F X Bogner
Biographic Data
| ID | 31846 |
|---|---|
| NAME | F X Bogner |
| GIVEN NAMES | F X |
| FAMILY NAME | Bogner |
| SIGNATURE | BOGNER F X |
| AFFILIATIONS | University of Bayreuth |
| ORCID | 0000-0002-6319-7942 |
| VERIFIED | Yes |
| TOTAL WORKS | 52 |
| TOTAL CITATIONS | 73 |
| AUTHOR COUNT | 52 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Students' conceptions about AI in science classrooms
As Artificial Intelligence (AI) becomes increasingly integrated into school contexts, debates often focus on efficiency, trustworthiness, automation, and concerns about students' growing reliance on such systems. However, less is known about how students themselves conceptualise “an AI for school” and which pedagogical roles they attribute to it. This study investigates students' expectation profiles regarding educational AI, the pedagogical mean…
Unlocking green minds: Role of attitudes in Edu-escape games
Environmental challenges are integral to syllabi to promote pro-environmental behaviors. This study investigated the role of attitudes and their potential to be influenced through an in-class escape game on forest ecosystems and sustainability. The intervention aimed to offset the challenge of incorporating extensive outdoor activities into school life. We assessed 393 8th-graders’ attitudes toward nature, environmental attitudes, and knowledge b…
A game-changer for qualitative research: Artificial intelligence as an efficient tool for analyzing student conceptions about microplastics
Qualitative content analysis of learners’ conceptions is due to large datasets time-consuming. This study examined the potential of a Large Language Model (LLM) to support and accelerate qualitative content analysis without compromising validity. Written responses from 180 bachelor students at two German universities to four open-ended questions on microplastics were analysed. ChatGPT was used to inductively develop categories and to assign respo…
Anticipatory alignment work: The politics of anticipation in an emerging innovation ecosystem of neuromorphic computing
The alignment of science, technology, and innovation with societal values and concerns is a key objective of governance approaches that include technology assessment, responsible (research and) innovation, and anticipatory governance. Such alignment is supposed to take place, inter alia, in anticipatory practices involving technoscientific experts, stakeholders, and publics, whose views are then integrated into research and development. However, …
From attitudes to action: A multidimensional model for sustainability education
Despite the growing sustainability challenges faced globally, many individuals engage only minimally in daily sustainability efforts. Although access to information has become more convenient, many people do not actively seek out information on sustainability. However, understanding sustainability is central to continued engagement in sustainable practices. The European initiative NEB | Lab ECO 2 -Schools addresses this continued disengagement is…
The trade-off between STEM knowledge acquisition and language learning in short-term CLIL implementations
Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today’s academic environment. However, it is not yet clear how CLIL can be employed effectively in short-term educational contexts where full-term bilingual programmes are not feasible. …
Cognitive learning about forests: The key role of environmental attitude
For young people, schools are platforms for learning and strengthening competencies about nature preservation; despite being faced with the same learning opportunities, learning outcomes are very heterogeneous. We were interested in environmental knowledge gains and retention after participation in a student-centred learning programme, and in environmental attitudes' role in knowledge acquisition. 261 students participated in a 90-minute programm…
How Should We Teach Nature Protection? Self-Determination and Environmental Attitudes
Environmental attitudes are supportive for learning about the environment and for pro-environmental engagement. The question, then, is how to strengthen and establish environmental attitudes. Based on a sample of 429 middle and high school students, we investigated the effect of self-determination-based motivation on environmental attitude. While high levels of self-determination (i.e., intrinsic motivation) positively affected pro-environmental …
Is there deep learning on Mars? STEAM education in an inquiry-based out-of-school setting
Learning intervention based on a "Mars and Space" exhibition was designed according to STEAM-education (Science, Technology, Engineering, Art and Mathematics) principles and practices in order to bridge the gap between formal and informal learning. The cognitive learning of 12-year-old students in Finland (N = 306) showed a sustained level for a six months period. The results of this study provided evidence that situational motivation was enhance…
Content and Language Integrated Scientific Modelling: A Novel Approach to Model Learning
The relevance of English language competencies in authentic, discipline-specific contexts at school is increasingly acknowledged outside of English-speaking countries. Since any understanding of complex scientific problems requires the combination of scientific literacy with other competencies, such as scientific modelling, the appropriate application of Content and Language Integrated Learning (CLIL) is of great importance. The present study foc…
