Current Projects

Project Duration: 2025–2028

Funding: German Research Foundation (DFG)

Project Leader: Helge Martens

Team Members/Contacts: Hannah Leah Fries, Tim Hartelt

Abstract:

Students’ conceptions of scientific phenomena are often based on “cognitive biases” such as anthropomorphism, teleology, and essentialism. In popular science media (e.g., YouTube videos, podcasts, and documentaries), students are also confronted with explanations based on these “cognitive biases.” For science education, it is important to understand the extent to which “cognitive biases” in popular science media influence students’ conceptions and how students can be supported in identifying these explanations and engaging with them critically. Research on metacognition and self-regulated learning offers promising approaches for science education in this regard. Building on the DFG-funded project “Promoting Conceptual Knowledge of Evolution through Self-Assessment and Conditional Knowledge,” this project aims to deepen the empirical findings regarding the effect of conditional metaconceptual knowledge (when and in which contexts certain explanations are appropriate). Explanations based on “cognitive biases” can be helpful in everyday contexts and appealing to audiences of popular science media, but they may be inappropriate in scientific contexts. Since conditional metaconceptual knowledge has proven effective in the context of biology instruction, it has great potential to help students identify “cognitive biases” and deal with them in the context of popular science media. An intervention study will examine the extent to which (a) instruction on conditional metaconceptual knowledge and (b) “cognitive biases” in popular science media have an effect on students’ use of scientific concepts of evolution and their understanding of “cognitive biases.” In addition, the study examines the effect of the interventions on affective variables relevant to the acquisition of conceptual knowledge. This interdisciplinary project thus lies at the intersection of biology education and educational psychology. The study is being conducted in biology classes for grades 7–10 using an online intervention.

Publications:

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 Section on Biology Education. Dresden, Germany.

Duration: 2024–2027

Funding: Zentrale Forschungsförderung (ZFF), Universität Kassel, Förderlinie Projekt (2026–2027)

Project lead: Tim Hartelt

Project members: Tim Hartelt (University of Kassel, Germany), Barbara Scharfbillig (University of Trier, Germany), Elizabeth Shekupe Kashango (Otjivero Combined School, Namibia), Linus Kambeyo (University of Namibia, Namibia), Lahja Tileni Nghipandulwa (University of Namibia, Namibia), M. Elizabeth Barnes (Middle Tennessee State University, United States of America)

Cooperation partner: Suni e.V.

Abstract:

Evolution is challenging to teach due to students’ manifold non-scientific conceptions and rejection of evolution, often stemming from perceived conflicts with one’s cultural and religious beliefs, even if there is no inherent conflict between religion and science. Extensive research has been carried out around the globe (but esp. in the Global North) on students’ evolutionary knowledge, acceptance, and conflict perceptions. This research has led to considerably different findings depending on the sample’s socio-cultural environment. In the Global South, less research has been conducted, and findings may be divergent from the Global North, especially in populations where both a monotheistic, Abrahamic world religion (e.g., Christianity) and indigenous religious beliefs are relevant, as is the case in Namibia. Thus, after conducting a pre-study with a smaller sample size (Hartelt et al., 2026), we aim to conduct a questionnaire study with a broader and more diverse sample of upper-secondary students and teachers from six regions in Namibia. We will measure evolutionary acceptance, knowledge, conflict perceptions, religiosity/spirituality, religious denomination, racist perceptions of evolutionary theory, and sociodemographic data (esp. on cultural backgrounds). We aim to explore the factors influencing evolutionary acceptance and knowledge to propose educational implications for enhancing evolutionary acceptance and knowledge of Namibian students, without affecting their religious and cultural beliefs.

