关注
Ute Harms
Ute Harms
Professor for Biology Education, IPN Kiel
在 ipn.uni-kiel.de 的电子邮件经过验证 - 首页
标题
引用次数
引用次数
年份
Does motivation matter?–The relationship between teachers’ self-efficacy and enthusiasm and students’ performance
D Mahler, J Großschedl, U Harms
PloS one 13 (11), e0207252, 2018
2542018
Assessing system thinking through different concept-mapping practices
K Brandstädter, U Harms, J Grossschedl
International Journal of Science Education 34 (14), 2147-2170, 2012
1762012
Preservice biology teachers’ professional knowledge: Structure and learning opportunities
J Großschedl, U Harms, T Kleickmann, I Glowinski
Journal of Science Teacher Education 26 (3), 291-318, 2015
1752015
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge
K Neumann, V Kind, U Harms
International Journal of Science Education 41 (7), 847-861, 2019
1572019
Biotechnology education in schools
U Harms
Electronic Journal of Biotechnology 5 (3), 5-6, 2002
1312002
What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough
M Wollenschläger, J Hattie, N Machts, J Möller, U Harms
Contemporary Educational Psychology 44, 1-11, 2016
1132016
Professionswissen von Lehramtsstudierenden der mathematisch-naturwissenschaftlichen Fächer–Testentwicklung im Rahmen des Projekts KiL
T Kleickmann, J Großschedl, U Harms, A Heinze, S Herzog, F Hohenstein, ...
Unterrichtswissenschaft 42 (3), 280-288, 2014
1042014
Fachdidaktik Biologie
H Gropengießer
Klett/Kallmeyer, 2023
952023
Biological principles and threshold concepts for understanding natural selection: Implications for developing visualizations as a pedagogic tool
LAE Tibell, U Harms
Science & Education 26, 953-973, 2017
952017
Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance
D Mahler, J Großschedl, U Harms
International Journal of Science Education 39 (2), 213-237, 2017
952017
Acquiring knowledge about biodiversity in a museum—are worksheets effective?
A Krombaβ, U Harms
Journal of biological Education 42 (4), 157-163, 2008
942008
Content-related knowledge of biology teachers from secondary schools: Structure and learning opportunities
J Grossschedl, D Mahler, T Kleickmann, U Harms
International Journal of Science Education 36 (14), 2335-2366, 2014
922014
Opportunities to learn for teachers’ self‐efficacy and enthusiasm
D Mahler, J Großschedl, U Harms
Education Research International 2017 (1), 4698371, 2017
852017
Preservice teachers’ professional knowledge and its relation to academic self-concept
I Paulick, J Großschedl, U Harms, J Möller
Journal of Teacher Education 67 (3), 173-182, 2016
822016
Students’ decision-making in education for sustainability-related extracurricular activities—A systematic review of empirical studies
C Garrecht, T Bruckermann, U Harms
Sustainability 10 (11), 3876, 2018
722018
How effective is instructional support for learning with computer simulations?
M Eckhardt, D Urhahne, O Conrad, U Harms
Instructional Science 41, 105-124, 2013
702013
Students’ energy concepts at the transition between primary and secondary school
ST Opitz, U Harms, K Neumann, K Kowalzik, A Frank
Research in Science Education 45, 691-715, 2015
682015
A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI
J Großschedl, V Welter, U Harms
Journal of Research in Science Teaching 56 (4), 402-439, 2019
592019
Science teacher preparation in Germany
K Neumann, H Härtig, U Harms, I Parchmann
Model science teacher preparation programs, 29-52, 2017
502017
How strongly does statistical reasoning influence knowledge and acceptance of evolution?
D Fiedler, GC Sbeglia, RH Nehm, U Harms
Journal of Research in Science Teaching 56 (9), 1183-1206, 2019
492019
系统目前无法执行此操作，请稍后再试。
文章 1–20