Measuring Students’ School Motivation
Education is supposed to lay the foundation for vocational maturity. However, young people lose their motivation to learn at school instead. Adequate teaching concepts to promote school motivation need to be developed, but efficient tools to evaluate them at the level of school motivation are lacking. For this purpose, we built upon the established Science Motivation measure (SMOT) by reformulating items for a general school motivation scale (Sch…
Education for Sustainable Development: How Seminar Design and Time Structure of Teacher Professional Development Affect Students’ Motivation and Creativity
Teachers need to adapt teaching styles to the goals of modern education. The Starwalker project has developed an approach for strengthening students’ self-efficacy and has provided professional development (PD) to teachers. The present study measured the effectiveness of PD indirectly by changes in students’ motivation and creativity as indicators. Two PD designs with the same time budget were examined: (1) a traditional lecture with a single fee…
The relevance of school self-concept and creativity for CLIL outreach learning
Content and Language Integrated Learning (CLIL) combined with experimental outreach learning activities may affect the inherently correlated constructs creativity and self-concept. Evaluation of our one-day CLIL genetics laboratory confirms this correlation for both Biology (p < .001, r = 0.739) and English (p < .001, r = 0.802) after participation with excellent model-fit parameters. Participation did not produce any gender differences except fo…
Wege zum nachhaltigen Umgang mit Kunststoffen: Kernbotschaften sozialwissenschaftlicher Forschung
Weltweit wächst der Eintrag von Kunststoffen in die Umwelt. Da die bestehenden Regulierungen zur Eindämmung des Problems nicht ausreichen, muss die ständig steigende Kunststoffproduktion und -nutzung insgesamt reduziert werden. Es bedarf eines systemischen Ansatzes, der alle Akteure in die Verantwortung nimmt, die Kunststoffprodukte und -verpackungen produzieren, nutzen, recyceln und entsorgen sowie damit handeln. Die Politik muss den nötigen Par…
The perceived effect of environmental and sustainability education on environmental literacy of Czech teenagers
The article presents findings from a Czech environmental literacy survey conducted in 2020 on a sample of 6th (N = 3773), 8th (N = 21518), and 9th graders (N = 4368). Specifically, the effect of environmental and sustainability education (ESE) as well as the effect of gender and age on environmental knowledge, attitudes, beliefs, place attachment, locus of control and behavior were analyzed with regard to teaching strategies. The analyses reveale…
Developing a Self-Reflection Tool to Assess Schools’ Openness
In 2015, the EU Educational Policy document “Science Education for Responsible Citizenship” introduced the concept of Open Schooling as a promising approach to transform schools into innovation hubs within their local communities. In an open school environment, external ideas need to challenge traditional internal views and, in turn, to benefit its students as the community it serves. Such engaging environments may vitally contribute to their com…
Knowledge acquisition and environmental values in a microplastic learning module: Does the learning environment matter
Biosphere 2 as an informal learning platform to assess motivation, fascination, and cognitive achievement for sustainability
Learning about waste management: The role of science motivation, preferences in technology and environmental values
Waste education modules were designed to tackle waste production. Knowledge acquisition, the promotion of individual sustainable attitudes combined with technology and science motivation are supposed the key players in achieving science citizenship. We assessed the identified parameters by monitoring the learning effect of fifth-graders, the Two Major Environmental Value scale (2-MEV), the Science Motivation scale (SMOT) as well as the Technology…
Bringing Out-of-School Learning into the Classroom: Self- versus Peer-Monitoring of Learning Behaviour
Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up que…
Cognitive Learning about Waste Management: How Relevance and Interest Influence Long-Term Knowledge
Efficient waste management is a major prerequisite for reaching sustainability as every one of us produces waste. Thus, educational interventions need to offer promising assistance to reduce individual waste as much as possible to promote environmentally friendly behavior beyond stereotypical notions about waste disposal. Those who know about all facts and circumstances are more likely to correct their behavior. Our hands-on module for fifth grad…
How Creativity in STEAM Modules Intervenes with Self-Efficacy and Motivation
Many current curricula, in going beyond traditional goals, increasingly foster creativity in science classrooms, declaring creativity a core skill of the 21st century. For enhancing creativity in science classrooms, the subject Arts is considered to offer a potential way from STEM (Science, Technology, Engineering, Mathematics) to STEAM (STEM with Arts)). The Horizont-2020 project Creations prepared more than 100 creativity-enhancing STEAM module…