Publications:

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 of students with interwoven religious beliefs. International Journal of Science Education. https://doi.org/10.1080/09500693.2026.2695950 

Duration: presumably 2023–2026

Funding: –

Project members: Tim Hartelt (University of Kassel); Collaborators: Helena Aptyka (University of Cologne), Marit Kastaun (University of Kassel), Anna Schmidt (University of Kassel), Lara Schlüter (University of Kassel)

Abstract: 

Ongoing advancements in the field of AI present both opportunities and risks for teaching and learning in biology classrooms. Within the framework of this project, teaching and learning with and about AI will be examined from various perspectives using the topic of evolution as a case study. Among other things, the following questions will be addressed from both a research and a practical teaching perspective: To what extent and in what ways does the use of AI (particularly large language models such as ChatGPT) influence learning about evolution? How can students be empowered to critically reflect on their own use of AI as well as AI-generated output, and to use AI in a meaningful way? To what extent can educators and researchers productively use AI in teaching and research, for example, to assess and address students’ conceptions of evolution?

Publications:

Hartelt, T., Kastaun, M., & Schmidt, A.-L. (2026). Investigating the potential and limitations of using a Large Language Model to assess students’ scientific explanations [submitted].

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. Advance online publication. doi.org/10.1080/09500693.2025.2524083

Conference papers:

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 Classes?! (Symposium). 25th International Conference of the Section on Biology Education (FDdB). Innsbruck, Austria.

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., & 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. 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.

Duration: 2019–2025

Project Participants: Jens Steinwachs, Helge Martens

Abstract
The diversity of students’ conceptual understandings in the content area of evolution has been extensively documented empirically, so that key prerequisites for learning and learning difficulties are well known (Hammann & Asshoff, 2019). How to address the relationship between students’ diverse conceptions and disciplinary norms is, on the one hand, a subject of controversy in biology education (Gresch & Martens, 2019) and, on the other hand, a practical challenge for (prospective) teachers. Reflecting on this tension is of particular importance for teacher education. In structural-theoretical approaches to professionalism, the “subject-antimony” is described as an irresolvable tension between taking into account the individual characteristics of each learner (person-orientation) and, at the same time, upholding the curricular and content-related demands of the subject matter (subject-orientation) (Helsper, 2020). A professional approach requires addressing the relationship between students’ diverse conceptions and subject-specific norms. A professional perception of instruction (Sherin & van Es, 2009) can be viewed as a central prerequisite for this, since, from a subject-specific perspective, a teacher must first perceive events relevant to learning within the complex dynamics of the classroom. From a practice-theoretical perspective (Reckwitz, 2003), classroom perception can be understood as a social practice in which implicit knowledge guides action. This tacit knowledge encompasses various elements. For example, through school-based socialization processes, (prospective) teachers may develop deeply ingrained conceptions of teaching-and-learning processes in which students’ conceptions are assigned specific meanings.
Describing the implicit knowledge that guides action in the perception of teaching with regard to subject-specific didactic aspects represents an unmet need. This exploratory study investigates how (prospective) biology teachers perceive their approach to students’ conceptions and what implicit knowledge is relevant in this context.

In 29 group discussions and 6 interviews, the (prospective) teachers verbalized their perceptions of the lesson based on a video vignette developed from eight videotaped class sessions in an advanced biology course at a vocational college. The vignette was constructed based on theoretical principles, with the sequences incorporating typical student conceptions of evolution (Hammann & Asshoff, 2019) and showcasing interactions between the teacher and students. Data analysis is conducted using the documentary method, as this approach enables a methodologically controlled and sociological differentiation between explicit and implicit knowledge, as well as the establishment of relationships between them. Comparative analyses allow for conclusions that transcend individual cases and are generalizable (Bohnsack et al., 2013).

One contribution of the study to the practice of teacher education is to subsequently develop research-based teaching and learning strategies tailored to the reconstructed bodies of implicit knowledge (see Steinwachs & Gresch 2019 for initial empirical results). Discussing and reflecting on the conflicting expectations regarding how to address students’ conceptions would be a possible approach to professionalizing teachers’ perceptions of instruction. Taking into account the implicit knowledge of (prospective) teachers (e.g., regarding the significance of student conceptions for understanding subject-specific norms) and the use of video vignettes could make a promising contribution in this regard (see Steinwachs & Gresch 2020 for initial perspectives on a case-reconstructive seminar offering).

