1. 2017
  2. Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance

    Mahler, D., Großschedl, J. & Harms, U., 21.02.2017, In: International Journal of Science Education. 39, 2, p. 213-237 25 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. Biological principles and threshold concepts for understanding natural selection: implications for developing visualizations as a pedagogic tool

    Tibell, L. & Harms, U., 2017, In: Science & Education. 26, 7-9, p. 953–973 21 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  4. Science teacher preparation in Germany

    Neumann, K., Härtig, H., Harms, U. & Parchmann, I., 2017, Model science teacher preparation programs: An international comparison of what works best. Pedersen, J., Isozaki, T. & Hirano, T. (eds.). Charlotte, NC: Information Age Publishing, p. 29-52 14 p.

    Research output: Chapter in anthology/conference proceedingContribution to collected edition/anthologyResearch

  5. Student conceptions about energy in biological contexts

    Opitz, S., Blankenstein, A. & Harms, U., 2017, In: Journal of Biological Education. 51, 4, p. 427-440 14 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  6. 2016
  7. Wie wird Energie im Biologieschulbuch dargestellt? Entwicklung eines Kategoriensystems und exemplarische Anwendung auf eine Schulbuchreihe

    Wernecke, U., Schwanewedel, J., Schütte, K. & Harms, U., 12.10.2016, In: Zeitschrift für Didaktik der Naturwissenschaften. 22, 1, p. 215-229 15 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  8. Diagnose und Rückmeldung

    Harms, U. (ed.), 10.2016, Seelze: Friedrich Verlag. 48 p. (Unterricht Biologie; no. 417)

    Research output: BookSpecial Journal issueTransfer

  9. Diagnose und Rückmeldung - zwei Seiten einer Medaille

    Harms, U., 10.2016, In: Unterricht Biologie. 40, 417, p. 2-7 6 p.

    Research output: Contribution to journalJournal articleTransfer

  10. Adaptive prompts for learning Evolution with worked examples - Highlighting the students between the "novices" and the "experts" in a classroom

    Neubrand, C., Borzikowsky, C. & Harms, U., 13.09.2016, In: International Journal of Environmental & Science Education. 11, 14, p. 6774-6795 22 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  11. Preservice teachers' professional knowledge and its relation to academic self-concept

    Paulick, I., Großschedl, J., Harms, U. & Möller, J., 06.2016, In: Journal of Teacher Education. 67, 3, p. 173-182 10 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  12. Assessing what prospective laboratory assistants in biochemistry and cell biology know: Development and validation of the test instrument PROKLAS

    Gantner, S., Großschedl, J., Chakraverty, D. & Harms, U., 03.03.2016, In: Empirical Research in Vocational Education and Training. 8, 3, p. online only 20 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

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