Helge Martens
Dados Biográficos
| ID | 4636341 |
|---|---|
| NOME | Helge Martens |
| PRENOMES | Helge |
| SOBRENOME | Martens |
| ASSINATURA | MARTENS H |
| AFILIAÇÕES | Department of Biology Education Universität Kassel Kassel Germany |
| ORCID | 0000-0002-9641-3939 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| OBRAS COMO AUTOR | 4 |
| OBRAS COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2022 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
How Accurate Are Students in Self‐Assessing Their Conceptions of Evolution
Evolution is challenging to understand for students. Frequently, students hold coexisting intuitive conceptions based on cognitive biases and scientific conceptions of evolution. For the self‐regulation of intuitive and scientific conceptions, metacognitive awareness is fundamental. However, students are mostly unaware of their conceptions. A criteria‐referenced self‐assessment of one's intuitive and scientific conceptions is one way to develop t…
Professional Vision of Preservice and In‐Service Biology Teachers
Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective. The central concern of this article is to describe the tacit knowledge about teaching and learning that…
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self‐regulate their conceptions in the context of evolution, we investigated the effectiveness of two instruction…
Teachers' ability to diagnose and deal with alternative student conceptions of evolution
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative conceptions, although these abilities are a crucial part of teachers' pedagogical content knowledge. Add…
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Teachers' ability to diagnose and deal with alternative student conceptions of evolution
Students possess alternative conceptions of many science topics, and these conceptions can act as obstacles for learning scientific concepts. In the field of biology education, students' alternative conceptions of evolution have been widely investigated. However, there is little research on how teachers diagnose and deal with these alternative conceptions, although these abilities are a crucial part of teachers' pedagogical content knowledge. Add…
Influence of self‐assessment and conditional metaconceptual knowledge on students' self‐regulation of intuitive and scientific conceptions of evolution
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to self‐regulate their conceptions in the context of evolution, we investigated the effectiveness of two instruction…
How Accurate Are Students in Self‐Assessing Their Conceptions of Evolution
Evolution is challenging to understand for students. Frequently, students hold coexisting intuitive conceptions based on cognitive biases and scientific conceptions of evolution. For the self‐regulation of intuitive and scientific conceptions, metacognitive awareness is fundamental. However, students are mostly unaware of their conceptions. A criteria‐referenced self‐assessment of one's intuitive and scientific conceptions is one way to develop t…
Professional Vision of Preservice and In‐Service Biology Teachers
Addressing student conceptions is crucial in science education. Therefore, teachers should be able to notice and interpret situations, in which student conceptions are part of the complex classroom interactions. This study analyzes the skills known as professional vision using an interpretivist research paradigm and a sociocultural perspective. The central concern of this article is to describe the tacit knowledge about teaching and learning that…
Evolution and Science Education (4 obras) · Mathematics education (4 obras) · Psychology (4 obras) · Science education (4 obras) · Epistemology (3 obras) · Science Education and Pedagogy (3 obras) · Computer Science (2 obras) · Education and Critical Thinking Development (2 obras) · Educational Strategies and Epistemologies (2 obras) · Pedagogy (2 obras)