Professional Activity and Experience

Since October 2021
Researcher and educator in the Department of Biology Education at the University of Kassel

2020–September 2021
Researcher and educator in the Department of Biology and Biology Education at the University of Trier

2019–2020
Teacher of biology and natural sciences at the secondary levels I and II at Gesamtschule Horst (Gelsenkirchen, North Rhine-Westphalia)

2016–2017
Research stays at the Goro Research Camp (Limpopo, South Africa). Research projects: Seed dispersal of African crested porcupines & Behavior of vervet monkeys

2013–2014
Integration assistant at the Catholic Secondary School in Marl (North Rhine-Westphalia), Diakonisches Werk im Kirchenkreis Recklinghausen e. V.

Education

2020–2025
Working on the doctoral dissertation titled “Addressing students’ cognitive biases in evolution education through self-regulatory and metacognitive approaches”

2014–2020
Studying biology and history to become a teacher at Ruhr University Bochum

• Knowledge about and attitudes toward evolution
• Identifying and addressing students’ conceptions
• Self-regulated learning and metacognition
• AI in biology education
• Education for sustainable development

• Cognitive biases in student conceptions: Influence of explanations with cognitive biases in popular media and of metacognitive instruction on conceptual knowledge about evolution. For more information, please click here.
• Evolutionary understanding, acceptance, and conflict perceptions of Namibian school students (EvoNam). For more information, please click here.
• Teaching and learning with and about AI in the topic of evolution (EvoKI). Weitere Informationen finden Sie here.
• Enhancing students' conceptual knowledge through self-assessment and conditional knowledge. For more information, please click here.

Publications in peer-reviewed scientific journals

• Hartelt, T., Kashango, E. S., & Scharfbillig, B. (2026). “God didn’t like it and detained them not to fly again:” Evolutionary understanding, acceptance, and perceived conflicts among students with interwoven religious beliefs. International Journal of Science Education. https://doi.org/10.1080/09500693.2026.2695950 [Visual Abstract]

• Hanisch, S., Eirdosh, D., González-Galli, L., Hartelt, T., Perez, G., & Cupo, B. (2026). Understanding agency in evolutionary explanations: An assessment tool for biology education. Journal of Biological Education, 60(3), 341–370. https://doi.org/10.1080/00219266.2025.2486963

• Hartelt, T., & Martens, H. (2025). Development and validation of an instrument measuring students’ self-efficacy regarding explaining evolutionary changes. Journal of Biological Education, 60(4), 654–688. https://doi.org/10.1080/00219266.2025.2546795 [Visual Abstract]

• Aptyka, H., Großschedl, J., & Hartelt, T. (2025). Bugbear or surefire success? Secondary school students’ conceptual learning about evolution with ChatGPT. International Journal of Science Education. https://doi.org/10.1080/09500693.2025.2524083
• Hartelt, T., & Martens, H. (2025). How accurate are students in self-assessing their conceptions of evolution? Science Education, 109(3), 965–989. https://doi.org/10.1002/sce.21945 [Visual Abstract]
• Hartelt, T., & Martens, H. (2025). Promoting metacognitive awareness and self-regulation of intuitive thinking in evolution education. The American Biology Teacher, 87(2), 113–119. https://doi.org/10.1525/abt.2025.87.2.113
• Hartelt, T., & Martens, H. (2024). Self-regulatory and metacognitive instruction regarding student conceptions: Influence on students’ self-efficacy and cognitive load. Frontiers in Psychology, 15, Article 1450947. https://doi.org/10.3389/fpsyg.2024.1450947 [Visual Abstract]
• Hartelt, T., & Martens, H. (2024). Influence of self-assessment and conditional metaconceptual knowledge on students’ self-regulation of intuitive and scientific conceptions of evolution. Journal of Research in Science Teaching, 61(5), 1134–1180. doi.org/10.1002/tea.21938 [Visual Abstract; Video Abstract]
• Jensen, A., Hartelt, T., Wolff, C., Funke, L.-M., & Martens, H. (2023). Reduzierung des Mikroplastikeintrags in aquatische Ökosysteme: Prädiktoren der Verhaltensintention von Schüler:innen und Evaluation eines Projekttags [Limiting microplastic pollution to aquatic ecosystems: predictors of students’ behavioral intention and evaluation of a project day]. Zeitschrift für Didaktik der Biologie, 27, 20–47. https://doi.org/10.11576/zdb-6383
• Hartelt, T., Martens, H., & Minkley, N. (2022). Teachers’ ability to diagnose and address alternative student conceptions of evolution. Science Education, 106(3), 706–738. https://doi.org/10.1002/sce.21705

