge can be attributed to the small number of Education for Sustainable Development-relevant courses attended. Systematically fostering procedural knowledge in teacher education could promote achieving cognitive learning objectives associated with Sustainable Development Goals in the long term.

ACS Style

Lisa Richter-Beuschel; Susanne Bögeholz. Knowledge of Student Teachers on Sustainable Land Use Issues—Knowledge Types Relevant for Teacher Education. Sustainability 2020, 12, 8332 .

AMA Style

Lisa Richter-Beuschel, Susanne Bögeholz. Knowledge of Student Teachers on Sustainable Land Use Issues—Knowledge Types Relevant for Teacher Education. Sustainability. 2020; 12 (20):8332.

Chicago/Turabian Style

Lisa Richter-Beuschel; Susanne Bögeholz. 2020. "Knowledge of Student Teachers on Sustainable Land Use Issues—Knowledge Types Relevant for Teacher Education." Sustainability 12, no. 20: 8332.

Journal article
Published: 27 August 2020 in Sustainability
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Land use change, natural resource use and climate change are challenging Sustainable Development issues (SDGs 13–15). Fostering the competencies to deal with such issues is one core task for current educational endeavors. Among these competencies, decision-making competencies are central. In detail, we investigate how learners evaluate alternative decision-making options to improve existing competence models. We exemplify our competence modelling approach using the designation of a Marine Protected Area. The cross-sectional sample consists of secondary school students and student teachers (N = 760). Partial Credit modelling shows that quantitative modelling of decision-making options is a different competence dimension than perspective taking if contextualized for Sustainable Development. In quantitative modelling, mathematical modelling is used to evaluate and reflect on decision-making options. Perspective taking covers the ability to consider different normative perspectives on Sustainable Development issues. Both dimensions show plausible (latent) correlations with related constructs within the nomological net, i.e., with qualitative arguing, economic literacy, mathematical competencies, reading competencies and analytical problem solving. Furthermore, person-abilities increase with level of education for both dimensions. The identified competence dimensions quantitative modelling and perspective taking were successfully modelled and shown to be distinct; the resulting measuring instrument is reliable and valid.

ACS Style

Marko Böhm; Jan Barkmann; Sabina Eggert; Claus H. Carstensen; Susanne Bögeholz. Quantitative Modelling and Perspective-Taking: Two Competencies of Decision Making for Sustainable Development. Sustainability 2020, 12, 6980 .

AMA Style

Marko Böhm, Jan Barkmann, Sabina Eggert, Claus H. Carstensen, Susanne Bögeholz. Quantitative Modelling and Perspective-Taking: Two Competencies of Decision Making for Sustainable Development. Sustainability. 2020; 12 (17):6980.

Chicago/Turabian Style

Marko Böhm; Jan Barkmann; Sabina Eggert; Claus H. Carstensen; Susanne Bögeholz. 2020. "Quantitative Modelling and Perspective-Taking: Two Competencies of Decision Making for Sustainable Development." Sustainability 12, no. 17: 6980.

Journal article
Published: 01 August 2020 in Sustainability
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Education for Sustainable Development (ESD) plays a key role in Sustainable Development. In low-income countries like Madagascar, this key role is particularly relevant to primary education. However, the curricula lack a comprehensive ESD approach that incorporates regional issues. In Madagascar, sustainable land-use practices (Sustainable Development Goals 12, 15) and health prevention (SDGs 2, 3, 6) are educational challenges. Procedural knowledge allows problem-solving regarding unsustainable developments. We adapted and further developed a measure of ESD-relevant procedural knowledge. Considering curricula, sustainability standards, research, and a two-round Delphi study (n = 34 experts), we identified regionally relevant land-use practices and health-protective behavior. After the experts rated the effectiveness and possibility of implementation of courses of actions, we calculated an index of what to teach under given Malagasy (regional) conditions. Combined with qualitative expert comments, the study offers insights into expert views on land-use and health topics: For example, when teaching ESD in Northeast Madagascar, sustainable management of cultivation and soil is suitable, particularly when linked to vanilla production. Health-protective behavior is ultimately more difficult to implement in rural than in urban areas. These results are important for further curricula development, for ESD during primary education, and because they give insights into the topics teacher education should address.

