How can science competencies and concepts be taught and learned meaningfully and fruitfully? What knowledge and skills are necessary to enable young people to live a fulfilling life in a future society that will be faced with major scientific and social challenges?
These questions guide our research. We examine students and citizens’ knowledge and skills about natural scientific phenomena and try to capture and explain these learning processes. That is, we look at and try to understand and explain changes in people’s thought structures on the basis of interventions, which are guided by theory and based on evidence.
To do so, we draw on findings from neurobiology, cognitive linguistics and natural science didactics. Our research framework is informed by the model of educational reconstruction (MER) and experience-based understanding (embodied cognition).
Current Research Projects
Der Beitrag naturwissenschaftlicher Bildung beim Umgang mit Nachhaltigkeitsherausforderungen (NABINA)
Bewerten Lernen Im Anthropozän
Didaktische Rekonstruktion der Energiewende
Fachliches und fachdidaktisches Wissen zu Raumnutzungen und Raumveränderungen aufbauen
Improving Science Teaching at University: Evaluation of a Professional Development Course for Young Science Lecturers
Integration von BNE in die Fachdidaktik Geografie
Das Konzept der planetaren Belastungsgrenzen verstehen
The Perspective of Degrowth in Education for Sustainability Development
Completed Research Projects
Case Studies of Teaching and Learning
Conceptual Change by Metaphorical Change
Construction of a video database with instructional sequences about dealing with heterogeneity in the classroom
Facets of Quantum Physics – A learning environment for non-STEM secondary II students
Multiple Representations in Science Education
Shifting Education Towards Sustainability. How Degrowth Can Transform Education for Sustainable Development