OceanRep
Items where Author is "Harms, Ute"
Number of items: 61.
Articles in a Scientific Journal - peer-reviewed
Fiedler, D., Sbeglia, G. C., Nehm, R. H. and Harms, U.
(2019)
How strongly does statistical reasoning influence knowledge and acceptance of evolution?.
Journal of Research in Science Teaching
.
DOI 10.1002/tea.21547.
Mittenzwei, D., Bruckermann, T., Nordine, J. and Harms, U.
(2019)
The Energy Concept and its Relation to Climate Literacy.
Eurasia Journal of Mathematics, Science and Technology Education, 15
(6).
DOI 10.29333/ejmste/105637.
Reiss, M. J. and Harms, U.
(2019)
What Now for Evolution Education?.
Evolution Education Re-considered : Understanding what works
.
pp. 331-343.
DOI 10.1007/978-3-030-14698-6_18.
Eckhardt, M., Urhahne, D. and Harms, U.
(2018)
Instructional Support for Intuitive Knowledge Acquisition When Learning with an Ecological Computer Simulation.
Education Sciences, 8
(3).
p. 94.
DOI 10.3390/educsci8030094.
Fiedler, D., Tröbst, S., Großschedl, J. and Harms, U.
(2018)
EvoSketch: Simple simulations for learning random and probabilistic processes in evolution, and effects of instructional support on learners’ conceptual knowledge.
Evolution: Education and Outreach, 11
(1).
DOI 10.1186/s12052-018-0089-3.
Garrecht, C., Bruckermann, T. and Harms, U.
(2018)
Students’ Decision-Making in Education for Sustainability-Related Extracurricular Activities—A Systematic Review of Empirical Studies.
Sustainability, 10
(11).
p. 3876.
DOI 10.3390/su10113876.
Großschedl, J., Seredszus, F. and Harms, U.
(2018)
Angehende Biologielehrkräfte: evolutionsbezogenes Wissen und Akzeptanz der Evolutionstheorie.
Zeitschrift für Didaktik der Naturwissenschaften, 24
.
DOI 10.1007/s40573-018-0072-0.
Großschedl, J., Welter, V. and Harms, U.
(2018)
A new instrument for measuring pre-service biology teachers' pedagogical content knowledge: The PCK-IBI.
Journal of Research in Science Teaching, 56
.
DOI 10.1002/tea.21482.
Ito, E., Mahler, D., Großschedl, J. and Harms, U.
(2018)
Does motivation matter? – The relationship between teachers’ self-efficacy and enthusiasm and students’ performance.
PLOS ONE, 13
(11).
e0207252.
DOI 10.1371/journal.pone.0207252.
Neumann, K., Kind, V. and Harms, U.
(2018)
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge.
International Journal of Science Education, 16
.
pp. 1-15.
DOI 10.1080/09500693.2018.1497217.
Fiedler, D., Tröbst, S., Harms, U. and Nehm, R.
(2017)
University Students’ Conceptual Knowledge of Randomness and Probability in the Contexts of Evolution and Mathematics.
CBE—Life Sciences Education, 16
(2).
ar38.
DOI 10.1187/cbe.16-07-0230.
Mahler, D., Großschedl, J. and Harms, U.
(2017)
Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm.
Education Research International, 2017
.
pp. 1-17.
DOI 10.1155/2017/4698371.
Mahler, D., Großschedl, J. and Harms, U.
(2017)
Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance.
International Journal of Science Education, 39
(2).
pp. 213-237.
DOI 10.1080/09500693.2016.1276641.
Neubrand, C. and Harms, U.
(2017)
Tackling the difficulties in learning evolution: effects of adaptive self-explanation prompts.
Journal of Biological Education, 51
(4).
pp. 336-348.
DOI 10.1080/00219266.2016.1233129.
Opitz, S. T., Blankenstein, A. and Harms, U.
(2017)
Student conceptions about energy in biological contexts.
Journal of Biological Education, 51
(4).
pp. 427-440.
DOI 10.1080/00219266.2016.1257504.
Opitz, S. T., Neumann, K., Bernholt, S. and Harms, U.
(2017)
Students’ Energy Understanding Across Biology, Chemistry, and Physics Contexts.
Research in Science Education, 25
.
DOI 10.1007/s11165-017-9632-4.
Opitz, S. T., Neumann, K., Bernholt, S. and Harms, U.
(2017)
How Do Students Understand Energy in Biology, Chemistry, and Physics? Development and Validation of an Assessment Instrument.
EURASIA Journal of Mathematics, Science and Technology Education, 13
.
DOI 10.12973/eurasia.2017.00703a.
Paulick, I., Großschedl, J., Harms, U. and Möller, J.
(2017)
How teachers perceive their expertise: The role of dimensional and social comparisons.
Contemporary Educational Psychology, 51
.
pp. 114-122.
DOI 10.1016/j.cedpsych.2017.06.007.
Tibell, L. A. E. and Harms, U.
(2017)
Biological Principles and Threshold Concepts for Understanding Natural Selection.
Science & Education, 26
.
DOI 10.1007/s11191-017-9935-x.