Practical Teaching Contributions

• Hartelt, T. (2025). Natürliche Selektion besser lernen mit KI?! [Learning about natural selection – Better with AI?!]. Unterricht Biologie, 508, 15–18.
• Hoffmann, A., Kamakuere, K., & Hartelt, T. (2025). Learning about plastic pollution and reduction using a serious game. Primary Science, 185, 25–28.
• Rosenbach, J., Kumpe, M., & Hartelt, T. (2024). Heterogenitätsdimension: Religion im Biologieunterricht Gibt es einen Konflikt zwischen Glauben und Evolution? [Religion as a dimension of heterogeneity in biology instruction: Is there a conflict between faith and evolution?]. MNU Journal, 77(4), 296–300.
• Hartelt, T., & Martens, H. (2024). Evolution: Wie wurden die Geparde schneller? Eine interaktive digitale Simulation zur natürlichen Selektion [Evolution: How did cheetahs become faster? An interactive digital simulation on natural selection]. Unterricht Biologie, 493, 46–47.
• Hartelt, T. (2021). “Giraffen mutierten, weil sie einen langen Hals brauchten:” Alternative Schüler(innen)vorstellungen zur Evolution – Diagnose und Umgang ["Giraffes mutated because they needed a long neck:" Alternative student conceptions of evolution – diagnosis and pedagogical approaches]. Practical guide for teachers based on the master’s thesis awarded the 2020 Ruhr Teacher Education Prize. Professional School of Education, Ruhr University Bochum.

Further Publications

• Lorke, J., Beniermann, A., Bögeholz, S., Düsing, K., Dütemeyer, K., Hartelt, T., Kapelari, S., Konnemann, C., Korfmacher, I. M., Kremer, K., Moormann, A., Schmidt, E., Schuster, S., Szczepanski, L., Upmeier zu Belzen, A., & Walter, H. (2026). Wissenschaftskommunikation und Biologiedidaktik [Science communication and biology education]. Biologie in unserer Zeit, 56(3), 223–226. doi.org/10.11576/biuz-9295

Edited Volumes

• Boyce, A., Groß, C., Hartelt, T., & Thiery, S. (Eds.) (2022). Third Mission (Im)possible?! Options for Action for Early-Career Researchers. Book of Abstracts from the 4th Interdisciplinary Graduate Conference. University of Trier. https://doi.org/10.5281/zenodo.7865458

Dissertation

• Hartelt, T. (2025). Addressing students’ cognitive biases in evolution education through self-regulatory and metacognitive approaches. University of Kassel. https://doi.org/10.17170/kobra-2025031410967

Conference Papers

• Hartelt, T., & Henniges, J. R. (April 19–22, 2026). Should we individualize the way we deal with students’ conceptions? 99th Conference of the National Association for Research in Science Teaching (NARST). Seattle, USA.

• Fries, H. L., Hartelt, T., & Martens, H. (Feb. 23–26, 2026). Effects of metacognitive instruction and explanations based on cognitive biases in popular science media on conceptual knowledge of evolution. 27th Spring School of the Biology Education Section. Dresden, Germany.

• Hartelt, T., Schmidt, A., & Kastaun, M. (September 15–18, 2025). How well can a large language model diagnose students’ conceptions? In M. Kastaun (Chair), Artificial Intelligence as a Teaching and Learning Tool for Biology Education?! (Symposium). 25th International Conference of the Section on Biology Education (FDdB). Innsbruck, Austria.

• Kastaun, M., Heuckmann, B., Hartelt, T., & Thyssen, C. (September 15–18, 2025). Artificial Intelligence—Miracle Tool or Risk Factor for (Biology) Education and Research?! [Round Table]. 25th International Conference of the Section for Biology Education (FDdB). Innsbruck, Austria.

• Henniges, J., & Hartelt, T. (August 25–29, 2025). Dealing with heterogeneity regarding students’ alternative conceptions. 16th Conference of the European Science Education Research Association (ESERA). Copenhagen, Denmark.

• Hartelt, T., Schmidt, A., & Kastaun, M. (August 25–29, 2025). Investigating the potential of using a Large Language Model to assess students’ scientific explanations. 16th Conference of the European Science Education Research Association (ESERA). Copenhagen, Denmark.

