Titlebook: Current Research in Biology Education; Selected Papers from Konstantinos Korfiatis,Marcus Grace Book 2022 The Editor(s) (if applicable) and

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Bernhard Gahlen,Bernd Meyer,Jochen Schumannedge and epistemic beliefs predicted the diversity of arguments that students constructed. In particular, students who exhibited relatively high prior knowledge scores and held sophisticated epistemic beliefs about the structure of knowledge, produced more arguments of different types. The context o

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https://doi.org/10.1007/978-3-642-74128-9ment reliability. There are certain items that seem to be answered correctly rather by coincidence or test intelligence, whereas others seem to suggest participants’ naïve NOSI views, or NOSI misconceptions. These findings imply that there is a need to further explore biology student teachers’ NOSI

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Collagen Metabolism and Wound Contractionl ways and working with crosscutting concepts. From the analysis, it became evident that the complexity of the digital artifact attracted most of the time and effort, detracting from treatment of the scientific concepts; although the teacher attendees assimilated effectively the technical tips offer

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J. Katsch,S. Krausse,R. P. A. Müllereir natural habitats, which possibly leads to a higher motivation and by this to a higher gain of species knowledge. However, the present survey could not confirm this hypothesis. Possible explanations for this result are given in the discussion.

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Nicholas Blechman,Christoph Niemann of the biology-related mentor training on teaching quality, and different perceptions of teaching quality by mentors and pre-service teachers. These results are discussed in relation to new studies on teaching quality and mentoring.

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