Ute Harms
Ute Harms
Professor for Biology Education, IPN Kiel
Bestätigte E-Mail-Adresse bei ipn.uni-kiel.de - Startseite
Titel
Zitiert von
Zitiert von
Jahr
Preservice biology teachers’ professional knowledge: Structure and learning opportunities
J Großschedl, U Harms, T Kleickmann, I Glowinski
Journal of Science Teacher Education 26 (3), 291-318, 2015
942015
Biotechnology education in schools
U Harms
Electronic Journal of Biotechnology 5 (3), 5-6, 2002
922002
Assessing system thinking through different concept-mapping practices
K Brandstädter, U Harms, J Großschedl
International Journal of Science Education 34 (14), 2147-2170, 2012
892012
Fachdidaktik Biologie
H Gropengießer, U Harms, U Kattmann
Aulis, 2016
672016
Acquiring knowledge about biodiversity in a museum—are worksheets effective?
A Krombaβ, U Harms
Journal of Biological Education 42 (4), 157-163, 2008
602008
Professionswissen von Lehramtsstudierenden der mathematisch-naturwissenschaftlichen Fächer-Testentwicklung im Rahmen des Projekts KiL
T Kleickmann, J Großschedl, U Harms, A Heinze, S Herzog, F Hohenstein, ...
Unterrichtswissenschaft 42 (3), 280-288, 2014
572014
Content-related knowledge of biology teachers from secondary schools: Structure and learning opportunities
J Grossschedl, D Mahler, T Kleickmann, U Harms
International Journal of Science Education 36 (14), 2335-2366, 2014
562014
How effective is instructional support for learning with computer simulations?
M Eckhardt, D Urhahne, O Conrad, U Harms
Instructional Science 41 (1), 105-124, 2013
532013
Does motivation matter?–The relationship between teachers’ self-efficacy and enthusiasm and students’ performance
D Mahler, J Großschedl, U Harms
PloS one 13 (11), e0207252, 2018
522018
What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough
M Wollenschläger, J Hattie, N Machts, J Möller, U Harms
Contemporary Educational Psychology 44, 1-11, 2016
522016
Preservice teachers’ professional knowledge and its relation to academic self-concept
I Paulick, J Großschedl, U Harms, J Möller
Journal of Teacher Education 67 (3), 173-182, 2016
452016
Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance
D Mahler, J Großschedl, U Harms
International Journal of Science Education 39 (2), 213-237, 2017
382017
Students’ energy concepts at the transition between primary and secondary school
ST Opitz, U Harms, K Neumann, K Kowalzik, A Frank
Research in Science Education 45 (5), 691-715, 2015
362015
Biological principles and threshold concepts for understanding natural selection
LAE Tibell, U Harms
Science & Education 26 (7-9), 953-973, 2017
332017
Kerncurriculum und Standards fur den Biologieunterricht in der gymnasialen Oberstufe
U Harms
Kerncurriculum Oberstufe, S. 37-S. 38, 2004
332004
Ein computergestütztes Informationssystem zur Biodiversität als motivierende und lernförderliche Ergänzung der Exponate eines Naturkundemuseums
A Krombass, U Harms
Zeitschrift für Didaktik der Naturwissenschaften 12, 7-22, 2006
322006
Opportunities to learn for teachers’ self-efficacy and enthusiasm
D Mahler, J Großschedl, U Harms
Education Research International 2017, 2017
302017
Schwerpunkttagung'Kompetenzmodelle und Bildungsstandards: Aufgaben für die naturwissenschaftsdidaktische Forschung'
P Labudde, R Duit, D Fickermann, H Fischer, U Harms, H Mikelski, ...
Didaktik der Naturwissenschaften, 125-152, 2009
272009
Localization of a storage protein in the wood ray parenchyma cells of Taxodium distichum (L.) LC Rich. by immunogold labeling
U Harms, JJ Sauter
Trees 6 (1), 37-40, 1992
271992
Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge
K Neumann, V Kind, U Harms
International Journal of Science Education 41 (7), 847-861, 2019
262019
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