ACS Style

Janna Niens; Lisa Richter-Beuschel; Susanne Bögeholz. Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study. Sustainability 2020, 12, 6212 .

AMA Style

Janna Niens, Lisa Richter-Beuschel, Susanne Bögeholz. Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study. Sustainability. 2020; 12 (15):6212.

Chicago/Turabian Style

Janna Niens; Lisa Richter-Beuschel; Susanne Bögeholz. 2020. "Land-Use and Health Issues in Malagasy Primary Education—A Delphi Study." Sustainability 12, no. 15: 6212.

Journal article
Published: 14 May 2020 in Education Sciences
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Assessment literacy is a crucial aspect of teachers’ professional knowledge and relevant to fostering students’ learning. Concerning experimentation, teachers have to be able to assess student achievement when students form hypotheses, design experiments, and analyze data. Therefore, teachers need to be familiar with criteria for experimentation as well as student conceptions of experimentation. The present study modeled and measured 495 German pre-service teachers’ knowledge of what to assess regarding experimentation competences in biology. We applied an open-answer format for the measurement instrument. For modeling we used item response theory (IRT). We argue that knowledge of what to assess regarding experimentation competences is a one-dimensional construct and we provide evidence for the validity of the measurement. Furthermore, we describe qualitative findings of pre-service teachers’ knowledge of what to assess, in particular difficulties concerning the assessment of student conceptions as well as the use of scientific terms in the assessments. We discuss the findings in terms of implications for science teacher education and further research perspectives.

ACS Style

Cora Joachim; Marcus Hammann; Claus H. Carstensen; Susanne Bögeholz. Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology. Education Sciences 2020, 10, 140 .

AMA Style

Cora Joachim, Marcus Hammann, Claus H. Carstensen, Susanne Bögeholz. Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology. Education Sciences. 2020; 10 (5):140.

Chicago/Turabian Style

Cora Joachim; Marcus Hammann; Claus H. Carstensen; Susanne Bögeholz. 2020. "Modeling and Measuring Pre-Service Teachers’ Assessment Literacy Regarding Experimentation Competences in Biology." Education Sciences 10, no. 5: 140.

Journal article
Published: 20 December 2019 in Sustainability
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Education is a central strategy in terms of sustainable development (SD) and can contribute to solving global challenges like biodiversity loss and climate change. Content knowledge represents one base for teaching education for sustainable development (ESD). Therefore, identifying teaching and learning prerequisites regarding SD challenges in teacher education is crucial. The focus of the paper was to assess and learn more about student teachers’ procedural knowledge regarding issues of biodiversity and climate change, by using an expert benchmark. The aims of the study are to describe and identify (i) differences between students’ and experts’ effectiveness estimations, (ii) differences in bachelor and master students’ procedural knowledge, and (iii) differences between procedural knowledge of students studying different ESD-relevant subjects. Student teachers at eight German universities (n = 236) evaluated the effectiveness of solution strategies to SD challenges. The results showed high deviations in the effectiveness estimations of experts and students and, therefore, differing procedural knowledge. The lack of student teachers’ interdisciplinary knowledge to reduce biodiversity loss and climate change seemed to be largely independent of their study program and ESD-relevant subject. One reason for this may be the generally low number of ESD-relevant courses they attended. This study suggests further longitudinal research in order to make clear statements about changes in SD-related knowledge during teacher education.

ACS Style

Lisa Richter-Beuschel; Susanne Bögeholz. Student Teachers’ Knowledge to Enable Problem-Solving for Sustainable Development. Sustainability 2019, 12, 79 .

AMA Style

Lisa Richter-Beuschel, Susanne Bögeholz. Student Teachers’ Knowledge to Enable Problem-Solving for Sustainable Development. Sustainability. 2019; 12 (1):79.

Chicago/Turabian Style

Lisa Richter-Beuschel; Susanne Bögeholz. 2019. "Student Teachers’ Knowledge to Enable Problem-Solving for Sustainable Development." Sustainability 12, no. 1: 79.

