Birgit J Neuhaus
Biographic Data
| ID | 6511296 |
|---|---|
| NAME | Birgit J Neuhaus |
| GIVEN NAMES | Birgit J |
| FAMILY NAME | Neuhaus |
| SIGNATURE | NEUHAUS B J |
| AFFILIATIONS | Ludwig-Maximilians-Universität München |
| ORCID | 0000-0001-6031-9660 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Improving pre-service biology teachers’ lesson-planning skills, with a focus on academic and science language in biology on the basis of the refined consensus model of PCK
We investigated how to improve pre-service biology teachers' skills in planning a biology lesson, with particular reference to academic and science language use. Using the Refined Consensus Model of PCK (RCM) and the Plan-Teach-Reflect Cycle of ePCK, we defined participants' lesson-planning skills as ePCKPlan (enacted PCK to plan a lesson). We conducted a two-month quasi-experimental intervention study with 56 pre-service biology teachers to dete…
Fostering diagnostic competences in simulation-based learning environments: An individual participant data meta-analysis on the interplay between expectancy beliefs and task values
data mining, AI training, and similar technologies, are
Development and evaluation of an instrument to examine young children’s knowledge of the biological concept of structure and function
One important line of inquiry pursued by researchers has focused on the development of instruments to assess students’ knowledge of different scientific concepts. In the field of life science, the vast majority of instruments discussed in the literature assess high school and primary school students. Very few assessment tools exist that focus on younger children. Given that the development of conceptual understanding is a central aim of early sci…
Training for conducting conversations professionally across domains – comparing communication training in biology teacher and medical education
In higher education, the training of students' communicative skills necessary for conducting professional conversations is gaining attention across domains – including medical and teacher education. Although teachers need communicative and content-specific knowledge for subject conversations on biological topics, biology-specific communication training is rare. Research on an interdisciplinary perspective on communication training, with the use o…
Evaluation of structured doctoral training programs in German life sciences: How much do such programs address hurdles faced by doctoral candidates
Introduction Ways to improve the quality of doctoral education are debated internationally. In Europe, the United States, and other countries, there have been policy initiatives to address these. One approach has been the implementation of so-called structured doctoral training programs (doctoral programs) including formal structures such as courses, supervision agreements, external examiners for grading the thesis. However, there is little known…
The diagnosis of scientific reasoning skills: How teachers’ professional knowledge predicts their diagnostic accuracy
Diagnostic competences of teachers are an essential prerequisite for the individual support of students and, therefore, highly important. There is a substantial amount of research on teachers’ diagnostic competences, mostly operationalized as diagnostic accuracy, and on how diagnostic competences may be influenced by teachers’ professional knowledge base. While this line of research already includes studies on the influence of teachers’ content k…
The role of scholarly identity and basic needs support during doctoral studies on career aspirations of early career scientists
The lack of support in academia, especially during doctoral studies, is a widely debated issue. Such experiences can be expected to be highly relevant to young researchers for their developing identity as scholars and their career aspirations. According to self-determination theory, support for the three basic psychological needs for competence, autonomy, and social relatedness in the doctoral context should foster the development of scholarly id…
Testing an intervention of different learning activities to support students’ critical appraisal of scientific literature
In recent years, the call for an evidence-based practice has become more prevalent for educational professionals. However, educational professionals are rarely prepared for evidence-based practice; for example, teachers are not prepared to use and, thus, rarely do use scientific evidence in planning lessons. The knowledge and skills in appraising scientific literature, the basis of evidence-based practice, needs to be trained as early in professi…
Basic needs support and achievement emotions in daily research of life scientists considering academic positions
Emotions are a crucial factor in daily research of academic staff and, accordingly, affect scientific progress. Already before but especially during the COVID-19 pandemic, the strong connection between working conditions and work-related emotional states as antecedents for mental health of academic staff gained more and more attention. However, in depths investigations of researchers’ emotions in academia are still rare. In the highly competitive…
The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK
In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a depen…
Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations
In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–…
Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: Measuring the effect of different types of scaffolds
