Tim Hartelt
Biographic Data
| ID | 4636375 |
|---|---|
| NAME | Tim Hartelt |
| GIVEN NAMES | Tim |
| FAMILY NAME | Hartelt |
| SIGNATURE | HARTELT T |
| AFFILIATIONS | Department of Biology Education University of Kassel Kassel Germany |
| ORCID | 0000-0001-9811-2980 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Bugbear or surefire success? Secondary school students’ conceptual learning about evolution with ChatGPT
Evolution is challenging to understand for students. When engaging with challenging topics, students increasingly use the support of AI tools such as ChatGPT. Nevertheless, it is largely unclear how interacting with ChatGPT affects students’ learning success. Thus, we conducted an experimental intervention study (N = 241 upper secondary school students) with two intervention groups (i.e. control and experimental group) and a pre- post-follow-up-t…
How Accurate Are Students in Self‐Assessing Their Conceptions of Evolution
Evolution is challenging to understand for students. Frequently, students hold coexisting intuitive conceptions based on cognitive biases and scientific conceptions of evolution. For the self‐regulation of intuitive and scientific conceptions, metacognitive awareness is fundamental. However, students are mostly unaware of their conceptions. A criteria‐referenced self‐assessment of one's intuitive and scientific conceptions is one way to develop t…
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self‐regulate their conceptions in the context of evolution, we investigated the effectiveness of two instruction…
Teachers' ability to diagnose and deal with alternative student conceptions of evolution
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative conceptions, although these abilities are a crucial part of teachers' pedagogical content knowledge. Add…
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Teachers' ability to diagnose and deal with alternative student conceptions of evolution
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative conceptions, although these abilities are a crucial part of teachers' pedagogical content knowledge. Add…
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self‐regulate their conceptions in the context of evolution, we investigated the effectiveness of two instruction…
Bugbear or surefire success? Secondary school students’ conceptual learning about evolution with ChatGPT
Evolution is challenging to understand for students. When engaging with challenging topics, students increasingly use the support of AI tools such as ChatGPT. Nevertheless, it is largely unclear how interacting with ChatGPT affects students’ learning success. Thus, we conducted an experimental intervention study (N = 241 upper secondary school students) with two intervention groups (i.e. control and experimental group) and a pre- post-follow-up-t…
How Accurate Are Students in Self‐Assessing Their Conceptions of Evolution
Evolution is challenging to understand for students. Frequently, students hold coexisting intuitive conceptions based on cognitive biases and scientific conceptions of evolution. For the self‐regulation of intuitive and scientific conceptions, metacognitive awareness is fundamental. However, students are mostly unaware of their conceptions. A criteria‐referenced self‐assessment of one's intuitive and scientific conceptions is one way to develop t…
Evolution and Science Education (4 works) · Mathematics education (4 works) · Psychology (4 works) · Science education (4 works) · Epistemology (3 works) · Concept learning (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Pedagogy (2 works) · Philosophy of science (2 works)