Wernecke, U., Schütte, K., Schwanewedel, J. and Harms, U.
(2017)
Enhancing Conceptual Knowledge of Energy in Biology With Incorrect Representations.
CBE - Life Sciences Education, 17
.
DOI 10.1187/cbe.17-07-0133.
Wernecke, U., Schwanewedel, J. and Harms, U.
(2017)
Metaphors describing energy transfer through ecosystems: Helpful or misleading?.
Science Education, 102
(1).
pp. 178-194.
DOI 10.1002/sce.21316.
Gantner, S., Großschedl, J., Chakraverty, D. and Harms, U.
(2016)
Assessing what prospective laboratory assistants in biochemistry and cell biology know: development and validation of the test instrument PROKLAS.
Empirical Research in Vocational Education and Training, 8
(1).
DOI 10.1186/s40461-016-0029-9.
Paulick, I., Grossschedl, J., Harms, U. and Moller, J.
(2016)
Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept.
Journal of Teacher Education, 67
(3).
pp. 173-182.
DOI 10.1177/0022487116639263.
Paulick, I., Großschedl, J., Harms, U. and Möller, J.
(2016)
Preservice Teachers’ Professional Knowledge and Its Relation to Academic Self-Concept.
Journal of Teacher Education, 67
(3).
pp. 173-182.
DOI 10.1177/0022487116639263.
Wernecke, U., Schwanewedel, J., Schütte, K. and Harms, U.
(2016)
Wie wird Energie im Biologieschulbuch dargestellt? – Entwicklung eines Kategoriensystems und exemplarische Anwendung auf eine Schulbuchreihe.
Zeitschrift für Didaktik der Naturwissenschaften, 22
(1).
pp. 215-229.
DOI 10.1007/s40573-016-0051-2.
Wollenschlager, M., Hattie, J., Machts, N., Moller, J. and Harms, U.
(2016)
What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough.
Contemporary Educational Psychology, 44-45
.
pp. 1-11.
DOI 10.1016/j.cedpsych.2015.11.003.
Heyduck, B. and Harms, U.
(2015)
An Out-of-School Practical Exercise: An examination of different DNA methylation conditions using a restriction assay.
Journal of Biological Education, 49
(2).
pp. 179-189.
DOI 10.1080/00219266.2014.914557.
Opitz, S. T., Harms, U., Neumann, K., Kowalzik, K. and Frank, A.
(2015)
Students' Energy Concepts at the Transition Between Primary and Secondary School.
Research in Science Education, 45
(5).
pp. 691-715.
DOI 10.1007/s11165-014-9444-8.
Basel, N., Harms, U., Prechtl, H., Weiss, T. and Rothgangel, M.
(2014)
Students’ arguments on the science and religion issue: the example of evolutionary theory and Genesis.
Journal of Biological Education, 48
(4).
pp. 179-187.
DOI 10.1080/00219266.2013.849286.
Grossschedl, J., Mahler, D., Kleickmann, T. and Harms, U.
(2014)
Content-Related Knowledge of Biology Teachers from Secondary Schools: Structure and learning opportunities.
International Journal of Science Education, 36
(14).
pp. 2335-2366.
DOI 10.1080/09500693.2014.923949.
Basel, N., Harms, U. and Prechtl, H.
(2013)
Analysis of students' arguments on evolutionary theory.
Journal of Biological Education, 47
(4).
pp. 192-199.
DOI 10.1080/00219266.2013.799078.
Eckhardt, M., Urhahne, D., Conrad, O. and Harms, U.
(2013)
How effective is instructional support for learning with computer simulations?.
Instructional Science, 41
(1).
pp. 105-124.
DOI 10.1007/s11251-012-9220-y.
Brandstaedter, K., Harms, U. and Grossschedl, J.
(2012)
Assessing System Thinking Through Different Concept-Mapping Practices.
International Journal of Science Education, 34
(14).
pp. 2147-2170.
DOI 10.1080/09500693.2012.716549.
Books
Harms, U. and Reiss, M. J., eds.
(2019)
Evolution Education Re-considered: Understanding What Works.
.
UNSPECIFIED, Cham, 347 pp.
DOI 10.1007/978-3-030-14698-6.
Book chapters
Harms, U. and Fiedler, D.
(2019)
Improving Student Understanding of Randomness and Probability to Support Learning About Evolution.
In: Evolution Education Re-considered.
.
UNSPECIFIED, Cham, pp. 271-283.
DOI 10.1007/978-3-030-14698-6_15.
Harms, U. and Reiss, M. J.
(2019)
The Present Status of Evolution Education.
In: Evolution Education Re-considered.
.
UNSPECIFIED, Cham, pp. 1-19.
DOI 10.1007/978-3-030-14698-6_1.
Conference papers
Presentations
Harms, U.
(2009)
Hängt denn alles mit allem zusammen? Der Ozean als System betrachtet.
[Public Lecture]
In: Kinder- und Schüleruni 2009. , 07.07.2009, Kiel . Hängt denn alles mit allem zusammen? Der Ozean als System betrachtet. .
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