Moritz Krell
Datos Biográficos
| ID | 5877169 |
|---|---|
| NOMBRE | Moritz Krell |
| NOMBRES | Moritz |
| APELLIDO | Krell |
| FIRMA | KRELL M |
| AFILIACIONES | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0003-2226-0383 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2019 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Design and effectiveness of professional development programmes to support teachers in promoting students’ scientific inquiry competencies
Exploring Correlations Between Pre-service Biology Teachers’ Systems Thinking Skills and Environmental Awareness
An understanding of ecosystems is important to enable biology teachers to teach ecological topics in their lessons. This exploratory study examines the systems thinking of pre-service biology teachers in the context of the forest ecosystem. In addition, the extent of their environmental awareness was determined (cognitive, conative, and affective components), as well as the correlations between these two constructs calculated. The 51 participants…
Pedagogical content knowledge (PCK) about scientific reasoning in different groups of science teachers and its relation to other variables
Scientific reasoning (SR) is a major goal in science education and, hence, science teachers at various levels (i.e. elementary, secondary, and higher education) need pedagogical content knowledge (PCK) of how to promote students’ SR competencies (i.e. PCKSR). However, because these teacher groups usually differ, e.g. regarding the curricula and learning goals the teachers pursue, it can be assumed that their PCKSR also differs from each other. To…
Assessing Socioscientific Argumentation
This paper explores the challenges associated with assessing socioscientific argumentation (SSA) using the assessment triangle as a framework. Our considerations point to the difficulty of validly capturing SSA as it depends on how it is measured (observation) and how the construct is inferred from the observation (interpretation). Therefore, we systematically varied observation and interpretation by implementing four dilemmas and two coding sche…
Third-hand evaluation of science-related information
In this position paper, we introduce an Extended Epistemic Vigilance Framework that expands traditional approaches to critical evaluation of science-related information in education. While science education has historically emphasised first-hand evaluation (assessing the quality of claims) and more recently more strongly second-hand evaluation (evaluating source credibility), we argue for the critical importance of an additional dimension, third-…
Lesson planning with ChatGPT for inquiry-based biology instruction – A(I) roll of the dice
This study investigates the capability of ChatGPT-4o to generate high-quality inquiry-based science lesson plans, that is, aligning all elements of a written lesson plan to students’ learning about procedural and epistemic aspects of science instead of gaining subject matter knowledge. Using an exploratory sequential mixed methods design, we analysed N = 60 biology lesson plans generated by the research team across four key topics (cell biology, …
Students Increased Their Conceptual Understanding of Biodiversity After a Modeling-Based Teaching and Learning Sequence
What Biologists Do
Many students possess a stereotypical conception of scientists (only) doing experiments in a laboratory. There is consensus in science education literature that this conception is incomplete and inadequate. Adequate conceptions of scientists and their work are important in students’ learning and career choices. However, what can be defined as an adequate conception in this regard remains unclear. This study aims to provide insight into biologists…
Developing and evaluating the extended epistemic vigilance framework
In science education, epistemic vigilance plays a key role in the development of students' critical thinking by supporting students' abilities to evaluate the expertise level of the source and to evaluate the claim itself, using rigorous scientific standards and appropriate argumentation heuristics. Based on previous studies, which suggested two aspects of epistemic vigilance—reflecting the source of information and the claim that is made—we deve…
Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model’s entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs’ education. However, assessment instruments focus on MKM…
Why most definitions of modeling competence in science education fall short
Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black‐box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling proces…
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Introduction The COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps. Methods 27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’…
Scientific Reasoning in Science Education
In modern science- and technology-based societies, competencies that allow citizens to reason scientifically play a key role for science- and technology-based careers as well as for democratic co-determination (e [...]