Journal article
Published: 20 September 2019 in Education Sciences
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Interdisciplinary science teaching is an issue in various countries. One example in Europe is Germany, especially regarding comprehensive schools. At the same time, German teacher education is primarily subject-specific. An examination of data on self-efficacy beliefs is helpful for understanding the qualifications of teachers for interdisciplinary science. Previous measurement instruments for teaching biology, chemistry, physics, and science lack a literature-based, theory-based, or curricular-valid measurement or a systematic obstacle to overcome. Thus, to meet these requirements, this research developed a draft for a new instrument to measure self-efficacy beliefs of interdisciplinary science teaching (SElf-ST). As the theoretical base, the instrument operationalizes a model of pedagogical content knowledge for teaching science and adapts it to self-efficacy beliefs. In a cross-sectional study (N = 114 pre-service and trainee teachers), a ten-factor-solution for self-efficacy beliefs resulted from an exploratory factor analysis (Kaiser–Meyer–Olkin-criterion = 0.858, α = 0.70–0.86). Nine factors are linked to the theoretical model. An additional tenth factor emerged: Teaching Ethically Relevant Issues. Nine factors show low and medium correlations with teaching experience. Eight factors show at least low correlations with self-rated content knowledge in no less than one of the three subjects. In general, science-specific factors show rather low or medium correlations, and generic factors (e.g., Applying Media, and Applying Methods of Evaluation) show low or no correlations. This result is in accordance with the context specificity of self-efficacy beliefs. These results meet most of the research expectations and provide initial indications of the concurrent, curricular, and divergent validity of the SElf-ST instrument. The paper argues for the development of a new, theory-based instrument to measure self-efficacy beliefs of interdisciplinary science teaching.

ACS Style

Kevin Handtke; Susanne Bögeholz. Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement. Education Sciences 2019, 9, 247 .

AMA Style

Kevin Handtke, Susanne Bögeholz. Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement. Education Sciences. 2019; 9 (4):247.

Chicago/Turabian Style

Kevin Handtke; Susanne Bögeholz. 2019. "Self-Efficacy Beliefs of Interdisciplinary Science Teaching (SElf-ST) Instrument: Drafting a Theory-based Measurement." Education Sciences 9, no. 4: 247.

Journal article
Published: 30 October 2018 in Education Sciences
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To cope with biodiversity and climate change challenges, Education for Sustainable Development (ESD) needs to emphasize knowledge that considers multiple perspectives. Optimizing teacher education requires knowledge about the prerequisites of student teachers. The latter includes content knowledge with respect to Sustainable Development (SD). Apart from situational and conceptual knowledge, procedural knowledge (containing solution strategies) is of special interest, but it is much more difficult to measure. Thus, this study aims at developing a refined procedure to measure SD-relevant procedural knowledge and to define a measure for such knowledge, including a suitable benchmark for its evaluation. As SD-relevant knowledge, the SD challenges biodiversity loss and climate change were focused on. For operationalizing these challenges, the highly relevant contexts insects and pollination and peatland use were chosen. For both SD challenges and contexts, potential solution strategies were identified by a literature review. A procedure was then tested to measure procedural knowledge. The procedure includes a two-round expert survey (Delphi approach) with an in-between think-aloud study with student teachers. The described innovative procedure resulted in a measure (18 items) to assess procedural knowledge of student teachers via effectiveness estimations of provided solution strategies. This measure contains procedural knowledge items that are related to prior presented scenarios regarding the two contexts and a benchmark to evaluate these items. The benchmark derives from the second round of the Delphi study. The procedure and the developed final instrument include expertise from multiple disciplines such as ESD, SD, biodiversity, insect and pollination, climate change and peatland use. The sophisticated procedure can be transferred to challenging measurement developments. Furthermore, the measure provided for SD-relevant knowledge can be applied to other target groups in upper secondary and in higher education within ESD.

ACS Style

Lisa Richter-Beuschel; Ingo Grass; Susanne Bögeholz. How to Measure Procedural Knowledge for Solving Biodiversity and Climate Change Challenges. Education Sciences 2018, 8, 190 .

