Anna Beniermann
Biographic Data
| ID | 6553126 |
|---|---|
| NAME | Anna Beniermann |
| GIVEN NAMES | Anna |
| FAMILY NAME | Beniermann |
| SIGNATURE | BENIERMANN A |
| AFFILIATIONS | Humboldt-Universität zu Berlin |
| ORCID | 0000-0001-5123-5588 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
State interest and situation perception in the museum
Students’ interests are important for allocating attentional resources and knowledge acquisition, making the increase of interest a major instructional goal. However, the psychological experiences underlying actual state interest in learning situations are less understood. Addressing this gap, our goal was to examine how students’ state investigative interest and their subjective perceptions of a learning situation unfolded and interrelated throu…
Understanding and acceptance of evolution and its teaching among biology teachers in an Arab context
Teachers’ knowledge and acceptance of evolution affect their evolution teaching. However, research on the relationship between teachers’ knowledge about and acceptance of evolution is ambiguous. Previous studies suggest that religiosity, gender, academic qualifications, and teaching experience may influence knowledge and acceptance. However, few studies have focused on Arab contexts. This study examined the knowledge about and acceptance of evolu…
Trajectories of students’ momentary interest in evolution during a museum guided tour
A person’s stable and momentary interest have a positive influence on learning. For understanding global challenges related to e.g. biodiversity loss, interest in and knowledge about evolution is of great importance. Museums can make an important contribution to learning about evolution in terms of interest. So far, there is a lack of studies on how exactly museum visits affect students’ interest. Against this background, the present study invest…
Natural history museum visitors’ use of key concepts and misconceptions in written explanations of evolutionary scenarios
Global challenges like biodiversity loss cannot be understood without essential knowledge about evolution. However, evolution is one of the most misunderstood concepts among the general public. Informal learning environments like natural history museums offer great potential for learning about evolution by showing the latest scientific findings in their exhibitions. But to date, there is a lack of evidence about museum visitors’ understanding of …
Evolution in European and Israeli school curricula – a comparative analysis
The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysi…
Using different acceptance measures
Evolution understanding is often positively connected with magnitudes of evolution acceptance, whereas religiosity mostly interferes negatively. However, comparisons between studies and countries must be treated cautiously due to the diversity of used instruments and samples. This study aims to generate new evidence concerning the interplay of evolution acceptance, evolution understanding, and religious belief by comparing the results of preservi…
Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution
Validity aspects in measuring evolution acceptance
Over the past decades, a large body of research has examined students' magnitudes of evolution acceptance and related measurement issues resulting in questions concerning instruments' validity and operationalization. Until now, several studies investigated validity aspects of often‐used evolution acceptance instruments and came to diverging conclusions about instruments' scores comparability. Within the last years, religious identity was identifi…
Reasoning on Controversial Science Issues in Science Education and Science Communication
The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. Controversial science issues (CSI) encompass scientific knowledge rejected by the public as well as socioscientific issues, i.e., societal issues grounded in science that are frequent…
Development and evaluation of the knowledge about evolution 2.0 instrument (Kaevo 2.0)
In evolution education, misconceptions about evolutionary concepts impact students’ learning. Much research exists on assessing knowledge about evolution using different instruments. The current article introduces the KAEVO 2.0 instrument, which includes various evolutionary aspects representing microevolution and macroevolution. The introduced instrument aims to measure knowledge about evolution comprehensively, suitable for both high school stu…
No prominent works on this page.
Development and evaluation of the knowledge about evolution 2.0 instrument (Kaevo 2.0)
In evolution education, misconceptions about evolutionary concepts impact students’ learning. Much research exists on assessing knowledge about evolution using different instruments. The current article introduces the KAEVO 2.0 instrument, which includes various evolutionary aspects representing microevolution and macroevolution. The introduced instrument aims to measure knowledge about evolution comprehensively, suitable for both high school stu…
Reasoning on Controversial Science Issues in Science Education and Science Communication
The ability to make evidence-based decisions, and hence to reason on questions concerning scientific and societal aspects, is a crucial goal in science education and science communication. However, science denial poses a constant challenge for society and education. Controversial science issues (CSI) encompass scientific knowledge rejected by the public as well as socioscientific issues, i.e., societal issues grounded in science that are frequent…
Validity aspects in measuring evolution acceptance
Over the past decades, a large body of research has examined students' magnitudes of evolution acceptance and related measurement issues resulting in questions concerning instruments' validity and operationalization. Until now, several studies investigated validity aspects of often‐used evolution acceptance instruments and came to diverging conclusions about instruments' scores comparability. Within the last years, religious identity was identifi…
Evolution in European and Israeli school curricula – a comparative analysis
The contribution of school curricula to public understanding and acceptance of evolution is still mostly unknown, due to the scarcity of studies that compare the learning goals present in different curricula. To overcome this lack of data we analysed 19 school curricula (18 European and one from Israel) to study the differences regarding the inclusion of learning goals targeting evolution understanding. We performed a quantitative content analysi…
Using different acceptance measures
Evolution understanding is often positively connected with magnitudes of evolution acceptance, whereas religiosity mostly interferes negatively. However, comparisons between studies and countries must be treated cautiously due to the diversity of used instruments and samples. This study aims to generate new evidence concerning the interplay of evolution acceptance, evolution understanding, and religious belief by comparing the results of preservi…
Fit to teach evolution? Pre- and in-service teachers’ knowledge and acceptance of evolution
State interest and situation perception in the museum
Students’ interests are important for allocating attentional resources and knowledge acquisition, making the increase of interest a major instructional goal. However, the psychological experiences underlying actual state interest in learning situations are less understood. Addressing this gap, our goal was to examine how students’ state investigative interest and their subjective perceptions of a learning situation unfolded and interrelated throu…
Understanding and acceptance of evolution and its teaching among biology teachers in an Arab context
Teachers’ knowledge and acceptance of evolution affect their evolution teaching. However, research on the relationship between teachers’ knowledge about and acceptance of evolution is ambiguous. Previous studies suggest that religiosity, gender, academic qualifications, and teaching experience may influence knowledge and acceptance. However, few studies have focused on Arab contexts. This study examined the knowledge about and acceptance of evolu…
Trajectories of students’ momentary interest in evolution during a museum guided tour
A person’s stable and momentary interest have a positive influence on learning. For understanding global challenges related to e.g. biodiversity loss, interest in and knowledge about evolution is of great importance. Museums can make an important contribution to learning about evolution in terms of interest. So far, there is a lack of studies on how exactly museum visits affect students’ interest. Against this background, the present study invest…
Natural history museum visitors’ use of key concepts and misconceptions in written explanations of evolutionary scenarios
Global challenges like biodiversity loss cannot be understood without essential knowledge about evolution. However, evolution is one of the most misunderstood concepts among the general public. Informal learning environments like natural history museums offer great potential for learning about evolution by showing the latest scientific findings in their exhibitions. But to date, there is a lack of evidence about museum visitors’ understanding of …
Animal and Plant Science Education (9 works) · Psychology (9 works) · Evolution and Science Education (8 works) · Mathematics education (8 works) · Science education (7 works) · Sociology (7 works) · Biology (5 works) · Pedagogy (5 works) · Creationism (3 works) · Epistemology (3 works)