• Hartelt, T., & Martens, H. (August 25–29, 2025). Self-assessments—A strategy to develop students’ metacognitive awareness of their intuitive and scientific conceptions? In T. Hartelt (Chair), Metacognition about intuitive thinking and language in science education (Symposium). 16th Conference of the European Science Education Research Association (ESERA). Copenhagen, Denmark.
• Hartelt, T., & Aptyka, H. (Nov. 14–17, 2024). Students’ learning with AI in biology education. 2024 Professional Development Conference of the National Association of Biology Teachers (NABT). Anaheim, California, USA. http://doi.org/10.13140/RG.2.2.16791.89762
• Hartelt, T., Großschedl, J., & Aptyka, H. (June 1–5, 2024). ChatGPT in biology education. How do AI tools influence conceptual learning? 14th Conference of European Researchers in Didactics of Biology (ERIDOB). Lyon, France.
• Hartelt, T. (Nov. 15–17, 2023). A Look at Practice: DocColloq Conference—Science Communication as the Focus of a Conference for Early-Career Researchers. Forum for Science Communication 2023. Bielefeld, Germany.
• Hartelt, T., & Martens, H. (September 18–21, 2023). Self-assessment of students’ own conceptions of evolution in high school. In U. Harms & D. Fiedler (Chairs), Knowledge of and Engagement with Concepts of Biological Evolution: Findings from Empirical Studies in Preschool and School (Symposium). 23rd International Conference of the Section on Biology Education (FDdB). Ludwigsburg, Germany.
• Hartelt, T., & Martens, H. (August 28–September 1, 2023). Metaconceptual teaching about intuitive conceptions: Influence on cognitive load and self-efficacy. 15th Conference of the European Science Education Research Association (ESERA). Cappadocia, Turkey.
• Hartelt, T. (July 19–21, 2023). Communicating about science communication on a meta-level – Why science communication does not always pursue the goal of communicating scientific conceptions. European Meeting on Science Communication. Frankfurt, Germany.
• Hartelt, T., & Martens, H. (April 18–21, 2023). Influence of self-assessment and conditional metaconceptual knowledge on students’ conceptual understanding of evolution. 96th Conference of the National Association for Research in Science Teaching (NARST). Chicago, USA.
• Hartelt, T., & Martens, H. (March 20–23, 2023). Do self-regulated learning and metacognition enhance students’ conceptual knowledge about natural selection? 23rd Spring School of the Section on Biology Education. Frankfurt, Germany.
• Hartelt, T., Martens, H., & Minkley, N. (August 29–September 2, 2022). Teachers’ self-efficacy and their ability to diagnose and address students’ conceptions. 13th Conference of European Researchers in Didactics of Biology (ERIDOB). Nicosia, Cyprus.
• Hartelt, T., & Martens, H. (March 21–23, 2022). Promoting conceptual knowledge of evolution through self-assessment and conditional metaconceptual knowledge. 23rd Spring School of the Biology Education Section. Bielefeld, Germany. Link: https://doi.org/10.14293/S2199-1006.1.SOR-.PPH3N4Q.v1
• Hartelt, T., Gresch, H., & Minkley, N. (September 13–16, 2021). The Influence of Biology Teachers’ Subject Knowledge and Professional Experience on How They Address Students’ Conceptions of Evolution. International Conference of the Section for Biology Education (FDdB). Germany (held virtually).
• Hartelt, T. (September 17–18, 2020). The Influence of Biology Teachers’ Professional Experience on How They Address Students’ Alternative Conceptions of Evolution. 5th Conference on Student Research. Research Drives—Growing Through Science. Stuttgart, Germany (virtual).

Invited Presentations

• Hartelt, T. (September 24, 2026). Enhancing students’ conceptual understanding of evolution through metacognition, individualization, and culture-specific approaches. MSE Seminar Series, Middle Tennessee State University, Tennessee, USA.

• Hartelt, T. (February 17, 2026). Addressing students’ cognitive biases in evolution education through self-regulatory and metacognitive approaches. Meeting of the Biology Education Research Lab, Stony Brook University, New York, USA.

• Hartelt, T. (January 20, 2026). Teaching and learning with and about AI in the field of evolution. Institute Colloquium on Biology Education. University of Münster, Germany.

• Scharfbillig, B., Kashango, E. S., & Hartelt, T. (December 2, 2025). German-Namibian exchange of educators: Professional development in the field of education for sustainable development. In T. Hartelt & S. Alameh (Organizers). How do intercultural dimensions shape international research and education projects? NARST Virtual Event.