Deeper learning as integrated knowledge and fascination for Science
For scholars and policy-makers alike, deeper learning has been a promising paradigm for fostering students’ interest in and mastery of science, technology, engineering, and mathematics (STEM). Deeper learning is assumed to result in a more thorough understanding of a subject that endures the test of time. To reach this level, a fascination with the subject matter is thought to be a critical motivational element. The focus of our study was to meas…
Modelling environmental literacy with environmental knowledge, values and (reported) behaviour
How fascination for biology is associated with students’ learning in a biodiversity citizen science project
Promoting connectedness with nature through environmental education
It has been suggested that a positive human–nature relationship is essential for countering today’s environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with…
Measuring children’s environmental attitudes and values in northwest Mexico: Validating a modified version of measures to test the Model of Ecological Values (2-MEV)
This paper describes the validation process of measuring children’s attitudes and values toward the environment within a Mexican sample. We applied the Model of Ecological Values (2-MEV), which has been shown to be valid and reliable in 20 countries, including one Spanish speaking culture. Items were initially modified to fit the regional dialect, culture, and bioregional context of our Mexican population. In Stage 1, we applied the scale to quan…
The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention
Within the curriculum guidelines for Bavaria, we designed a hands-on educational programme for teaching sustainability with regard to agriculture, food and consumerism, partly implemented on a farm as an out-of-school learning setting. The participants were fifth graders (N = 176). The research followed a quasi-experimental design and used the subscale consumerism of the General Ecological Behaviour Scale and situational emotions (interest, well-…
Young people’s cognitive achievement as fostered by hands-on-centred environmental education
In line with previous studies, where outdoor nature experience was shown to support adolescents’ environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second gr…
Climate change education: Quantitatively assessing the impact of a botanical garden as an informal learning environment
Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students' cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden. The students completed multiple-choice questionnaires in a pre-post-retention test design. Comparing…
The perceived effect of environmental and sustainability education on environmental literacy of Czech teenagers
The article presents findings from a Czech environmental literacy survey conducted in 2020 on a sample of 6th (N = 3773), 8th (N = 21518), and 9th graders (N = 4368). Specifically, the effect of environmental and sustainability education (ESE) as well as the effect of gender and age on environmental knowledge, attitudes, beliefs, place attachment, locus of control and behavior were analyzed with regard to teaching strategies. The analyses reveale…
Educational impact on the relationship of environmental knowledge and attitudes
This study examines the relationships between the environmental attitudes and environmental knowledge of schoolchildren within the framework of an environmental intervention. We employed questions from the 2-MEV model to monitor students’ environmental attitudes in terms of the model factors Preservation and Utilisation while concurrently monitoring three environmental knowledge dimensions (system, action-related and effectiveness knowledge) at t…
Short- and long-term outreach at the zoo: Cognitive learning about marine ecological and conservational issues
Although zoos envision themselves as environmental education institutions and governmental policies require that students become environmentally responsible citizens, it is surprising, that little research is done with regard to school field trips to the zoo. Many students are not aware that their everyday life affects marine environments that may enhance through spatially disconnection from marine ecosystems. A zoo field trip may overcome this d…
Environmental values and environmental concern
Attitudes, values and concerns are frequently measured to monitor individual preferences of adolescents. As there is still some discussion about how to monitor those variables with respect to empirical instruments, directions of items or length of instruments, we applied two established scales (2 Major Environmental Value Model [2-MEV] and Environmental Motives Scale [EMS]) to a Slovenian sample of 804 middle and high school students. Subsequentl…
How to sustainably increase students’ willingness to protect pollinators
The current loss of biodiversity requires efforts to increase awareness of pollinator conservation. An important tool is education which often uses the honeybee (Apis mellifera) as an exemplary organism to reach this goal. Any successful module needs to focus on reducing the perceived danger associated with fear, in order to support the willingness to protect them. Using a quasi-experimental design, we investigated the effectiveness of two educat…
