Horts Bayrhuber, Fred Brinkman (Eds.)

What - Why - How?
Research in Didaktik of Biology

Proceedings of the 1st Conference of European Researchers in Didaktik of Biology (ERIDOB), Kiel, November 26 - December 1, 1996

Kiel: IPN, 1998. 325 S.
ISBN 3-89088-125-4
12,- €

The main focus of the conference was recent research in Biology Didaktik. A major focus was the research on learning processes in biology classes or in teacher education courses including qualitative and ethnographic studies and considering cognitive, metacognitive and motivational processes, preconception and concept research, studies on skills and problem-solving.


Ann Zetterqvist
University of Göteborg

Teachers' views on their teaching of evolution. Results from a questionnaire concerning Swedish lower secondary schools

Robert Boschhuizen, Fred Brinkman
Vrije Universiteit Amsterdam, Holland University Diemen

Teaching and learning the concept of food cycles

Almut Gerhardt, Joachim Burger
University of Bielefeld
Students' conceptions concerning the topic "energy in the biological context"

Gerhard Schaefer
University of Hamburg
Synergetic perspectives of the concept quadrangle "Life - Order - Information - Energy" based on empirical studies

Daniel Motta
Institut National de Recherche Pédagogique, Paris
Design and implementation of physical, scientific and artistic education curricula for secondary school A.I.D.S. education

Rainer Ph. Heimerich
University of Bayreuth
Effects of different approaches to nature experience on the sensitization for nature conservation?

Peter van Marion
Norwegian University of Science and Technology, Trondheim
Environmental data collected by school classes

Angela Kroß
Institute for Science Education (IPN) at the University of Kiel
Development and evaluation of a concept for instruction on computer-supported flowing water analysis in biology

Joaquín Díaz de Bustamente, María Pilar Jimenéz-Aleixandre
University of Santiago de Compostela
Interpretation and drawing of images in biology learning

Mondher Abrougui, Pierre Clément
University of Lyon
Human genetics in French and Tunisian secondary school books. Presentation of a school book analysis method

Roger Lock
University of Birmingham
Practical work in biology 1960-95; an analysis of selected textbooks used in England and Wales

Gustav Helldén
Kristianstad University College
A report from a longitudinal study of pupils' meaningful learning about biological processes

Maryse Guille
Institut Universitaire de Formation des Maîtres de Versailles
From the researcher to the trainer

Sheila Turner, Kyriakos Athanasiou, Heleni Zimvrakaki
University of London, University of Thessaloniki
Childrens' perceptions about fat consumption and health: a comparative study

Jens Christoph Schletter, Horst Bayrhuber
Institute for Science Education (IPN) at the University of Kiel
Neurobiology: students' conceptions and implications for instruction

Colin Wood-Robinson, Jenny Lewis, John Leach and Rosalind Driver
University of Leeds, King's College, University of London
Young people's understanding of basic genetics terminology

Jenny Lewis, John Leach, Colin Wood-Robinson and Rosalind Driver
University of Leeds, King's College, University of London
Students' attitudes to the new genetics: prenatal screening for cystic fibrosis

Karl-Peter Ohly
Oberstufen Kolleg, Bielefeld
Concepts and misconceptions in molecular genetics. A qualitative approach

Arend Jan Waarlo
Universiteit of Utrecht
Teaching and Learning of informed decision-making on predictive genetic testings: a pilot study

Corinna Gebhardt, Horst Bayrhuber
Institute for Science Education (IPN) at the University of Kiel
Research on school students' conceptions and moral judgement about biotechnology

Ute Harms, Angela Kroß, Horst Bayrhuber
Institute for Science Education (IPN) at the University of Kiel
Connecting research results and developmental work:
Presentation of teaching materials based on research results concerning students' conceptions about "gene technology"

Maj-Lis Sjöbeck, Christina Kärrqvist
University of Göteborg
Students' process skills in gene technology context. Evaluation of problem-solving skills of upper secondary school students

Laurence Simonneaux
Ecole nationale de formation agronomique Toulouse-Auzeville
Antigen, antibody, antibiotics, ... Anti-what?
What did you say that was?

André Giordan
Laboratoire de Didactique et Epistémologie des Sciences, Université de Genève
Models of thinking and learning

Ulrich Kattmann, Reinders Duit, Harald Gropengießer
University of Oldenburg, Institute for Science Education (IPN) at the University of Kiel
The model of Educational Reconstruction - bringing together issues of scientific clarification and students' conceptions

Harald Gropengießer
University of Oldenburg
Educational Reconstruction of vision

Wilfried Baalmann, Vera Frerichs, Regine Illner
University of Oldenburg
Educational Reconstruction - examples in the fields of genetics and evolution

Annette Upmeier zu Belzen, Helmut Vogt, Marcellus Bonato, Manfred Hesse
University of Muenster
Effect of teaching biology on development of interest and attitude

Elmar Finke, Rainer Klee, Karl-Heinz Berck
University of Gießen
Analysis of the development of pupils' interests in biology: especially in animals, plants, human biology, conservation, and pollution control

Cecile Vander Borght-de-Bueger, Thierry Evrard, Anne-Marie Huynen
Université catholique de Louvain, Louvain-la-Neuve
Relationships to knowledge in science calssrooms

Pierre Clément
Université Claude Bernard Lyon
Introduction to the didactics of the biomedical imagery in the secondary school

List of participants


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