AMA Style

Lisa Richter-Beuschel, Ingo Grass, Susanne Bögeholz. How to Measure Procedural Knowledge for Solving Biodiversity and Climate Change Challenges. Education Sciences. 2018; 8 (4):190.

Chicago/Turabian Style

Lisa Richter-Beuschel; Ingo Grass; Susanne Bögeholz. 2018. "How to Measure Procedural Knowledge for Solving Biodiversity and Climate Change Challenges." Education Sciences 8, no. 4: 190.

Chapter
Published: 28 March 2017 in Methodology of Educational Measurement and Assessment
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A model of decision-making competence for secondary school students was developed and validated within the project “Decision-Making Competence Regarding Challenging Issues of Sustainable Development”. The model rests on three pillars: Education for Sustainable Development, decision-making theory, and educational competence modeling. Three dimensions of decision-making competence were identified: (1) “Understanding values and norms” in the context of Sustainable Development (SD), (2) “Developing solutions”, and (3) “Evaluating solutions” for SD problems. The two last-mentioned dimensions stem from decision-making theory, and were adapted to educational purposes. Related measurement instruments were developed according to Wilson’s developmental cycle, using a between-item-multidimensionality approach. The test development procedures and results are described for the dimension “Developing solutions”. Moreover, we started with an experimental validation of a theory of socioscientific decision making. More specifically, we used training-induced strategies to realize experimental variation to differentiate empirically between two decision-making dimensions and problem solving. The results of a pilot study addressing the validation of “Developing solutions” and “Evaluating solutions”, vis-à-vis problem solving, are reported and discussed. We close with considerations of future research, to realign the boundaries of our research program.

ACS Style

Susanne Bögeholz; Sabina Eggert; Carolin Ziese; Marcus Hasselhorn. Modeling and Fostering Decision-Making Competencies Regarding Challenging Issues of Sustainable Development. Methodology of Educational Measurement and Assessment 2017, 263 -284.

AMA Style

Susanne Bögeholz, Sabina Eggert, Carolin Ziese, Marcus Hasselhorn. Modeling and Fostering Decision-Making Competencies Regarding Challenging Issues of Sustainable Development. Methodology of Educational Measurement and Assessment. 2017; ():263-284.

Chicago/Turabian Style

Susanne Bögeholz; Sabina Eggert; Carolin Ziese; Marcus Hasselhorn. 2017. "Modeling and Fostering Decision-Making Competencies Regarding Challenging Issues of Sustainable Development." Methodology of Educational Measurement and Assessment , no. : 263-284.

Book chapter
Published: 22 November 2013 in Methoden in der naturwissenschaftsdidaktischen Forschung
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Wie gelange ich von der Idee, einen Kompetenztest zu entwickeln, zu einem reliablen und validen Messinstrument? Welche fachdidaktischen bzw. pädagogisch-psychologischen Theorien lege ich zugrunde? Wie sollte die Entwicklung von Testaufgaben für ein Instrument zur Kompetenzmessung erfolgen? Wodurch sind eine gelungene Kompetenzmodellierung und Messinstrumententwicklung gekennzeichnet? Zu diesen Fragen gibt der folgende Beitrag – illustriert am Beispiel der Messung von Bewertungskompetenz beim Bearbeiten komplexer Umweltproblemsituationen – Antworten. Die Messung von Kompetenzen gehört seit Verabschiedung der Bildungsstandards und dem Beschluss über deren Evaluation zu den aktuellen Forschungsschwerpunkten bildungswissenschaftlicher und fachdidaktischer Forschung. Naturwissenschaftsdidaktische Forschung konzentriert sich zudem auf die Einbindung des Kompetenzerwerbs in relevante Kontexte. Auch bei der Messung von Kompetenzen spielen spätestens seit PISA Kontexte mit Bezug zur Lebenswelt der Heranwachsenden – wie Umwelt und Gesundheit – international eine zentrale Rolle. Die geforderten Bewertungskompetenzen sollen es den (künftigen) Bürgern ermöglichen, zu gesellschaftlichen Fragen an der Schnittstelle zwischen Biologie bzw. Naturwissenschaften und Gesellschaft begründet Stellung nehmen zu können. Entsprechend dem gesellschaftlichen Handlungsbedarf, wie er beispielsweise durch den Verlust der Biodiversität gegeben ist, greifen wir in unserem Beispiel bei der Messinstrumententwicklung für Bewertungskompetenz auf realweltliche Umweltproblemsituationen zurück.