Learning about waste management: The role of science motivation, preferences in technology and environmental values
Waste education modules were designed to tackle waste production. Knowledge acquisition, the promotion of individual sustainable attitudes combined with technology and science motivation are supposed the key players in achieving science citizenship. We assessed the identified parameters by monitoring the learning effect of fifth-graders, the Two Major Environmental Value scale (2-MEV), the Science Motivation scale (SMOT) as well as the Technology…
How Environmental Attitudes Interact with Cognitive Learning in a Science Lesson Module
As cognitive knowledge plays a major role in supporting proenvironmental behavior, identification of individual aspects related to knowledge acquisition is essential. Our study monitored knowledge levels before and after a science-based lesson set in relation to self-reported behavior and attitudinal preferences (attitudes towards environmental Preservation and Utilization) of 190 students (Mage ± SD: 15.96 ± 0.55; 51.1% female). A knowledge ques…
The Influence of Short-Term Outdoor Ecology Education on Long-Term Variables of Environmental Perspective
The objective of this study was to evaluate empirically the ultimate goals of environmental and ecological education: fostering responsible environmental behavior, effecting long-term changes of students' attitudes toward conservation and nature, and providing basic ecological knowledge. One-day and 5-day versions of a long-established outdoor ecology program in a national park were examined. The study was designed as a pre- and posttreatment eva…
Contrasting the Theory of Planned Behavior With the Value-Belief-Norm Model in Explaining Conservation Behavior1
In this paper, we contrast the value-belief-norm (VBN) model and the theory of planned behavior (TPB) for the first time regarding their ability to explain conservation behavior. The participants represent a convenience sample of 468 university students. Using survey data and adopting previously established compound measures, structural equation analyses revealed a remarkable explanatory power for both theories: TPB's intention accounted for 95% …
Adolescents’ attitudes towards nature and environment: Quantifying the 2-MEV model
Behavior-based environmental attitude: Development of an instrument for adolescents
Évaluer l’efficacité de l’éducation relative à l’environnement grâce à des indicateurs d’une posture éthique et d’une attitude responsable
L’éducation relative à l’environnement (ERE) et l’éthique relèvent d’une démarche visant à la responsabilisation. Cette étude propose de répondre aux questions suivantes : Comment peut-on définir, sur le plan psychologique, l’objectif de responsabilité ? Comment évaluer si l’objectif est atteint ? Notre modèle théorique est inspiré des travaux d’Harold Searles, à partir desquels nous définissons trois attitudes types vis-à-vis de l’environnement …
Learning at workstations in two different environments: A museum and a classroom
Science teaching based on cognitive load theory: Engaged students, but cognitive deficiencies
Climate change education: Quantitatively assessing the impact of a botanical garden as an informal learning environment
Although informal learning environments have been studied extensively, ours is one of the first studies to quantitatively assess the impact of learning in botanical gardens on students' cognitive achievement. We observed a group of 10th graders participating in a one-day educational intervention on climate change implemented in a botanical garden. The students completed multiple-choice questionnaires in a pre-post-retention test design. Comparing…
The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention
Within the curriculum guidelines for Bavaria, we designed a hands-on educational programme for teaching sustainability with regard to agriculture, food and consumerism, partly implemented on a farm as an out-of-school learning setting. The participants were fifth graders (N = 176). The research followed a quasi-experimental design and used the subscale consumerism of the General Ecological Behaviour Scale and situational emotions (interest, well-…
Promoting connectedness with nature through environmental education
It has been suggested that a positive human–nature relationship is essential for countering today’s environmental problems. Prior environmental education research has focused largely on knowledge or attitudinal outcomes, and few studies have examined the ability of environmental education programmes to promote connectedness with nature. Therefore, our goal was to (1) examine differences in connectedness with nature among a sample of children with…
Measuring children’s environmental attitudes and values in northwest Mexico: Validating a modified version of measures to test the Model of Ecological Values (2-MEV)
This paper describes the validation process of measuring children’s attitudes and values toward the environment within a Mexican sample. We applied the Model of Ecological Values (2-MEV), which has been shown to be valid and reliable in 20 countries, including one Spanish speaking culture. Items were initially modified to fit the regional dialect, culture, and bioregional context of our Mexican population. In Stage 1, we applied the scale to quan…