• Hartelt, T. (October 19–20, 2023). Enhancing students’ self-regulation of teleology and other cognitive biases through metaconceptual teaching. Workshop on understanding agency in evolution education. Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany.

• Hartelt, T., & Martens, H. (Dec. 12, 2022). Influence of self-assessment and conditional metaconceptual knowledge on students’ conceptual understanding of evolution. Virtual Meeting of the Conceptual Organization, Reasoning, and Education Lab at Northeastern University. Boston, USA (virtual).

Research Data

• Hartelt, T. (2026, June 17). Dataset for the project “Evolutionary understanding, acceptance, and perceived conflicts of students with interwoven religious beliefs.” doi.org/10.17605/OSF.IO/TGBXD

• Hartelt, T., & Martens, H. (June 25, 2025). Dataset for the project “Enhancing conceptual knowledge about evolution through self-assessment and conditional knowledge.” doi.org/10.17605/OSF.IO/52HFU

Courses:

• Topics and Concepts in Biology Education (Winter Semester 2023/2024; Summer Semester 2024; Winter Semester 2024/2025; Summer Semester 2025)
• Accompanying Course for the Practicum Semester (Summer Semester 2026)
• Development and Analysis of Biology Instruction (Winter Semester 2025/2026)
• Advanced Subject-Specific Pedagogy: Evolution (Winter Semester 2023/2024; Winter Semester 2024/2025; Winter Semester 2025/2026; Summer Semester 2026)
• Advanced Subject-Specific Pedagogy: Connecting Cultures, Shaping Futures: A Transnational Course on Education for Sustainable Development in Namibia and Germany (Summer Semester 2026)
• Lecture Series: Human Biology (Winter Semester 2025/2026)
• Guide to Academic Writing (Summer Semester 2025; Winter Semester 2025/2026)

Professional Development/Workshops:

• Hartelt, T. (Nov. 3, 2025). Innovative Approaches to Promoting Understanding of Natural Selection. In T. Hartelt (Organizer), “Nothing in Biology Makes Sense Except in the Light of Evolution”—Further Developing Evolution Education in High School. Workshop Day at the University of Kassel. Kassel.

• Hartelt, T., & Martens, H. (May 1–4, 2025). Explicitly Addressing Students’ Intuitive Notions of Evolution. 115th MNU National Congress. Bochum.
• Grieser, M., & Hartelt, T. (February 12, 2024). Evolutionary biology research using the Avida-ED digital model system. STEM Days 2025 at the University of Kassel. Kassel.
• Hartelt, T. (Nov. 14–17, 2024). 2024 Huxley Award winner: Enhancing understanding of evolution by promoting metacognitive awareness and self-regulation of intuitive thinking. 2024 Professional Development Conference of the National Association of Biology Teachers (NABT). Anaheim, California, USA.
• Hartelt, T. (Oct. 11, 2024). Open Educational Resources: H5P as an OER Tool for Interactive Learning Content. Trier.
• Hartelt, T., & Martens, H. (April 25, 2024). Dealing with students’ alternative conceptions in the field of evolution. Continuing education program offered by the University of Kassel. Accredited by the Hessian Teachers’ Academy. Kassel.
• Hartelt, T. (March 24–28, 2024). Creating Interactive, Digital Content to Promote Science Learning. 114th MNU National Congress. Jena.
• Hartelt, T. (November 23, 2023). Using and Creating Open Educational Resources. Continuing education program in higher education pedagogy offered by the Center for Good and Innovative Teaching. Trier.
• Hartelt, T. (December 15, 2022). Creating interactive learning content that supports learning with H5P. Continuing education program in higher education pedagogy offered by the Center for Effective and Innovative Teaching. Trier.

Event Organizers:

• Hartelt, T., & Alameh, S. (Organizers) (December 2, 2025). How Do Intercultural Dimensions Shape International Research and Education Projects? NARST Virtual Event.
• Hartelt, T. (Organizer) (November 3, 2025). “Nothing in biology makes sense except in the light of evolution”—Further developing the teaching of evolution in high school. Workshop day at the University of Kassel. Kassel.
• Hartelt, T. (Chair) (August 25–29, 2025). Metacognition about intuitive thinking and language in science education (Symposium). 16th Conference of the European Science Education Research Association (ESERA). Copenhagen, Denmark.
• Hartelt, T., & Boyce, A., Thiery, S., & Groß, C. (Organizers) (Dec. 8–9, 2022). 4th Interdisciplinary Graduate Conference: “Third Mission (im)possible?! Options for Action for Early-Career Researchers” (virtual). University of Trier.
• Boyce, A., Hartelt, T., Lippert, S., & Simonis, L. (Organizers) (December 3, 2021). 3rd Interdisciplinary Graduate Conference: “Blurring Boundaries” (virtual). University of Trier.

