Alexander Georg Büssing

Biographic Data

ID4627959
NAMEAlexander Georg Büssing
GIVEN NAMESAlexander Georg
FAMILY NAMEBüssing
SIGNATUREBÜSSING A G
AFFILIATIONSTechnische Universität Braunschweig
ORCID0000-0001-6482-4226
VERIFIEDYes
TOTAL WORKS8
TOTAL CITATIONS3
WORKS AS AUTHOR8
WORKS AS EDITOR0
FIRST PUBLICATION YEAR2018
LATEST PUBLICATION YEAR2026
H-INDEX1

  • Pre-service teachers and climate change education

    Open AccessVeronika Winter, Alexander Georg Büssing et al.ARTICLEEnvironmental Education Research2026References: 16

    Prior research suggests that pre-service teachers may avoid providing climate change education (CCE) due to believed controversies, lack of competences, or resource constraints. However, quantitative studies disentangling the interplay between a broad spectrum of such beliefs, possible influences on beliefs as well as their connection to teaching intention remain scarce. Building on the Theory of Planned Behaviour, we therefore conducted an Austr…

  • Only green time, and not screen time, predicts connectedness to nature among urban middle school students

    Open AccessPetra Bezeljak Cerv, Alexander Georg Büssing et al.ARTICLEPeople and Nature2025

    To build a more sustainable society, one key objective of Education for Sustainable Development is the promotion of pro‐environmental behaviour. Prior research has shown that a connection to nature is positively related to pro‐environmental behaviour and that time spent in nature is crucial to developing this connection. However, recent findings reveal that students increasingly spend less time outside and more time online. This study examined th…

  • Students' awareness and conceptions of science‐related communication mechanisms on social media

    Open AccessSoraya Kresin, Kerstin Kremer et al.ARTICLEJournal of Research in Science…2025Cited by: 1References: 70

    The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication…

  • Students' credibility criteria for evaluating scientific information

    Open AccessSoraya Kresin, Kerstin Kremer et al.ARTICLEScience Education2024

    The rise of social media platforms and the subsequent lack of traditional gatekeeping mechanisms contribute to the multiplied spread of scientific misinformation. Particularly in these new media spaces, there is a rising need for science education in fostering a science media literacy that enables students to evaluate the credibility of scientific information. A key determinant of a successful credibility evaluation is the effectiveness of the cr…

  • Emotions and transformative learning for sustainability

    Open AccessJulius Grund, Mandy Singer-Brodowski et al.ARTICLESustainability Science2024

    As multiple global sustainability crises are getting more severe and existential, a better understanding of how people undergo deep personal transformations related to sustainability is needed. In the educational debate on sustainability learning, transformative learning theories are widely used. To analyze specific phases of transformative learning, we derived five meta-phases from the literature (novel experience, reflection, social exchange, s…

  • Psychological distance towards Covid-19

    Open AccessSimon Blauza, Benedikt Heuckmann et al.ARTICLECurrent Psychology2023

    While different antecedents have been examined to explain peoples’ reactions towards COVID-19, there is only scarce understanding about the role of the subjective closeness and distance to the pandemic. Within the current study, we applied the concept of psychological distance to understand the distance towards COVID-19 and investigated its (1) connection with preventive attitudes and proactive behaviors, (2) context-specific antecedents, and its…

  • Teacher Education for Sustainable Development

    Open AccessDidier Fischer, Jordan King et al.ARTICLEJournal of Teacher Education2022

    Teacher Education for Sustainable Development (TESD) is a niche innovation in teacher education that empowers teachers to prepare learners to address global socio-environmental challenges. To advance the diffusion of this niche innovation into general teacher education, this article offers a systematic literature review based on a qualitative analysis of 158 peer-reviewed publications on TESD research. Our results show that TESD research is a gro…

  • Emotions and pre-service teachers’ motivation to teach the context of returning wolves

    Alexander Georg Büssing, Maike Schleper et al.ARTICLEEnvironmental Education Research2018Cited by: 2References: 18

    Biodiversity issues can fruitfully be adopted as contexts of Education for Sustainable Development, as they involve ecological, economic and social dimensions. But as these contexts are demanding to teach, we need to know more about motivational factors to determine how teacher education should be conducted to lead to motivated teachers. To study this, we employed a quantitative paper-and-pencil questionnaire and surveyed 120 pre-service biology …