Diagnosing is an important aspect of teachers’ professional competence. To successfully diagnose classroom situations, one has to apply pedagogical content knowledge (PCK) in diagnostic activities (DA). Simulated classroom situations with embedded scaffolding can be an effective way of practising skills needed to foster diagnostic competences. In an intervention study with pre-post-test design using the video-based learning environment DiKoBi, we…
Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge
For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study ( N = 118 pre-service biology teachers), we…
Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts
In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge …
Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy
Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by co…
Vertebrate species knowledge: An important skill is threatened by extinction
Vertebrate species knowledge, a key factor for conserving biodiversity, is a compulsory part of school curricula. This study evaluated the vertebrate species knowledge of sixth-grade German grammar school pupils (aged 11–13) to investigate the influence of socio-demographic factors (gender, size of hometown, mother tongue), personal expectations (favourite school subject, performance in biology, expected test results) and possibilities to do natu…
Comparing two constructs for describing and analyzing teachers’ diagnostic processes
Tracing the colours of Hermogenes’ temple of Artemis: Architectural surface analysis in the Antikensammlung Berlin
The temple of Artemis at Magnesia on the Maeander (Western Turkey) is a milestone of Hellenistic architecture. Its architect, Hermogenes of Priene, was famously praised as an innovator already in Antiquity. While we know a good deal on the temple’s architecture, its accentuation with colour remains unknown. A collaborative research project in the Antikensammlung Berlin has now investigated three large marble fragments of the temple’s exterior faç…
Biology instruction using a generic framework of scientific reasoning and argumentation
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Biology instruction using a generic framework of scientific reasoning and argumentation
Tracing the colours of Hermogenes’ temple of Artemis: Architectural surface analysis in the Antikensammlung Berlin
The temple of Artemis at Magnesia on the Maeander (Western Turkey) is a milestone of Hellenistic architecture. Its architect, Hermogenes of Priene, was famously praised as an innovator already in Antiquity. While we know a good deal on the temple’s architecture, its accentuation with colour remains unknown. A collaborative research project in the Antikensammlung Berlin has now investigated three large marble fragments of the temple’s exterior faç…
Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge
For successful classroom instruction, teachers require a well-founded knowledge base consisting of the three knowledge facets pedagogical-psychological knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK). However, there is not yet clarity about the circumstances and instructional pathways through which teachers can best develop these knowledge facets. In an experimental study ( N = 118 pre-service biology teachers), we…
Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts
In a diagnostic context of reasoning about instructional quality, scientific reasoning skills can be described as diagnostic activities, which require professional knowledge. Different approaches to enhance pre-service teachers’ professional knowledge (PCK, CK, PK), as well as diagnostic activities exist. However, results about their effectiveness are still inconsistent. We systematically investigated the effectiveness of self-directed knowledge …
Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy
Teachers’ diagnostic competences are essential with respect to student achievement, classroom assessment, and instructional quality. Important components of diagnostic competences are teachers’ professional knowledge including content knowledge (CK), pedagogical knowledge (PK), and pedagogical content knowledge (PCK), their diagnostic activities as a specification of situation-specific skills, and diagnostic accuracy. Accuracy is determined by co…
Vertebrate species knowledge: An important skill is threatened by extinction
Vertebrate species knowledge, a key factor for conserving biodiversity, is a compulsory part of school curricula. This study evaluated the vertebrate species knowledge of sixth-grade German grammar school pupils (aged 11–13) to investigate the influence of socio-demographic factors (gender, size of hometown, mother tongue), personal expectations (favourite school subject, performance in biology, expected test results) and possibilities to do natu…
Comparing two constructs for describing and analyzing teachers’ diagnostic processes
Testing an intervention of different learning activities to support students’ critical appraisal of scientific literature
In recent years, the call for an evidence-based practice has become more prevalent for educational professionals. However, educational professionals are rarely prepared for evidence-based practice; for example, teachers are not prepared to use and, thus, rarely do use scientific evidence in planning lessons. The knowledge and skills in appraising scientific literature, the basis of evidence-based practice, needs to be trained as early in professi…
Basic needs support and achievement emotions in daily research of life scientists considering academic positions
Emotions are a crucial factor in daily research of academic staff and, accordingly, affect scientific progress. Already before but especially during the COVID-19 pandemic, the strong connection between working conditions and work-related emotional states as antecedents for mental health of academic staff gained more and more attention. However, in depths investigations of researchers’ emotions in academia are still rare. In the highly competitive…