A Competence Model for Environmental Education
The goal of environmental education is ultimately to enable a person to strive for and to attain a more ecological way of life. In this article, we begin by distinguishing three forms of environmental knowledge and go on to predict that people’s attitude toward nature represents the force that drives their ecological behavioral engagement. Based on data from 1,907 students, we calibrated previously established instruments to measure ecological be…
Exploitative vs. appreciative use of nature – Two interpretations of utilization and their relevance for environmental education
Cognitive learning in authentic environments in relation to green attitude preferences
Effects of Students’ Effort Scores in a Structured Inquiry Unit on Long-Term Recall Abilities of Content Knowledge
The influence of students’ investment and perception during participation in structured inquiry-based learning on their long-term retention was analyzed to gain more insights into the underlying reasons for long-term retention through structured inquiry learning. Therefore achievement was correlated to effort, lesson rating and perceived competence for learning (PCL), and subject grades. 126 ninth graders participating in a structured inquiry-bas…
Young people’s cognitive achievement as fostered by hands-on-centred environmental education
In line with previous studies, where outdoor nature experience was shown to support adolescents’ environmental knowledge, our study monitored the influence of a hands-on environmental programme within a National Park on cognitive knowledge achievement. A sample of 4th and 5th graders (n = 289) completed a week-long outreach conservation programme with two follow-up options: the first group (n = 170) interacted with thematic posters, the second gr…
The impact of science motivation on cognitive achievement within a 3-lesson unit about renewable energies
Computer-related self-concept: The impact on cognitive achievement
Educational impact on the relationship of environmental knowledge and attitudes
This study examines the relationships between the environmental attitudes and environmental knowledge of schoolchildren within the framework of an environmental intervention. We employed questions from the 2-MEV model to monitor students’ environmental attitudes in terms of the model factors Preservation and Utilisation while concurrently monitoring three environmental knowledge dimensions (system, action-related and effectiveness knowledge) at t…
Short- and long-term outreach at the zoo: Cognitive learning about marine ecological and conservational issues
Although zoos envision themselves as environmental education institutions and governmental policies require that students become environmentally responsible citizens, it is surprising, that little research is done with regard to school field trips to the zoo. Many students are not aware that their everyday life affects marine environments that may enhance through spatially disconnection from marine ecosystems. A zoo field trip may overcome this d…
How Environmental Attitudes Interact with Cognitive Learning in a Science Lesson Module
As cognitive knowledge plays a major role in supporting proenvironmental behavior, identification of individual aspects related to knowledge acquisition is essential. Our study monitored knowledge levels before and after a science-based lesson set in relation to self-reported behavior and attitudinal preferences (attitudes towards environmental Preservation and Utilization) of 190 students (Mage ± SD: 15.96 ± 0.55; 51.1% female). A knowledge ques…
Does the issue of bionics within a student-centered module generate long-term knowledge
How to sustainably increase students’ willingness to protect pollinators
The current loss of biodiversity requires efforts to increase awareness of pollinator conservation. An important tool is education which often uses the honeybee (Apis mellifera) as an exemplary organism to reach this goal. Any successful module needs to focus on reducing the perceived danger associated with fear, in order to support the willingness to protect them. Using a quasi-experimental design, we investigated the effectiveness of two educat…
Environmental literacy in practice: Education on tropical rainforests and climate change
Intervention Impact on Young Students’ Associations about Wolf and Lynx
Large carnivores such as wolves and lynxes have recently been re-established in some regions of Central Europe. In Central Europe only, scattered information about public background knowledge exists, whereas in Scandinavia, perceptions and/or natural history knowledge about those nonhuman animals only were monitored occasionally. Determining associations with wolves and lynxes among young students therefore is an important subject and offers grea…
Psychology (46 works) · Environmental Education and Sustainability (29 works) · Pedagogy (29 works) · Animal and Plant Science Education (23 works) · Mathematics education (23 works) · Social Psychology (23 works) · Environmental education (20 works) · Computer Science (19 works) · Cognition (15 works) · Developmental psychology (13 works)