Dirk Krüger
Dados Biográficos
| ID | 7361200 |
|---|---|
| NOME | Dirk Krüger |
| PRENOMES | Dirk |
| SOBRENOME | Krüger |
| ASSINATURA | KRUGER D |
| AFILIAÇÕES | Freie Universität Berlin |
| ORCID | 0000-0003-0999-4382 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 8 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1968 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon
Modeling is a set of scientific practices learners often struggle with. Modeling practices include ‘constructing models’, ‘predicting with models’, ‘testing models’, and ‘revising models’. Domain-general metaknowledge about modeling is assumed to guide the use of modeling practices. So far, studies have not shown this connection. However, they did not control for content knowledge about the phenomenon, which is crucial for using modeling practice…
Which Knowledge Do Pre‐Service Teachers Need to Meaningfully Engage in Modeling
Modeling involves a set of scientific practices that pre‐service science teachers struggle with. These practices involve constructing, predicting, testing, and revising models. Engaging meaningfully in modeling practices leads modelers to gain new insights about phenomena. Research suggests that this requires domain‐general metamodeling knowledge and domain‐specific content knowledge. However, research has not yet systematically investigated the …
Lesson planning with ChatGPT for inquiry-based biology instruction – A(I) roll of the dice
This study investigates the capability of ChatGPT-4o to generate high-quality inquiry-based science lesson plans, that is, aligning all elements of a written lesson plan to students’ learning about procedural and epistemic aspects of science instead of gaining subject matter knowledge. Using an exploratory sequential mixed methods design, we analysed N = 60 biology lesson plans generated by the research team across four key topics (cell biology, …
Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model’s entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs’ education. However, assessment instruments focus on MKM…
Assessing the quality of science teachers' lesson plans
Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicabl…
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Introduction The COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps. Methods 27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’…
Abductive reasoning in modeling biological phenomena as complex systems
Introduction Abductive reasoning is a type of reasoning that is applied to generate causal explanations. Modeling for inquiry is an important practice in science and science education that involves constructing models as causal explanations for scientific phenomena. Thus, abductive reasoning is applied in modeling for inquiry. Biological phenomena are often best explained as complex systems, which means that their explanations ideally include cau…
Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence
While the hypothetico-deductive approach, which includes inductive and deductive reasoning, is largely recognized in scientific reasoning, there is not much focus on abductive reasoning. Abductive reasoning describes the theory-based attempt of explaining a phenomenon by a cause. By integrating abductive reasoning into a framework for modeling competence, we strengthen the idea of modeling being a key practice of science. The framework for modeli…
Biologiedidaktische Vorstellungsforschung: Zukunftsweisende Praxis
Assessing scientific reasoning competencies of pre-service science teachers
Scientific reasoning competencies are relevant science competencies and therefore the development of assessment instruments for scientific reasoning competencies has become an integral part of science education research. However, some authors have questioned the validity of the instruments available so far, since their psychometric quality has not been evaluated satisfactorily. In this study, an established German multiple-choice instrument to as…
Towards a Competence-Based View on Models and Modeling in Science Education
Theorien in der naturwissenschaftsdidaktischen Forschung
Theorien in der naturwissenschaftsdidaktischen Forschung
Assessing scientific reasoning
The aim of this study was to improve the criterion-related test score interpretation of a text-based assessment of scientific reasoning competencies in higher education by evaluating factors which systematically affect item difficulty. To provide evidence about the specific demands which test items of various difficulty make on pre-service teachers’ scientific reasoning competencies, we applied a general linear mixed model which allows estimation…
Methoden in der naturwissenschaftsdidaktischen Forschung
Die qualitative Inhaltsanalyse – eine Methode zur Auswertung von Interviews
Methoden in der Naturwissenschaftsdidaktischen Forschung
Theorien in der biologiedidaktischen Forschung
Theorien in der Biologiedidaktischen Forschung
Theorien in der biologiedidaktischen Forschung
Die gereformeerde leesstof van ons Kaapse voorouers
In die vorming van ons voorouers se lewensbeskouing het die tydsomstandighede en die literatuur van die tyd 'n deurslaggewende rol gespeel. Dit is vandag nie meer moonllik nie om vas te stel tot welke mate Jan van Riebeeck en sy tydgenote wat aan die begin van die tweede helfte van die 17de eeu die Kaapse volksplanting gestig het, bewuste draers van die Calvinistiese erfenis was
Sem obras proeminentes nesta página.