Publications (Project-Related)

• Steinwachs, J.; Gresch, H. (2020). Professionalizing the perception of teaching using video vignettes in the field of evolution—addressing subject antinomy in biology teacher education. In Kürten, R.; Greefrath, G.; Hammann, M. (Eds.), Reducing Complexity in Teaching-Learning Laboratories. Innovative Teaching Formats in Teacher Education for Addressing Heterogeneity and Inclusion. Münster: Waxmann, 57–78.
• Steinwachs, J.; Gresch, H. (2019). Addressing Students’ Preconceptions in Evolution Instruction—Implicit Knowledge of Pre-service Teachers in Their Perception of Video Vignettes. Journal of Interpretive School and Instructional Research, 8, 24–39.

Project Duration: 2020–2025

Funding: DFG (2020–2023)

Project members: Tim Hartelt, Helge Martens

Abstract
The development of conceptual knowledge has been shown to be supported by self-regulated learning and metacognitive knowledge. Two relevant aspects here are self-assessment and the conditional knowledge of which knowledge should be applied in which demanding situation. In the proposed project, an intervention study with a 2x2 factorial design will investigate the biology education research question of what effect a) students’ self-assessment of their own preconceptions in the field of evolution and b) instruction aimed at acquiring conditional knowledge regarding everyday and scientific situational demands, on the acquisition and application of conceptual knowledge regarding natural selection. In particular, an interaction effect is expected when students’ self-assessment of their own preconceptions is combined with conditional knowledge about different situational demands. To gain a deeper understanding of the effect on the promotion of conceptual knowledge, the influence of self-assessment and conditional knowledge on self-efficacy expectations and cognitive load will also be examined. While there is preliminary empirical evidence regarding effectiveness from educational psychology research, the investigation of domain-specific effects of self-assessment and conditional knowledge on conceptual knowledge has thus far been a gap in the field of subject-specific didactics. For example, in publications on biology education, self-assessment and the differentiation between everyday and scientific situations are considered central to the sustainable development of conceptual knowledge; however, there is currently little empirical evidence to support this. In contrast, research in biology education offers nuanced insights into subject-specific preconceptions and the challenges involved in building conceptual knowledge. Teleological and anthropomorphic preconceptions are described as general ways of thinking and a central barrier to learning when acquiring conceptual knowledge in biology, particularly in the topic area of evolution. Since these preconceptions stem from everyday interactions, the promotion of conceptual knowledge requires, in particular, metacognitive knowledge about one’s own preconceptions and conditional knowledge to differentiate between everyday and scientific contexts. The innovative aspect of this interdisciplinary project at the intersection of biology education and educational psychology lies in systematically investigating, on a domain-specific basis, the effect of self-assessment and conditional knowledge on conceptual knowledge, drawing on findings from biology education regarding preconceptions and subject-specific conceptual knowledge. The goal is to provide evidence of effectiveness for the efficient promotion of conceptual knowledge in an experimental intervention study.

Publications (project-related):

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

• 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 

• 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]
• Hartelt, T., & Martens, H. (2024). Evolution: Wie wurden die Geparde schneller? Eine interaktive Simulation zur natürlichen Selektion [Evolution: How did cheetahs become faster? An interactive digital simulation on natural selection]. Unterricht Biologie, 493, 46–47.