Investigating the dimensions of modeling competence among preservice science teachers
Worldwide, teachers are expected to engage their students in authentic practices, like scientific modeling. Research suggests that teachers experience challenges when integrating modeling in their classroom instruction, with one explanation that teachers themselves lack the necessary modeling competence. Currently, theoretical conceptualizations structure the modeling competence into three dimensions: meta‐modeling knowledge, modeling practice, a…
Analyzing Relationships Between Causal and Assessment Factors of Cognitive Load
The present study is based on a theoretical framework of cognitive load that distinguishes causal factors (learner characteristics affecting cognitive load e.g., self-concept; interest; perceived stress) and assessment factors (indicators of cognitive load e.g., mental load; mental effort; task performance) of cognitive load. Various assessment approaches have been used in empirical research to measure cognitive load during task performance. The …
Analyzing Cognitive Demands of a Scientific Reasoning Test Using the Linear Logistic Test Model (LLTM)
The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an established, multiple-choice, scientific reasoning competencies assessment instrument. This study used data …
Patterns of Scientific Reasoning Skills among Pre-Service Science Teachers
We investigated the scientific reasoning competencies of pre-service science teachers (PSTs) using a multiple-choice assessment. This assessment targeted seven reasoning skills commonly associated with scientific investigation and scientific modeling. The sample consisted of 112 PSTs enrolled in a secondary teacher education program. A latent class (LC) analysis was conducted to evaluate if there are subgroups with distinct patterns of reasoning …
Assessing scientific reasoning competencies of pre-service science teachers
Scientific reasoning competencies are relevant science competencies and therefore the development of assessment instruments for scientific reasoning competencies has become an integral part of science education research. However, some authors have questioned the validity of the instruments available so far, since their psychometric quality has not been evaluated satisfactorily. In this study, an established German multiple-choice instrument to as…
Scientific Reasoning Competencies
In this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course. The course contained standard topics, such as the nature of science, assessment, and unit and lesson planning in science. The preservice science teachers were asked to reason about two types of problems in a validated pre- and post-questionnaire: investigator…
Sin obras prominentes en esta página.
Scientific Reasoning Competencies
In this study, we analysed the scientific reasoning competencies of preservice science teachers from a Canadian sample at the beginning and end of a science teacher education methods course. The course contained standard topics, such as the nature of science, assessment, and unit and lesson planning in science. The preservice science teachers were asked to reason about two types of problems in a validated pre- and post-questionnaire: investigator…
Assessing scientific reasoning competencies of pre-service science teachers
Scientific reasoning competencies are relevant science competencies and therefore the development of assessment instruments for scientific reasoning competencies has become an integral part of science education research. However, some authors have questioned the validity of the instruments available so far, since their psychometric quality has not been evaluated satisfactorily. In this study, an established German multiple-choice instrument to as…
Analyzing Relationships Between Causal and Assessment Factors of Cognitive Load
The present study is based on a theoretical framework of cognitive load that distinguishes causal factors (learner characteristics affecting cognitive load e.g., self-concept; interest; perceived stress) and assessment factors (indicators of cognitive load e.g., mental load; mental effort; task performance) of cognitive load. Various assessment approaches have been used in empirical research to measure cognitive load during task performance. The …
Analyzing Cognitive Demands of a Scientific Reasoning Test Using the Linear Logistic Test Model (LLTM)
The development and evaluation of valid assessments of scientific reasoning are an integral part of research in science education. In the present study, we used the linear logistic test model (LLTM) to analyze how item features related to text complexity and the presence of visual representations influence the overall item difficulty of an established, multiple-choice, scientific reasoning competencies assessment instrument. This study used data …
Patterns of Scientific Reasoning Skills among Pre-Service Science Teachers
We investigated the scientific reasoning competencies of pre-service science teachers (PSTs) using a multiple-choice assessment. This assessment targeted seven reasoning skills commonly associated with scientific investigation and scientific modeling. The sample consisted of 112 PSTs enrolled in a secondary teacher education program. A latent class (LC) analysis was conducted to evaluate if there are subgroups with distinct patterns of reasoning …
Scientific Reasoning in Science Education
In modern science- and technology-based societies, competencies that allow citizens to reason scientifically play a key role for science- and technology-based careers as well as for democratic co-determination (e [...]
