Since 10/2021
Professor of Didactics of Biology, University of Kassel

03/2021
Call to Martin Luther University Halle-Wittenberg (declined)

09/2020-09/2021
Professor of Biology and its Didactics, University of Trier

06/2015-08/2020
Junior Professor for Didactics of Biology, Westfälische Wilhelms-Universität Münster

09/2014-05/2015
Research assistant, Center for Didactics of Biology, Westfälische Wilhelms-Universität Münster

08/2013-08/2014
Teaching assistant for the subjects biology and mathematics, Goetheschule Neu-Isenburg

11/2011-07/2013
Trainee teacher for the subjects Biology and Mathematics, Studienseminar Offenbach am Main

07/2013
2nd state examination

08/2010-12/2010
Research stay with Prof. Dr. Zeidler, University of South Florida, Tampa, USA

02/2012
Doctorate (Dr. rer. nat.)

10/2008-10/2011
Doctoral studies in the DFG Research Training Group 1195 Passungsverhältnisse schulischen Lernens: Verstehen und Optimieren , Georg-August-Universität Göttingen

09/2005-03/2006
Study of Biology and Pedagogy, Universidad de Córdoba, Spain

06/2008
1st state examination

10/2003-06/2008
Studied biology and mathematics for the teaching profession at grammar schools, Carl von Ossietzky University Oldenburg

To top
  • Pupils' ideas in evolution lessons
  • Education for sustainable development
  • Biology didactic reconstructive teaching research
  • Video vignette-based professionalization for biology teachers
  • Self-regulated learning in biology lessons
To top
  • 'Cognitive bias' in students' conceptions: Influence of explanations with 'cognitive bias' in popular science media and of metacognitive instruction on conceptual knowledge about evolution (DFG 2025-2028), project participants: Prof. H. Martens, Tim Hartelt, NN

  • Promoting conceptual knowledge about evolution through self-assessment and conditional knowledge (DFG 2020-2023)

  • Teleological student conceptions in evolution lessons

  • Dealing with student conceptions in evolution lessons - Implicit knowledge of prospective teachers in the first and second phase of teacher education in the perception of video vignettes

  • Education for sustainable development: promoting systemic thinking through a virtual learning module on the topic of microplastics (Nikolaus Koch Foundation 2021-2024)

  • Action requirements for education for sustainable development in biology lessons

Journal articles with peer review process

  • Hartelt, T., & Martens, H. (2025). Development and validation of an instrument measuring students' self-efficacy regarding explaining evolutionary changes. Journal of Biological Education.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. doi.org/10.1002/sce.21945
  • Martens, H. & von Kotzebue, L. (in print). Climate education in biology lessons - subject-specific basics on the biosphere and subject-didactic analysis of research and development work. In D. Höttecke, S. Heinicke, H. Martens, A. Nehring & T. Rabe (Eds.), Handbuch Klimabildung. Springer.
  • Höttecke, D., Heinicke, S., Martens, H., Nehring, A. & Rabe, T. (in press), Handbuch Klimabildung. Springer.
  • 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. doi: 10.1002/sce.21932.
  • 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. 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). Reduction of microplastic input into aquatic ecosystems: Predictors of students' behavioral intention and evaluation of a project day. Journal of Didactics in Biology, 27, 20-47. https://doi. org/10.11576/zdb-6383
  • Steinwachs, J., & Martens, H. (2023). Practices of classroom perception with regard to dealing with anthropomorphic and teleological student conceptions in evolution lessons, Zeitschrift für Didaktik der Naturwissenschaften, 29:12 .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.
  • Gresch, H. (2022). Teleological explanations in evolution classes - video-based analyses of teaching and learning processes across a seventh-grade teaching unit. Evolution: Education and Outreach. 13:10, 1-19 .doi.org/10.1186/s12052-020-00125-9.
  • Hartelt, T., Martens, H., & Minkley, N. (2022). Teachers' ability to diagnose and deal with alternative student conceptions of evolution. Science Education, 706-738. https://doi.org/10.1002/sce.21705.
  • Gresch, H. (2020). Teleological explanations in evolution classes - video-based analyses of teaching and learning processes across a seventh-grade teaching unit. Evolution: Education and Outreach, 13:10, 1-19. https://doi.org/10.1186/s12052-020-00125-9.
  • Steinwachs, J. & Gresch, H. (2019). Dealing with student conceptions in evolution lessons - Implicit knowledge of student teachers in the perception of video vignettes. Journal of Interpretative School and Classroom Research, 8, 37-51. https://doi.org/10.3224/zisu.v8i1.02.
  • Gresch, H. & Martens, M. (2019). Teleology as a tacit dimension of teaching and learning evolution: A sociological approach to classroom interaction in science education. Journal of Research in Science Teaching. 56 (3), 243-269. https://doi.org/10.1002/tea.21518.
  • Trommler, F., Gresch, H. & Hammann, M. (2018). Students' reasons for preferring teleological explanations. International Journal of Science Education, 40 (2), 159. https://doi.org/10.1080/09500693.2017.1404658.
  • Gresch, H., Hasselhorn, M. & Bögeholz, S. (2017). Enhancing decision-making in STSE education by inducing reflection and self-regulated learning. Research in Science Education, 47, 95-118. https://doi.org/10.1007/s11165-015-9491-9.
  • Gresch, H. & Bögeholz, S. (2013). Identifying non-sustainable courses of action: a prerequisite for decision-making in education for sustainable development. Research in Science Education, 43, 733-754. https://doi.org/10.1007/s11165-012-9287-0.
  • Gresch, H., Hasselhorn, M. & Bögeholz, S. (2013). Training in decision-making strategies: an approach to enhance students' competence to deal with socioscientific issues. International Journal of Science Education, 35 (15), 2587-2607. https://doi.org/10.1080/09500693.2011.617789.