The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK
In this article, we analyse potential filters that moderate the transformation process between the realms of PCK defined in the refined consensus model of pedagogical content knowledge. We tested 58 preservice biology teachers in a 15-week one-group pretest/post-test design. To identify filters between collective PCK (cPCK) and personal PCK (pPCK), we set up moderation models with pretest pPCK as an independent variable, post-test pPCK as a depen…
Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations
In this article, we analyse how to improve pre-service biology teachers’ pPCK (personal Pedagogical Content Knowledge), professional values and motivational orientations in the field of academic and scientific language. On the basis of the theory of the Refined Consensus Model of PCK (RCM), we made a two-month quasi-experimental intervention study with 32 pre-service biology teachers. As a treatment, we trained the participants in the Plan–Teach–…
Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: Measuring the effect of different types of scaffolds
Diagnosing is an important aspect of teachers’ professional competence. To successfully diagnose classroom situations, one has to apply pedagogical content knowledge (PCK) in diagnostic activities (DA). Simulated classroom situations with embedded scaffolding can be an effective way of practising skills needed to foster diagnostic competences. In an intervention study with pre-post-test design using the video-based learning environment DiKoBi, we…
Evaluation of structured doctoral training programs in German life sciences: How much do such programs address hurdles faced by doctoral candidates
Introduction Ways to improve the quality of doctoral education are debated internationally. In Europe, the United States, and other countries, there have been policy initiatives to address these. One approach has been the implementation of so-called structured doctoral training programs (doctoral programs) including formal structures such as courses, supervision agreements, external examiners for grading the thesis. However, there is little known…
The diagnosis of scientific reasoning skills: How teachers’ professional knowledge predicts their diagnostic accuracy
Diagnostic competences of teachers are an essential prerequisite for the individual support of students and, therefore, highly important. There is a substantial amount of research on teachers’ diagnostic competences, mostly operationalized as diagnostic accuracy, and on how diagnostic competences may be influenced by teachers’ professional knowledge base. While this line of research already includes studies on the influence of teachers’ content k…
The role of scholarly identity and basic needs support during doctoral studies on career aspirations of early career scientists
The lack of support in academia, especially during doctoral studies, is a widely debated issue. Such experiences can be expected to be highly relevant to young researchers for their developing identity as scholars and their career aspirations. According to self-determination theory, support for the three basic psychological needs for competence, autonomy, and social relatedness in the doctoral context should foster the development of scholarly id…
Training for conducting conversations professionally across domains – comparing communication training in biology teacher and medical education
In higher education, the training of students' communicative skills necessary for conducting professional conversations is gaining attention across domains – including medical and teacher education. Although teachers need communicative and content-specific knowledge for subject conversations on biological topics, biology-specific communication training is rare. Research on an interdisciplinary perspective on communication training, with the use o…
Development and evaluation of an instrument to examine young children’s knowledge of the biological concept of structure and function
One important line of inquiry pursued by researchers has focused on the development of instruments to assess students’ knowledge of different scientific concepts. In the field of life science, the vast majority of instruments discussed in the literature assess high school and primary school students. Very few assessment tools exist that focus on younger children. Given that the development of conceptual understanding is a central aim of early sci…
Improving pre-service biology teachers’ lesson-planning skills, with a focus on academic and science language in biology on the basis of the refined consensus model of PCK
We investigated how to improve pre-service biology teachers' skills in planning a biology lesson, with particular reference to academic and science language use. Using the Refined Consensus Model of PCK (RCM) and the Plan-Teach-Reflect Cycle of ePCK, we defined participants' lesson-planning skills as ePCKPlan (enacted PCK to plan a lesson). We conducted a two-month quasi-experimental intervention study with 56 pre-service biology teachers to dete…
Fostering diagnostic competences in simulation-based learning environments: An individual participant data meta-analysis on the interplay between expectancy beliefs and task values
data mining, AI training, and similar technologies, are
Psychology (16 works) · Mathematics education (12 works) · Computer Science (10 works) · Innovative Teaching and Learning Methods (9 works) · Pedagogy (9 works) · Biology (8 works) · Educational Strategies and Epistemologies (8 works) · Science Education and Pedagogy (8 works) · Medical education (7 works) · Medicine (7 works)