Lehr- und Lernvorstellungen künftig Lehrender im Fach Biologie

Brauer H. Lehr- und Lernvorstellungen künftig Lehrender im Fach Biologie. Bielefeld; 2016

Do science teachers distinguish between their own learning and the learning of their students?

Brauer H, Wilde M. Do science teachers distinguish between their own learning and the learning of their students? Research in Science Education. 2018;48(1):105-116

Pre-Service Science Teachers' Development of Epistemological Beliefs

Brauer H, Wilde M. Pre-Service Science Teachers' Development of Epistemological Beliefs. Reflecting Education. 2014;9(2):44-62.Epistemological beliefs, which are defined as beliefs regarding knowledge construction, are thought to be closely connected to different pedagogical approaches and teaching goals. They are also important to the learning process because they function as a lens to a learner’s view on content. In a cross-sectional study, we analysed the epistemological beliefs of pre-service science teachers in higher level secondary schools in Germany (n = 163). We used a closed, 26-item questionnaire that tapped the dimensions source, justification, development and certainty in the domain of science. Our findings suggest that pre-service teachers begin their professionalization with less sophisticated beliefs. Although we hypothesized that beliefs would differ across curricula, we found no differences. In addition we compared the beliefs of first, third and fifth semester students and also found no evidence of belief development as the students advanced through their semesters of professional training. Our findings suggest that pre-service teachers face a difficult start to their university education, most likely because of a predisposition to traditional teaching. Further the results may indicate that experience and knowledge alone do not strongly motivate change in the belief structure of pre-service science teachers. Our recommendation is that there should be a stronger emphasis on changing their epistemological beliefs during their academic training in an effort to improve science teaching

Unterrichtsentwicklung im Prozess

Brauer H, Wilde M. Unterrichtsentwicklung im Prozess. Der mathematische und naturwissenschaftliche Unterricht. 2013;66(4):212-218

Lehr- und Lernvorstellungen künftig Lehrender zum Lernen von Schülerinnen und Schülern im Fach Biologie

Brauer H, Balster S, Wilde M. Lehr- und Lernvorstellungen künftig Lehrender zum Lernen von Schülerinnen und Schülern im Fach Biologie. Zeitschrift für Didaktik der Naturwissenschaften. 2014;20(1):191-200

Development of an Instrument to Measure Learning Conceptions of Prospective Teachers

Brauer H, Balster S, Wilde M. Entwicklung eines Messinstruments zur Erhebung von Lernvorstellungen von angehenden Lehrenden. Psychologie in Erziehung und Unterricht. 2015;62(3):188-204.Former research on teachers' conceptions about teaching and learning explored either the conceptions teachers held about their pupils' learning or about the teachers' own learning processes. The main goal of this instrument is to connect these two perspectives. We measured in both perspectives beliefs about transmissive and constructivistic learning as well as concepts about connecting knowledge and practical application of experiences, which are especially important in science teaching Our factor analyses show that all dimensions can be clearly distinguished in both perspectives

Pre-service teachers' beliefs about their own students' science learning process [Abstract]

Brauer HH, Wilde M. Pre-service teachers' beliefs about their own students' science learning process [Abstract]. In: Gartmeier M, Mues B, eds. 15th European Association for Research on Learning and Instruction Conference (EARLI). 2013: 97

PEDOT Coated Thick Film Electrodes for In Situ Detection of Cell Adhesion in Cell Cultures

Low temperature cofired ceramics (LTCC) provide a technology for the 3-dimensional integration of sensor arrays into bioreactors covering dimensions of several hundred micrometers. Since optical control in such assemblies is not possible, the in situ detection of cell adhesion on impedance electrodes with high spatial resolution would deliver crucial information. A current limitation is the increasing impedance of microelectrodes with decreasing diameter. This study evaluates the suitability of thick film gold electrodes, pristine and coated with electropolymerized poly(3,4-ethylenedioxythiophene) (PEDOT), for the detection of cell adhesion on the electrode surface. The impedance as criterion for cell attachment is measured with a recording system for electroactive cells with the aim of improving usability. Two cell cultures with different adhesion characteristic are used for adhesion assessment on planar test chips. The impedance increase measured on individual PEDOT coated electrodes due to tight contact of cells reaches a factor of 6.8 in cultures of well-adherent HepG2 cells. Less adhered NG108-15 cells produce a maximum impedance increase by a factor of 2.6. Since the electrode impedance is significantly reduced by PEDOT coating, a reduction of the electrode diameter to values below 100 µm and spatially resolved detection is possible. The results encourage further studies using PEDOT coated thick film electrodes as bio-electronic-interfaces. We presume that such miniaturized electrodes are suitable for 3-dimensional recordings in electroactive cell cultures, providing information of local cell adhesion at the same time

Empirische Arbeit: Entwicklung von Skalen zur Erhebung domänenspezifischer Vorstellungen über das Lernen in der Biologie

In this paper we describe the development of scales for assessing learners' beliefs about learning in biology. The scales can be used for conducting scientific studies or diagnosing learning prerequisites. The paper argues that reliable instruments for assessing beliefs about knowledge, knowing and learning are still missing. The need to differentiate between beliefs about knowledge and knowing on the one hand and beliefs about learning on the other hand is lined out. Based on a literature review, scales measuring the beliefs about ability, effort, and speed to learn are developed. 363 teacher students for biology and nature and life (Sachunterricht) participated in the study. Factor analyses provide evidence for the assumed beliefs about learning. All scales reach high values for Cronbach's a ranging between .71 and .86. Discriminant validity of the scales is proved by the strict Fornell-Larcker-Criterion. The paper draws conclusions for further scale development

Gemeinsamkeiten und Unterschiede in den epistemischen Überzeugungen von angehenden Handelslehrkräften, Bankkaufleuten und Biologielehrkräften

Berding F, Brauer H, von Hebel K, Basten M, Rebmann K, Wilde M. Gemeinsamkeiten und Unterschiede in den epistemischen Überzeugungen von angehenden Handelslehrkräften, Bankkaufleuten und Biologielehrkräften. Zeitschrift für Berufs- und Wirtschaftspädagogik. 2015;111(3):398-416