Project Participants: Charlotte Wolff (doctoral dissertation project)
Project Duration: 2021–2025

Abstract:

Sustainability topics in biology education require the integration of scientific and technical knowledge with political and normative discourses. In this process, scientific questions about what is true are linked to normative ideas about what is good and right. In school education, school, classroom, and subject-specific cultures set the framework for teachers to convey this relationship. This study therefore examines biology teachers’ orientations regarding the dimensions of science and sustainability, as well as their relationship in subject-specific teaching practice. The research questions focus on how teachers construct science and sustainability in their lessons and what professional self-conception emerges from these constructions. Using a reconstructive-qualitative research design, interviews were conducted with biology teachers and analyzed using the Documentary Method. This method enables the reconstruction of both explicit patterns of argumentation and implicit, routine bodies of knowledge in order to reconstruct typologies of professional orientations. This research project thus provides a structural-theoretical perspective on habitualized practices in the teaching of science and sustainability in biology classes.

Duration: 2019–2025

Funding: University of Kassel (Zukunft Program, 2019–2022)

Project Leaders
: Physics: Prof. Dr. R. Wodzinski
; Biology: Prof. Dr. J. Mayer, Dr. K. Ziepprecht

Research Assistant: Lars Meyer-Odewald

Collaborators:
Prof. Dr. Rita Borromeo Ferri (Mathematics Education)
Prof. Dr. Dorit Bosse (School Pedagogy with a focus on upper secondary school)
Annette Busse (School Pedagogy with a focus on upper secondary school)
Prof. Dr. Andreas Eichler (Mathematics Education)
Prof. Dr. Frank Lipowsky (Empirical School and Classroom Research)
Prof. Dr. Elisabeth Rathgeb-Schnierer (Mathematics Education

Abstract
: Scientific ways of thinking and working are already firmly established as an important element in elementary school; related competencies, as well as the design of effective learning environments, are the subject of research in subject-specific pedagogy and the psychology of learning. To support learners in this area, prospective elementary school teachers must develop profession-specific competencies in the subject-matter and subject-specific pedagogy domains during their studies. Diagnostic competence—a frequently cited deficit in teacher education, particularly in the context of experimentation—lies at the intersection of these two areas of knowledge.

There is currently a research gap regarding theory-based instructional models for teacher education. For the generation and application of subject-specific concepts, contrasting and comparing cases appears to be a promising teaching-and-learning principle. The project aims to investigate the extent to which contrasting and comparing different cases related to experimental procedures (student protocols) promotes subject-specific methodological competencies in experimentation, the recognition of student errors, and the ability to correct errors among prospective elementary school teachers.

The project is part of the interdisciplinary ZELL project “Contrasting and Comparing in Teacher Education” (KoVeLa).

Subproject 2 - Professional Development through Intelligent Teaching and Learning Systems (ProfiLL)

Duration
: March 2020–December 2023

Funding
: BMBF

Project
Leader:Dr. M. Meier
Staff
Member – Contact Person
: M. Kastaun

Link to the project
:https://www.uni-kassel.de/einrichtung/zlb/forschung-innovationsprojekte/pronet-d/teilprojekte/tp-2-profill-professionalsierung-durch-intelligente-lehr-/lernsysteme

Abstract
The basis and starting point for the digital teaching/learning tool in ProfiLL is an interactive system and digital companion for scientific experimentation (DiVoX: Meier & Kastaun, 2017), which has already emerged from close collaboration between the departments of Biology Education and Theoretical Computer Science/Formal Methods. The goal of ProfiLL is to professionalize the design and conduct of science experiments in school classrooms with the help of digital teaching and learning systems. The subproject is linked to the “Biology Experimentation Workshop (FLOX)” teaching and learning lab and therefore focuses on prospective (biology) teachers as well as students. Embedded in a learning environment currently under development, the teacher education students work step-by-step with the intelligent teaching and learning tool, adopting both a learner’s and a teacher’s perspective in the process.
With the PRONET-D project,
the University of Kassel is entering the third round of the Quality Initiative for Teacher Education. With a focus on digitization in higher education and university-level teacher training, learning environments are being developed and evaluated, and a network is being implemented to ensure the broad impact of digitization at the university.