Kerstin Kremer
Dados Biográficos
| ID | 4614907 |
|---|---|
| NOME | Kerstin Kremer |
| PRENOMES | Kerstin |
| SOBRENOME | Kremer |
| ASSINATURA | KREMER K |
| AFILIAÇÕES | Justus-Liebig-Universität Gießen |
| ORCID | 0000-0003-2305-3650 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 1 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Three scientists walk into a bar… Approaching new audiences for informal science communication
Sudden Knowledge! (Plötzlich Wissen!), a science communication format established throughour own initiative as scientists, implemented science communication in a spontaneousconversational setting. It combined elements of guerilla science/street science, science buskingand pub science events. Between 2017 and 2020 the project - centered on marine science -was presented in 16 major German cities. This novel approach, using puppetry and hands-onexpe…
The role of epistemic beliefs in predicting ChatGPT adoption and avoidance in higher education
Preservice Biology Teachers’ Beliefs About Evidence-Based Medicine and Alternative Medicine
Health-related discussions in society and the media—specifically during the COVID-19 pandemic—showed that individuals are confronted with Alternative Medicine and Evidence-Based Medicine. When making reflective decisions about these treatments, both knowledge and beliefs are important. Previous research with preservice biology teachers has shown that they commonly use Alternative Medicine, although they have little knowledge about it. To date, sy…
An Integrative Framework for Navigating Uncertainty in Science Education
Uncertainty is central to science and is increasingly recognized in science education, but the literature lacks a clear definition of the types of uncertainty and the competencies for navigating them, which vary by context. Therefore, a cross‐disciplinary integrative understanding of uncertainty is necessary to navigate complex interdisciplinary problems. In order to propose an integrative framework for understanding uncertainty in science educat…
Students' awareness and conceptions of science‐related communication mechanisms on social media
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication…
Students' credibility criteria for evaluating scientific information
The rise of social media platforms and the subsequent lack of traditional gatekeeping mechanisms contribute to the multiplied spread of scientific misinformation. Particularly in these new media spaces, there is a rising need for science education in fostering a science media literacy that enables students to evaluate the credibility of scientific information. A key determinant of a successful credibility evaluation is the effectiveness of the cr…
Scientific Knowledge
Psychological distance towards Covid-19
While different antecedents have been examined to explain peoples’ reactions towards COVID-19, there is only scarce understanding about the role of the subjective closeness and distance to the pandemic. Within the current study, we applied the concept of psychological distance to understand the distance towards COVID-19 and investigated its (1) connection with preventive attitudes and proactive behaviors, (2) context-specific antecedents, and its…
Assessing students’ epistemic beliefs related to professional and school science
The school context, like other influences, affects the development of students’ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrum…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Biodiversity citizen science
Citizen science (CS) is regarded as a promising format in environmental and sustainability education as well as in science education. CS projects often assume that participation in the project influences, for example, participants' knowledge or behaviour. We investigated whether and to what extent biodiversity citizen science (BDCS) projects, from the participants' self‐reported perspective, achieve the following six participant outcomes: (a) con…
Students' awareness and conceptions of science‐related communication mechanisms on social media
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Biodiversity citizen science
Citizen science (CS) is regarded as a promising format in environmental and sustainability education as well as in science education. CS projects often assume that participation in the project influences, for example, participants' knowledge or behaviour. We investigated whether and to what extent biodiversity citizen science (BDCS) projects, from the participants' self‐reported perspective, achieve the following six participant outcomes: (a) con…
Assessing students’ epistemic beliefs related to professional and school science
The school context, like other influences, affects the development of students’ epistemic beliefs (EBs), with theoretical conceptualizations suggesting a distinction between EBs related to professional and school science. However, empirical studies rarely address this distinction, and instruments separately assessing these EBs are not available. We address this research gap by providing a new questionnaire that is based on the established instrum…
Scientific Knowledge
Psychological distance towards Covid-19
While different antecedents have been examined to explain peoples’ reactions towards COVID-19, there is only scarce understanding about the role of the subjective closeness and distance to the pandemic. Within the current study, we applied the concept of psychological distance to understand the distance towards COVID-19 and investigated its (1) connection with preventive attitudes and proactive behaviors, (2) context-specific antecedents, and its…
Students' credibility criteria for evaluating scientific information
The rise of social media platforms and the subsequent lack of traditional gatekeeping mechanisms contribute to the multiplied spread of scientific misinformation. Particularly in these new media spaces, there is a rising need for science education in fostering a science media literacy that enables students to evaluate the credibility of scientific information. A key determinant of a successful credibility evaluation is the effectiveness of the cr…
Preservice Biology Teachers’ Beliefs About Evidence-Based Medicine and Alternative Medicine
Health-related discussions in society and the media—specifically during the COVID-19 pandemic—showed that individuals are confronted with Alternative Medicine and Evidence-Based Medicine. When making reflective decisions about these treatments, both knowledge and beliefs are important. Previous research with preservice biology teachers has shown that they commonly use Alternative Medicine, although they have little knowledge about it. To date, sy…
An Integrative Framework for Navigating Uncertainty in Science Education
Uncertainty is central to science and is increasingly recognized in science education, but the literature lacks a clear definition of the types of uncertainty and the competencies for navigating them, which vary by context. Therefore, a cross‐disciplinary integrative understanding of uncertainty is necessary to navigate complex interdisciplinary problems. In order to propose an integrative framework for understanding uncertainty in science educat…
Students' awareness and conceptions of science‐related communication mechanisms on social media
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication…
Three scientists walk into a bar… Approaching new audiences for informal science communication
Sudden Knowledge! (Plötzlich Wissen!), a science communication format established throughour own initiative as scientists, implemented science communication in a spontaneousconversational setting. It combined elements of guerilla science/street science, science buskingand pub science events. Between 2017 and 2020 the project - centered on marine science -was presented in 16 major German cities. This novel approach, using puppetry and hands-onexpe…
The role of epistemic beliefs in predicting ChatGPT adoption and avoidance in higher education
Educational Strategies and Epistemologies (6 obras) · Psychology (6 obras) · Science education (6 obras) · Pedagogy (5 obras) · Mathematics education (4 obras) · Misinformation and Its Impacts (4 obras) · Sociology (4 obras) · Computer Science (3 obras) · Education and Critical Thinking Development (3 obras) · Medicine (3 obras)