Die gereformeerde leesstof van ons Kaapse voorouers
In die vorming van ons voorouers se lewensbeskouing het die tydsomstandighede en die literatuur van die tyd 'n deurslaggewende rol gespeel. Dit is vandag nie meer moonllik nie om vas te stel tot welke mate Jan van Riebeeck en sy tydgenote wat aan die begin van die tweede helfte van die 17de eeu die Kaapse volksplanting gestig het, bewuste draers van die Calvinistiese erfenis was
Theorien in der biologiedidaktischen Forschung
Theorien in der Biologiedidaktischen Forschung
Theorien in der biologiedidaktischen Forschung
Methoden in der Naturwissenschaftsdidaktischen Forschung
Methoden in der naturwissenschaftsdidaktischen Forschung
Die qualitative Inhaltsanalyse – eine Methode zur Auswertung von Interviews
Assessing scientific reasoning
The aim of this study was to improve the criterion-related test score interpretation of a text-based assessment of scientific reasoning competencies in higher education by evaluating factors which systematically affect item difficulty. To provide evidence about the specific demands which test items of various difficulty make on pre-service teachers’ scientific reasoning competencies, we applied a general linear mixed model which allows estimation…
Theorien in der naturwissenschaftsdidaktischen Forschung
Theorien in der naturwissenschaftsdidaktischen Forschung
Towards a Competence-Based View on Models and Modeling in Science Education
Biologiedidaktische Vorstellungsforschung: Zukunftsweisende Praxis
Assessing scientific reasoning competencies of pre-service science teachers
Scientific reasoning competencies are relevant science competencies and therefore the development of assessment instruments for scientific reasoning competencies has become an integral part of science education research. However, some authors have questioned the validity of the instruments available so far, since their psychometric quality has not been evaluated satisfactorily. In this study, an established German multiple-choice instrument to as…
Modeling as Scientific Reasoning—The Role of Abductive Reasoning for Modeling Competence
While the hypothetico-deductive approach, which includes inductive and deductive reasoning, is largely recognized in scientific reasoning, there is not much focus on abductive reasoning. Abductive reasoning describes the theory-based attempt of explaining a phenomenon by a cause. By integrating abductive reasoning into a framework for modeling competence, we strengthen the idea of modeling being a key practice of science. The framework for modeli…
Using concept maps to evaluate preservice biology teachers’ conceptualization of Covid-19 as a complex phenomenon
Introduction The COVID-19 pandemic showed the critical importance of supporting teachers’ and students’ systems thinking when making sense of complex phenomena. This study sets to explore preservice biology teachers’ (PBTs) mental models of COVID-19 as complex phenomenon using concept maps. Methods 27 PBTs concept maps of COVID-19 outbreak were collected and taken for analysis. Structural and complexity attributes were identified in participants’…
Abductive reasoning in modeling biological phenomena as complex systems
Introduction Abductive reasoning is a type of reasoning that is applied to generate causal explanations. Modeling for inquiry is an important practice in science and science education that involves constructing models as causal explanations for scientific phenomena. Thus, abductive reasoning is applied in modeling for inquiry. Biological phenomena are often best explained as complex systems, which means that their explanations ideally include cau…
Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models
The development of metaknowledge about models (MKM) and metaknowledge about the modelling process (MKP) are important in pre-service science teachers (PSTs) education. MKM refers to knowledge about the model’s entities and its purposes, while MKP refers to knowledge about the components and structure of the modelling process. Assessing MKM and MKP is crucial to foster this knowledge in PSTs’ education. However, assessment instruments focus on MKM…
Assessing the quality of science teachers' lesson plans
Lesson planning is a core part of teachers' professional competence. Written lesson plans play a significant role in science teacher education as a preparation for demonstration lessons during the final teacher certification exam. However, the few existing scoring rubrics on lesson plans are not particularly theoretically sound and are barely tested for the validity of score interpretations. In response to the demand for transparent and applicabl…
Lesson planning with ChatGPT for inquiry-based biology instruction – A(I) roll of the dice
This study investigates the capability of ChatGPT-4o to generate high-quality inquiry-based science lesson plans, that is, aligning all elements of a written lesson plan to students’ learning about procedural and epistemic aspects of science instead of gaining subject matter knowledge. Using an exploratory sequential mixed methods design, we analysed N = 60 biology lesson plans generated by the research team across four key topics (cell biology, …
Relating Metaknowledge and Modeling Practices in Connection to Content Knowledge about the Phenomenon
Modeling is a set of scientific practices learners often struggle with. Modeling practices include ‘constructing models’, ‘predicting with models’, ‘testing models’, and ‘revising models’. Domain-general metaknowledge about modeling is assumed to guide the use of modeling practices. So far, studies have not shown this connection. However, they did not control for content knowledge about the phenomenon, which is crucial for using modeling practice…
Which Knowledge Do Pre‐Service Teachers Need to Meaningfully Engage in Modeling
Modeling involves a set of scientific practices that pre‐service science teachers struggle with. These practices involve constructing, predicting, testing, and revising models. Engaging meaningfully in modeling practices leads modelers to gain new insights about phenomena. Research suggests that this requires domain‐general metamodeling knowledge and domain‐specific content knowledge. However, research has not yet systematically investigated the …
Psychology (9 obras) · Science Education and Pedagogy (7 obras) · Computer Science (6 obras) · Mathematics education (5 obras) · Artificial Intelligence (4 obras) · Educational Strategies and Epistemologies (4 obras) · Epistemology (4 obras) · Phenomenon (4 obras) · Political science (4 obras) · Science education (4 obras)