Further publications

  • Hartelt, T., & Martens, H. (2024) Evolution: How did cheetahs get faster? An interactive digital simulation on natural selection. Unterricht Biologie, 493, 46-47.
  • Baltes, J., Steinwachs, J., Martens, H. (2023). The computer simulation Lake - promoting systemic thinking through digital experimentation. Unterricht Biologie, 481, 46-47.
  • Gerdtz, M., Konnemann, C., & Martens, H. (2022). Hetero, homo, bi, trans*, inter*, queer ... - ME! Reflecting on gender and sexual diversity, Unterricht Biologie, 471, 25-30.
  • Martens, H. & Martens, M. (2022). Teaching and Learning Evolution. How Sociomaterial Orders Affect Meaning Making in the Biology Classroom. In M. Martens, B. Asbrand, T. Buchborn & J. Menthe, Documentary teaching research in subject didactics (pp. 97-114). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-32566-4_6.
  • Gresch, H. (2020). Pupils' ideas as implicit knowledge: Genesis and ways of dealing with it. In B. Reinisch, K. Helbig, & D. Krüger (Eds.), Biology didactic conceptualization research: Future-oriented practice (pp. 55-67). Dordrecht: Springer.
  • Gresch, H. & Engagement Global (2020). Coral reefs. Endangering an ecosystem and developing conservation measures. OER material for biology lessons on the Global Development Orientation Framework. In KMK & BMZ (eds.), Supplements to the Global Development Orientation Framework. Bonn: Engagement Global.
  • Steinwachs, J. & Gresch, H. (2020). Professionalization of classroom perception with the help of video vignettes in the field of evolution - processing the factual antinomy in biology didactic teacher training. In R. Kürten, G. Greefrath & M. Hammann (Eds.), Complexity reduction in teaching-learning laboratories. Innovative teaching formats in teacher education for dealing with heterogeneity and inclusion (pp. 57-78). Münster: Waxmann.
  • Gresch, H. & Schwanewedel, J. (2019). Arguing as a scientific practice. In J. Groß, M. Hammann, P. Schmiemann & J. Zabel (Eds.), Biology didactic research: yields for practice (pp. 167-185). Dordrecht: Springer.
  • Düsing, K., Gresch, H. & Hammann, M. (2018). Diversity-sensitive biology teaching - changes in teacher training programs to prepare for teaching in heterogeneous learning groups. In D. Rott, N. Zeuch, C. Fischer, E. Souvignier & E. Terhart (Eds.) Dealing with Diversity. Innovative Teaching Concepts in Teacher Education for Dealing with Heterogeneity and Inclusion (pp. 127-139),Münster: Waxmann.
  • Martens, M. & Gresch, H. (2018). Ambivalent professionalities. The (re)production of subject-related ideas in biology lessons. In M. Martens, K. Rabenstein, K. Bräu et al. (Eds.), Konstruktionen von Fachlichkeit: Ansätze, Erträge und Diskussionen in der empirischen Unterrichtsforschung (pp. 275-288). Bad Heilbrunn: Klinkhardt.
  • Martens, M., Rabenstein, K., Bräu, K., Fetzer, M., Gresch, H., Hardy, I. & Schelle, C. (2018). Constructions of professionalism: Approaches, findings and discussions in empirical classroom research. Bad Heilbrunn: Klinkhardt.
  • Gresch, H. (2017). Deciding and arguing in the field of sustainable development - conservation measures in the coral reef ecosystem. Teaching series for the Raabits Biologie anthology. Stuttgart: Raabe.
  • Gresch, H. (2017). How can lessons be aligned with students' ideas? Development of a model simulation of the blood circulation. MNU, 1, 47-53.
  • Gresch, H., Konnemann, C. & Hammann, M. (2016). Research-based learning in the biology practical semester. First experiences at the University of Münster. Journal for Teacher Education. 16 (4), 48-56.
  • Trommler, F., Gresch, H. & Hammann, M. (2016). What reasons do students give for their preference for teleological or causal explanations? In U. Gebhard & M. Hammann (Eds.), Teaching and learning research in biology didactics (pp. 111-133). Vol. 7. Innsbruck: Studienverlag.
  • Gresch, H. (2012). Decision-making strategies and self-regulated learning: fostering decision-making competence in education for sustainable development. Dissertation. Göttingen: Göttingen State and University Library of Lower Saxony.
  • Gresch, H. & Reitschert, K. (2009). Influenza - a learning station. Teaching series for the anthology Raabits Biologie, 59th supplementary edition. Stuttgart: Raabe.