Current Projects

Project Duration: 2025–2028

Funding: German Research Foundation (DFG)

Project Leader: Helge Martens

PhD Researcher on the Project / Contact: Hannah Leah Fries

Project Member: Tim Hartelt

Cooperation partner: Ross Nehm

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 conceptions 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 [Visual Abstract]

Duration: presumably 2023–2027

Funding: –

Project members: Tim Hartelt

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?

Sub-projects:

• KI-EvaS: Planning evolution-related tasks using generative AI: Exploring the evaluation strategies of prospective biology teachers (with Sarah Wilken and Leroy Großmann)

• Generative AI in biology education: Investigating secondary school students´ prompting and evaluation skills (with Lara Schlüter)

• Investigating the potentials and limitations of using a large language Model to assess students’ intuitive and scientific conceptions of evolution from their written explanations (with Marit Kastaun and Anna Schmidt)

• Learning with generative AI in evolution education (with Helena Aptyka and Jörg Großschedl)

Publications:

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. (2025). Unterrichtswahrnehmung von (angehenden) Biologielehrpersonen: Umgang mit Schülervorstellungen im Evolutionsunterricht. Universität Münster: Münster.
• Steinwachs, J., & Martens, H. (2025). Professional Vision of Preservice and In-Service Biology Teachers: Tacit Knowledge About Teaching and Learning in Relation to Student Conceptions in Evolution Lessons. Science Education, 2025. https://doi.org/10.1002/sce.21932 
• Steinwachs, J., & Martens, H. (2023). Praktiken der Unterrichtswahrnehmung hinsichtlich des Umgangs mit anthropomorphen und teleologischen Schülervorstellungen im Evolutionsunterricht, Zeitschrift für Didaktik der Naturwissenschaften, 29:12. https://doi.org/10.1007/s40573-023-00161-0. ·
• Steinwachs, J., & Martens, H. (2022). Addressing student conceptions in evolution classes: professional vision practices of preservice and in‑service biology teachers. Evolution: Education and Outreach, 15. https://doi.org/10.1186/s12052-022-00174-2.
• Steinwachs, J.; Gresch, H. (2020). Professionalisierung der Unterrichtswahrnehmung mithilfe von Videovignetten im Themenfeld Evolution – Bearbeitung der Sachantinomie in der biologiedidaktischen Lehrerbildung. In Kürten, R.; Greefrath, G.; Hammann, M. (Hrsg.), Komplexitätsreduktion in Lehr-Lern-Laboren. Innovative Lehr-Formate in der Lehrerbildung zum Umgang mit Heterogenität und Inklusion. Münster: Waxmann, 57-78.
• Steinwachs, J.; Gresch, H. (2019). Umgang mit Schülervorstellungen im Evolutionsunterricht – Implizites Wissen von Lehramts-studierenden bei der Wahrnehmung von Videovignetten. Zeitschrift für interpretative Schul- und Unterrichtsforschung, 8, 24–39.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.

Duration: 2019–2025

Funding: University of Kassel ("Programmlinie Zukunft", 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 reasoning and inquiry practices are already an important component of primary science education. The development of related competencies and the design of effective learning environments are key areas of research in science education and educational psychology. To effectively support pupils in developing these competencies, pre-service primary school teachers need to acquire professional competencies in both subject-matter knowledge and pedagogical content knowledge during their university studies. Diagnostic competence, which has repeatedly been identified as an area of weakness in teacher education, particularly in the context of scientific experimentation, lies at the intersection of these two domains of knowledge.

There is still a need for research on theory-based instructional models for teacher education. Contrasting and comparing cases appears to be a promising instructional approach for developing and applying conceptual knowledge. The project investigates the extent to which contrasting and comparing different cases of pupils’ experimental procedures, as documented in their experimental reports, can foster pre-service primary school teachers’ methodological competencies in scientific experimentation, their ability to identify pupils’ errors, and their ability to provide appropriate corrective feedback.

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