Research Areas and Collaborations

How do school students, university students and teachers learn to understand complex scientific phenomena? In this research area, we investigate how systems thinking develops, which learning strategies are used in this process, and how teaching can specifically support these processes. The focus is on modelling, systems-oriented instructional explanations, and the question of how learners make well-founded predictions about dynamic developments.

Cooperation partners: RPTU Kaiserslautern-Landau, Leipzig University, Utrecht University and further national and international partners

Biology education often touches on questions that are challenging from subject-specific, societal and ethical perspectives, for example in the contexts of biodiversity, sustainability, health or animal ethics. We investigate how biology teachers can take such issues into account in their planning, moderate them in class and reflect on them together with learners. The aim is to strengthen subject-based judgement, discourse competence and professional confidence in dealing with bioethical problems.

Cooperation partner: Leipzig University

SymBioSE connects biology education sites that empirically investigate systems thinking in biology education. Within the network, research questions, survey instruments, teaching vignettes and study designs are jointly developed further. The aim is to describe learning processes involved in dealing with complex biological systems in a comparable way and to derive robust impulses for teaching, teacher education and research. The development of the SymBioSE network was funded by the Biology Education Section of VBIO.

Cooperation partners: RPTU Kaiserslautern-Landau, Leipzig University and further SymBioSE partners

Digital media are particularly valuable in science teaching when they make processes observable, measurable, modelable or open to reflection. We investigate how digital tools, ranging from sensor technology and data analysis to AI-supported applications, can be used in a subject-appropriate way. We are particularly interested in the competencies teachers need in order to use digital media not only technically, but also in a way that is justified from a science education perspective.

Cooperation partners: Chair of Cognitive Systems, MINT-Region Bamberg, Leipzig University and further school-based and extracurricular partners

Interest in science develops when learners experience natural phenomena as meaningful, understandable and accessible to them. We investigate how learning opportunities in schools and extracurricular settings can foster curiosity, self-efficacy and long-term interest in biological and scientific topics. This includes inquiry-based learning, authentic encounters with natural phenomena, and programmes that make career perspectives in STEM visible.

Cooperation partners: Austrian Centre for Biology Education, regional schools, and STEM partners from Bamberg and Upper Franconia

How can school students not only learn about biodiversity, but also investigate, document and evaluate it themselves? In this research area, we investigate how school-based and extracurricular learning opportunities related to wild bees, soil organisms and urban biodiversity can be designed. The focus is on inquiry-based learning, digital identification tools, citizen science approaches, and the question of how biodiversity education can contribute to scientific understanding, interest and sustainable action.

Cooperation partners: University of Freiburg, University of Würzburg, regional schools, and MINT-Zentrum Hirschaid