Investigating the dimensions of modeling competence among preservice science teachers
Worldwide, teachers are expected to engage their students in authentic practices, like scientific modeling. Research suggests that teachers experience challenges when integrating modeling in their classroom instruction, with one explanation that teachers themselves lack the necessary modeling competence. Currently, theoretical conceptualizations structure the modeling competence into three dimensions: meta‐modeling knowledge, modeling practice, a…
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Introduction The COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps. Methods 27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’…
Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model’s entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs’ education. However, assessment instruments focus on MKM…
Why most definitions of modeling competence in science education fall short
Definitions of modeling competence in science education do not yet include noncognitive factors. However, noncognitive factors are central to competence and might thus substantially improve our understanding of modeling competence. In this article, we analyze volition during preservice science teachers' engagement with a black‐box modeling task and its relation to established aspects of modeling competence: metamodeling knowledge, modeling proces…
Third-hand evaluation of science-related information
In this position paper, we introduce an Extended Epistemic Vigilance Framework that expands traditional approaches to critical evaluation of science-related information in education. While science education has historically emphasised first-hand evaluation (assessing the quality of claims) and more recently more strongly second-hand evaluation (evaluating source credibility), we argue for the critical importance of an additional dimension, third-…
Lesson planning with ChatGPT for inquiry-based biology instruction – A(I) roll of the dice
This study investigates the capability of ChatGPT-4o to generate high-quality inquiry-based science lesson plans, that is, aligning all elements of a written lesson plan to students’ learning about procedural and epistemic aspects of science instead of gaining subject matter knowledge. Using an exploratory sequential mixed methods design, we analysed N = 60 biology lesson plans generated by the research team across four key topics (cell biology, …
Students Increased Their Conceptual Understanding of Biodiversity After a Modeling-Based Teaching and Learning Sequence
What Biologists Do
Many students possess a stereotypical conception of scientists (only) doing experiments in a laboratory. There is consensus in science education literature that this conception is incomplete and inadequate. Adequate conceptions of scientists and their work are important in students’ learning and career choices. However, what can be defined as an adequate conception in this regard remains unclear. This study aims to provide insight into biologists…
Developing and evaluating the extended epistemic vigilance framework
In science education, epistemic vigilance plays a key role in the development of students' critical thinking by supporting students' abilities to evaluate the expertise level of the source and to evaluate the claim itself, using rigorous scientific standards and appropriate argumentation heuristics. Based on previous studies, which suggested two aspects of epistemic vigilance—reflecting the source of information and the claim that is made—we deve…
Design and effectiveness of professional development programmes to support teachers in promoting students’ scientific inquiry competencies
Exploring Correlations Between Pre-service Biology Teachers’ Systems Thinking Skills and Environmental Awareness
An understanding of ecosystems is important to enable biology teachers to teach ecological topics in their lessons. This exploratory study examines the systems thinking of pre-service biology teachers in the context of the forest ecosystem. In addition, the extent of their environmental awareness was determined (cognitive, conative, and affective components), as well as the correlations between these two constructs calculated. The 51 participants…
Pedagogical content knowledge (PCK) about scientific reasoning in different groups of science teachers and its relation to other variables
Scientific reasoning (SR) is a major goal in science education and, hence, science teachers at various levels (i.e. elementary, secondary, and higher education) need pedagogical content knowledge (PCK) of how to promote students’ SR competencies (i.e. PCKSR). However, because these teacher groups usually differ, e.g. regarding the curricula and learning goals the teachers pursue, it can be assumed that their PCKSR also differs from each other. To…
Assessing Socioscientific Argumentation
This paper explores the challenges associated with assessing socioscientific argumentation (SSA) using the assessment triangle as a framework. Our considerations point to the difficulty of validly capturing SSA as it depends on how it is measured (observation) and how the construct is inferred from the observation (interpretation). Therefore, we systematically varied observation and interpretation by implementing four dilemmas and two coding sche…
Science Education and Pedagogy (13 obras) · Science education (12 obras) · Psychology (11 obras) · Mathematics education (9 obras) · Educational Strategies and Epistemologies (8 obras) · Computer Science (7 obras) · Scientific reasoning (6 obras) · Cognitive psychology (4 obras) · Visual and Cognitive Learning Processes (4 obras) · Animal and Plant Science Education (3 obras)