Maximilian Felix Göhner
Biographic Data
| ID | 9512437 |
|---|---|
| NAME | Maximilian Felix Göhner |
| GIVEN NAMES | Maximilian Felix |
| FAMILY NAME | Göhner |
| SIGNATURE | GÖHNER M F |
| AFFILIATIONS | Faculty of Biology Education Freie Universität Berlin Berlin Germany |
| ORCID | 0000-0003-4938-372X |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
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…
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…
No prominent works on this page.
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…
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…
Competence (human resources) (2 works) · Educational Strategies and Epistemologies (2 works) · Psychology (2 works) · Science Education and Pedagogy (2 works) · Social Psychology (2 works) · Animal and Plant Science Education (1 works) · Cognitive psychology (1 works) · Computer Science (1 works) · Innovative Teaching and Learning Methods (1 works) · Mathematics education (1 works)