Kerstin Kremer

University of Giessen

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Julia Arnold

University of Kassel

Alexander Georg Büssing

Technische Universität Braunschweig

Jürgen Mayer

University of Kassel

Tim Diekötter

Kiel University

Maria da Glória Arrais Peter

Leibniz Institute for Science and Mathematics Education

Albert Zeyer

University of Teacher Education Lucerne

Benedikt Heuckmann

University of Münster

Frauke Voitle

Leibniz University Hannover

Tim N. Höffler

Leibniz Institute for Science and Mathematics Education

Sandra Sprenger

Universität Hamburg

Cooperative Institutions

Universität Innsbruck

Johannes Kepler University of Linz

Leibniz Institute for Science and Mathematics Education

Kiel University

Leibniz University Hannover

DIPF | Leibniz Institute for Research and Information in Education

University of Duisburg-Essen

University of Cologne

University of Bonn

University of Bremen

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Teaching Sustainable Development Goals in Science Education

MDPI eBooks (2021)

Kerstin Kremer Deidre Bauer

At the core of the Agenda 2030 are 17 Sustainable Development Goals (SDGs). The aim of the SDGs is to secure a sustainable, peaceful, prosperous and equitable life on Earth for everyone now and in the future. To achieve the SDGs, education for sustainable development (ESD) aims to develop competencies that empower individuals to reflect on their own actions, taking into account their current and future social, cultural, economic and environmental impacts, from a local and a global perspective. Therefore, ESD must define new knowledge, skills, values and attitudes and evaluate effective ways towards a new pedagogy. This Special Issue focuses on empirical educational research and theoretical considerations that address transformational competences in science education in the context of the SDGs. It presents new pedagogical approaches that aim to empower learners and teachers to contribute to a sustainable future and to evaluate their effectiveness in science education. Papers can focus on, e.g., new curricula or textbooks, teacher education, classroom and informal learning, whole-institution approaches, action-oriented and transformative learning approaches in science education.

Transformative Learning

10.3390/books978-3-0365-1558-8

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Assessing high-school students’ conceptions of global water consumption and sustainability

International Research in Geographical and Environmental Education (2017)

Jens Christian Benninghaus Kerstin Kremer Sandra Sprenger

Due to global water consumption and an intensification of the resulting consequences there is a need for education regarding sustainable water consumption. Regarding Education for Sustainable Development, the ongoing water use of the industrialized countries needs to be discussed in the classrooms. Therefore, the aim of this paper is to present and use a questionnaire for the survey of students’ conceptions of sustainable water use. In order to enable educational reconstruction, conceptions about sustainable development and virtual water have been surveyed. The latter aspect of conceptions has been divided into different spatial conceptions and knowledge about water intense products. It has been shown, that the students’ conceptions are similar to scientific concepts, but learners also have their own conceptions. According to these findings conclusions for improved learning and teaching on sustainable water consumption are derived, to achieve more comprehensive students’ conceptions.

Water consumption

Consumption

Sustainable Consumption

Virtual water

10.1080/10382046.2017.1349373

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Kritisches Denken im naturwissenschaftlichen Unterricht – Synergiemodell, Problemlage und Desiderata

Zeitschrift für Didaktik der Naturwissenschaften (2019)

Susanne Rafolt Suzanne Kapelari Kerstin Kremer

Kritisches Denken (KD) gilt weitläufig als ein fundamentales Bildungsziel. In naturwissenschaftsdidaktischer Literatur wird diskutiert, dass KD einen Rahmen für die Auseinandersetzung mit den Konzepten Socio-Scientific Issues und Nature of Science bildet. Dennoch fehlt in der Naturwissenschaftsdidaktik ein einvernehmliches Verständnis des Konstrukts KD, was die Weiterentwicklung des Forschungsgebietes und die Implementierung in den naturwissenschaftlichen Unterricht erschwert. Das hier vorgestellte theoriegeleitete Synergiemodell des kritischen Denkens fasst den abstrakten wissenschaftlichen Diskurs für die naturwissenschaftsdidaktische Forschung und die Unterrichtsentwicklung zusammen. Es schafft sowohl eine Grundlage für die Analyse von Unterrichtsprozessen als auch eine Diskussionsbasis für die Verständigung über die Charakteristika von KD im Kontext von naturwissenschaftlicher Bildung und gesellschaftlichen Herausforderungen. Aufbauend auf der theoretischen Klärung werden Desiderata für die fachspezifische Konzeptualisierung sowie die explizite Implementierung des Konstrukts KD in den naturwissenschaftlichen Unterricht und die Aus- und Weiterbildung von Lehrkräften naturwissenschaftlicher Fächer abgeleitet. Ziel dieses Artikels ist es, einen wissenschaftlichen sowie einen davon ausgehenden praktischen Diskurs darüber anzuregen, welche Charakteristika KD im naturwissenschaftlichen Unterricht auszeichnen.

10.1007/s40573-019-00092-9

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Wie Enzym-Engineering das Waschen optimiert

Felix Jakob Andrea Musset Kerstin Kremer Ulrich Schwaneberg

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Prediction and Adaption in Science|Environment|Health Contexts

Contributions from science education research (2021)

Albert Zeyer Nuria Álvaro Julia Arnold Deidre Bauer Iztok Devetak

Slogan

Nature of Science

Natural science

10.1007/978-3-030-74490-8_3

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Biodiversity citizen science projects: What are the benefits for the participants?

Maria da Glória Arrais Peter Tim Diekötter Tim N. Höffler Kerstin Kremer

Biodiversity citizen science projects investigate, for example, which species of plants or animals exist in an area and how many individuals of each species live in that area. Such projects involve citizen scientists in identifying and monitoring biological diversity and collecting biodiversity data. With the help of citizen scientists, researchers can collect large amounts of such data that they would not be able to collect on their own. We wanted to know how citizen scientists benefit from their participation in biodiversity citizen science projects.

Citizen Science

Global biodiversity

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Communicating New Scientific Paradigms: A Case Study on Scientists’ Perceptions About Contemporary Metaorganism Science and Implications for Science|Environment|Health Pedagogy

Contributions from science education research (2021)

Kerstin Kremer Lara Durchgraf

Nature of Science

Health science

10.1007/978-3-030-75297-2_13

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