ACS Style

Sabina Eggert; Susanne Bögeholz. Entwicklung eines Testinstruments zur Messung von Schülerkompetenzen. Methoden in der naturwissenschaftsdidaktischen Forschung 2013, 371 -384.

AMA Style

Sabina Eggert, Susanne Bögeholz. Entwicklung eines Testinstruments zur Messung von Schülerkompetenzen. Methoden in der naturwissenschaftsdidaktischen Forschung. 2013; ():371-384.

Chicago/Turabian Style

Sabina Eggert; Susanne Bögeholz. 2013. "Entwicklung eines Testinstruments zur Messung von Schülerkompetenzen." Methoden in der naturwissenschaftsdidaktischen Forschung , no. : 371-384.

Journal article
Published: 28 March 2013 in Sustainability
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Graduates of university programs addressing sustainable resource management are likely to shape strategies for natural resource use in the future. Their academic training needs to foster student knowledge of the multiple dimensions of natural resource management. This paper investigates university student understanding of such challenges. We differentiated situational, conceptual, and procedural types of knowledge, and three domains of knowledge (ecological, socio-economic and institutional knowledge), and sampled beginners (third semester) and seniors (seventh semester) of seven natural resource related programs at the leading Indonesian institution of higher education in the field of natural resource management (IPB Bogor; n = 882). The questionnaire consisted of multiple choice and rating scale items covering ‘locally’ relevant open-access resource use issues. With a confirmatory tau-equivalent LISREL model, construct validity was assessed. The ability to extract relevant information from problem descriptions provided (situational knowledge) did not differ between third and seventh semester students. While it was high for ecological and socio-economic items, it was markedly lower for institutional knowledge. Knowledge of relevant scientific concepts (conceptual knowledge) increased in the ecological and socio-economic domains but the effect was small. Conceptual knowledge in the socio-economical and institutional domains tended to be lower than ecological knowledge. Although there was certain improvement, student judgments on the efficacy of resource management options (procedural knowledge) differed strongly from expert judgments for beginners as well as for senior students. We conclude that many of the university students in the sampled programs displayed substantial gaps in their capacity to solve complex, real-world natural resource management problems. Specifically, the socio-economic and institutional knowledge domains—and their integration with ecological knowledge—may require attention by educational planners.

ACS Style

Sebastian Koch; Jan Barkmann; Micha Strack; Leti Sundawati; Susanne Bögeholz. Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources. Sustainability 2013, 5, 1443 -1460.

AMA Style

Sebastian Koch, Jan Barkmann, Micha Strack, Leti Sundawati, Susanne Bögeholz. Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources. Sustainability. 2013; 5 (4):1443-1460.

Chicago/Turabian Style

Sebastian Koch; Jan Barkmann; Micha Strack; Leti Sundawati; Susanne Bögeholz. 2013. "Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources." Sustainability 5, no. 4: 1443-1460.

Journal article
Published: 07 March 2009 in International Journal of Science and Mathematics Education
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Recent curriculum reform promotes core competencies such as desired ‘content knowledge’ and ‘communication’ for meaningful learning in biology. Understanding in biology is demonstrated when pupils can apply acquired knowledge to new tasks. This process requires the transfer of knowledge and the subordinate process of translation across external representations. This study sought ten experts’ views on the role of transfer and translation processes in biology learning. Qualitative analysis of the responses revealed six expert themes surrounding the potential challenges that learners face, and the required cognitive abilities for transfer and translation processes. Consultation with relevant curriculum documents identified four types of biological knowledge that students are required to develop at the secondary level. The expert themes and the knowledge types exposed were used to determine how pupils might acquire and apply these four types of biological knowledge during learning. Based on the findings, we argue that teaching for understanding in biology necessitates fostering ‘horizontal’ and ‘vertical’ transfer (and translation) processes within learners through the integration of knowledge at different levels of biological organization.