Exchange Programs:

• Organization (with Barbara Scharfbillig, Gijsbertha van Rooyen, and Elizabeth Shekupe Kashango) and group leadership in the “German-Namibian Educators Exchange” program (2026–2027)

• Editorial Board Member of the Journal of Research in Science Teaching (JRST)
• Editorial Board Member of The Science Teacher
• Board Member of Suni e.V. (Association for the Promotion of Intercultural Cooperation between Germany and Namibia in the Field of Education)
• Active member of the Education and Outreach Committee of the Society for the Study of Evolution (SSE)
• Active member of the NARST International Committee
• Active member of the Working Group on Science Communication and Biology Education within the FDdB
• National Association for Research in Science Teaching (NARST)
• National Association of Biology Teachers (NABT)
• Association for the Promotion of STEM Education (MNU)
• Society for the Study of Evolution (SSE)
• Biology Education Section (FDdB) of the VBIO
• European Science Education Research Association (ESERA)

• 2026: “Investigating predictors of and ways to promote students’ understanding and acceptance of evolution in a novel context.” Funding provided by the Zentrale Forschungsförderung (ZFF), University of Kassel, Funding Line: Einzelprojekt
• 2026: ESERA Early Career Researcher Travel Grant for a research visit to the Social Perceptions of Science Lab at Middle Tennessee State University (host researcher: Prof. Dr. M. Elizabeth Barnes)
• 2026: DAAD “Conference Travel Program” grant
• 2025: “Nothing in biology makes sense except in the light of evolution” – Further developing evolution instruction in high school. Workshop day at the University of Kassel. Funding provided through the “Small Grants Program for Local and Regional Outreach” of the Society for the Study of Evolution (SSE)
• 2025: NARST/NSTA Research Worth Reading Nomination for the scientific publication “Influence of self-assessment and conditional metaconceptual knowledge on students’ self-regulation of intuitive and scientific conceptions of evolution”
• 2024: T. H. Huxley Award from the Society for the Study of Evolution (SSE) for the development of the evolution teaching materials “Metaconceptual Learning Activities for Promoting Metacognitive Awareness and Self-Regulation of Intuitive Thinking in Evolution Education”
• 2024: DAAD “Conference Travel Program” grant
• 2023: Organization of the 4th Interdisciplinary Graduate Conference. Funded by the Graduate Center at the University of Trier (together with Simonis, L., & Boyce, A.)
• 2022: Organization of the 3rd Interdisciplinary Graduate Conference. Funding provided by the Graduate Center at the University of Trier (in collaboration with Boyce, A., Lippert, S., & Simonis, L.)
• 2022: Award for Best Poster, 23rd Spring School of the Biology Didactics Section
• 2020: Ruhr Teacher Education Encouragement Award 2020 for the master’s thesis “The Influence of Biology Teachers’ Professional Experience on How They Address Students’ Conceptions of Evolution”
• 2020: DAAD Scholarship “Lehramt.International: Internships Abroad for Teacher Education Students” (not taken up due to the COVID-19 pandemic)
• 2015–2019: Germany Scholarship
• 2017: Promos Scholarship for a research stay at the Goro Research Camp in South Africa
• 2016: Promos Scholarship for a research stay at the Goro Research Camp in South Africa

• 2024–2025: Intercultural German-Namibian exchange for educators in the field of education for sustainable development, including a study abroad program at Epukiro Secondary School in Namibia (Suni e. V. and Light for the Children Foundation)
• 2023: European Summer School on Science Communication (Goethe University Frankfurt)
• 2021–2022: Certificate program “Rhineland-Palatinate Certificate in Higher Education Pedagogy” (Hochschulevaluierungsverbund Südwest e. V.)
• 2021–2022: Certificate course “Digital Teaching” (Center for Good and Innovative Teaching, University of Trier)
• 2021: Certificate course “Teaching Qualification for German as a Foreign Language / German as a Second Language” (Goethe-Institut)