ACS Style

Konrad Schönborn; Susanne Bögeholz. KNOWLEDGE TRANSFER IN BIOLOGY AND TRANSLATION ACROSS EXTERNAL REPRESENTATIONS: EXPERTS' VIEWS AND CHALLENGES FOR LEARNING. International Journal of Science and Mathematics Education 2009, 7, 931 -955.

AMA Style

Konrad Schönborn, Susanne Bögeholz. KNOWLEDGE TRANSFER IN BIOLOGY AND TRANSLATION ACROSS EXTERNAL REPRESENTATIONS: EXPERTS' VIEWS AND CHALLENGES FOR LEARNING. International Journal of Science and Mathematics Education. 2009; 7 (5):931-955.

Chicago/Turabian Style

Konrad Schönborn; Susanne Bögeholz. 2009. "KNOWLEDGE TRANSFER IN BIOLOGY AND TRANSLATION ACROSS EXTERNAL REPRESENTATIONS: EXPERTS' VIEWS AND CHALLENGES FOR LEARNING." International Journal of Science and Mathematics Education 7, no. 5: 931-955.

Journal article
Published: 21 June 2008 in Research in Science Education
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The topic of biodiversity is of high value for education for sustainable development as it reflects the interaction of ecological, economic and social issues particularly well. Especially in so-called biodiversity hotspots, among them Chile, natural resources are often depleted for economic interest which, in many cases, is required income. Therefore, economic and social aspects must be considered in order to fully understand biodiversity loss. Being such an important issue, it is surprising that little is known thus far about learning prerequisites concerning biodiversity. This paper presents a qualitative interview study that investigated 16 to 18-year-old Chilean and German learners’ perception of biodiversity and its loss (n = 24). Firstly, the pupils’ cognitive frameworks were analysed. Secondly, subjective theories about biodiversity loss due to resource dilemmas were explored. Three subjective theories that emerged from the data reflected the notion that most pupils focused on either ecological or economic aspects of biodiversity loss. Pupils who concentrated on ecological aspects often referred to incorrect ecological facts. Moreover, these pupils showed difficulties in developing empathy and solidarity with impoverished people, who depend economically on plants in a resource dilemma. A smaller group of pupils succeeded in integrating the ecological, economic, and social aspects. Regarding the two samples, Chilean pupils seemed to have greater difficulties in recognising the social aspects of biodiversity loss, while German pupils were largely unaware of biodiversity loss on a local level. Implications for biodiversity education and future research will be outlined and discussed.

ACS Style

Susanne Menzel; Susanne Bögeholz. The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas? Research in Science Education 2008, 39, 429 -447.

AMA Style

Susanne Menzel, Susanne Bögeholz. The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas? Research in Science Education. 2008; 39 (4):429-447.

Chicago/Turabian Style

Susanne Menzel; Susanne Bögeholz. 2008. "The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?" Research in Science Education 39, no. 4: 429-447.

Original articles
Published: 01 February 2006 in Environmental Education Research
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This article illustrates the importance of nature experience for environmental knowledge, values and action. Recent empirical German research on the importance of nature experience will be analysed with regard to research foci, innovative research contributions and selected research results. Research deficits and challenges will be identified. Recommendations for improving nature experience research will be given. The paper argues that nature experience is one central foundation for the development of knowledge and values in relation to the environment. Nature experience has frequently been shown to influence environmental action in everyday situations with low task complexity. The full challenge for education for sustainable development is posed, however, by situations of high factual and ethical complexity. In this regard, nature experience is also essential because of its role in fostering assessment and judgement competences.

ACS Style

Susanne Bögeholz. Nature experience and its importance for environmental knowledge, values and action: recent German empirical contributions. Environmental Education Research 2006, 12, 65 -84.

AMA Style

Susanne Bögeholz. Nature experience and its importance for environmental knowledge, values and action: recent German empirical contributions. Environmental Education Research. 2006; 12 (1):65-84.

Chicago/Turabian Style

Susanne Bögeholz. 2006. "Nature experience and its importance for environmental knowledge, values and action: recent German empirical contributions." Environmental Education Research 12, no. 1: 65-84.