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Understanding the global cycling of carbon is critical to participate in the current public discussion on climate change in an informed manner. Fostering system thinking is key to reach this goal. Of the various influences on students’ development of system thinking in relation to the carbon cycle, the present study focuses on the influence of textbooks – both their explanatory texts and the activities they provide for students. Research-based information pertaining to ways students work on acquiring system thinking skills when solving textbook tasks on the carbon cycle is scarce. Therefore, this study investigates two research questions: (1) Which system thinking skills are addressed in German biology textbook tasks on the carbon cycle? and (2) Which entities and activities from different levels of biological organization do students deal with when working on the tasks? The second research question relates to the argument that the multi-level character of the carbon cycle causes particular learning difficulties for students. Following a qualitative content analysis, two coding schemes are developed and applied. The main results: the system thinking skills “identifying system organization” and “analyzing system behavior” are more frequently addressed than “system modeling”. The selection of entities and activities of the carbon cycle in the tasks depicts a variety of individual aspects but often does not allow a continuous tracing of dynamics in the carbon cycle along carbon flows. We suggest a greater emphasis on systems modeling in carbon cycle tasks and that the selection of entities and activities should support knowledge integration.
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Background Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education. Aims This study examines how FABs evolve during university teacher education and whether longitudinal trajectories differ across academic disciplines, particularly between STEM and non-STEM subjects. Sample The sample included 1734 preservice teachers (22.11 years old on average in the first study year, 69.8% female) from a German university, studying across 21 subjects, categorized into six groups: languages; arts and philosophy; social sciences; physical education; biology, chemistry and computer science and mathematics-intensive subjects. Methods FABs were measured annually over four years using a validated scale. Applying latent growth modelling, we examined overall changes and differences in trajectories across subject domains, controlling for gender and prior academic achievement. Results FABs changed over time, with five of the six subject groups showing a decline. Mathematics-intensive subjects and physical education exhibited the highest initial FAB levels. While mathematics-intensive subjects showed the steepest decline, FABs in physical education increased. FABs in social sciences and languages remained relatively stable. Gender predicted initial FAB levels but was unrelated to changes over time. Prior achievement did not predict either initial levels or longitudinal changes in FABs. Conclusions Teacher education appears to reduce FABs, particularly in STEM fields, yet persistent and increasing FABs in certain disciplines highlight the need for targeted interventions to foster growth-oriented beliefs in preservice teachers.
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Background Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education. Aims This study examines how FABs evolve during university teacher education and whether longitudinal trajectories differ across academic disciplines, particularly between STEM and non-STEM subjects. Sample The sample included 1734 preservice teachers (22.11 years old on average in the first study year, 69.8% female) from a German university, studying across 21 subjects, categorized into six groups: languages; arts and philosophy; social sciences; physical education; biology, chemistry and computer science and mathematics-intensive subjects. Methods FABs were measured annually over four years using a validated scale. Applying latent growth modelling, we examined overall changes and differences in trajectories across subject domains, controlling for gender and prior academic achievement. Results FABs changed over time, with five of the six subject groups showing a decline. Mathematics-intensive subjects and physical education exhibited the highest initial FAB levels. While mathematics-intensive subjects showed the steepest decline, FABs in physical education increased. FABs in social sciences and languages remained relatively stable. Gender predicted initial FAB levels but was unrelated to changes over time. Prior achievement did not predict either initial levels or longitudinal changes in FABs. Conclusions Teacher education appears to reduce FABs, particularly in STEM fields, yet persistent and increasing FABs in certain disciplines highlight the need for targeted interventions to foster growth-oriented beliefs in preservice teachers.
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Alle vier Wochen erscheint eine neue Folge mit wechselnden Gästen und Fragestellungen

Am kommenden Freitag, den 26. September 2025, lädt die KielRegion ein zu einem Höhepunkt des diesjährigen Science Summers ein: dem Science Day. Unter dem Motto „Wissenschaft erleben“ präsentieren Hochschulen und wissenschaftliche Institutionen aus Kiel an neun Standorten mit über 100 Mitmach- und Entdeckungsangeboten ihre Forschung.
Weitere Informationen und finden Sie hier: Übersicht über alle IPN-Angebote Programmflyer

Das Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik (IPN) wurde am 18. Juni 2024 in Berlin im Rahmen der Zertifikatsverleihung der berufundfamilie Service GmbH erneut für seine familien- und lebensphasenbewusste Personalpolitik geehrt.
Von den vereinbarkeitsfördernden Maßnahmen im IPN können alle Beschäftigten profitieren

Die Fachhochschule Kiel hat den Aufgabenkatalog, der im Rahmen der MaLeMINT-Studien entstanden ist, digitalisiert. Die neue Online-Plattform erleichtert den Übergang von Schule zum MINT-Studium in Schleswig-Holstein.
Lehrkräfte die MaLeMINT-Plattform begleitend in ihrem Unterricht nutzen können, wurden alle

Gehöre ich dazu? Diese Frage beschäftigt viele Menschen in unterschiedlichen Lebenssituationen – ob in der Schule, im Studium oder später im Berufsleben. Besonders im MINT-Bereich spielt die Identität eine entscheidende Rolle: Wer sich mit Mathematik, Informatik, Naturwissenschaften und Technik identifiziert, traut sich oft mehr zu und bleibt langfristig motiviert.
Und wie können Bildungsangebote so gestaltet werden, dass sich alle Schüler*innen

Das IPN hat am 18. Juni 2024 in Berlin eine besondere Auszeichnung bekommen. Diese Auszeichnung zeigt: Das IPN achtet gut darauf, dass seine Mitarbeiter und Mitarbeiterinnen Familie und Arbeit gut miteinander verbinden können.
Alle Mitarbeiterinnen und Mitarbeiter am IPN können durch die Maßnahmen Vorteile

The use of multiple-choice (MC) instruments to assess pedagogical content knowledge (PCK) has advantages in terms of test economy and objectivity, but it also poses challenges, for example, in terms of adequately capturing the intended construct. To help address these challenges, we developed and evaluated a new instrument to assess science teachers’ PCK of scientific reasoning in biology contexts (PCKSR-bio), considering multiple sources of validity evidence. First, 12 MC items were developed to assess crucial PCK components for three scientific reasoning skills. Subsequently, the correlation of corresponding content knowledge (CK) with the PCKSR-bio score was tested with 67 master’s students. In addition, the instrument was used in a cross-sectional study with 165 students (n = 29 bachelor, n = 115 master, n = 21 school-based preservice teachers), and the internal consistency as well as the correlation of the test score with the educational level was determined. An analysis of the response processes of 10 bachelor’s students showed that they more often referred to PCK when selecting an attractor and more often (rather intuitively) to other knowledge when selecting a distractor. In the cross-sectional study, the internal consistency was relatively low but increased with higher educational level. A correlation was found between the test score and CK but not between the test score and the educational level. Our results show that considering multiple sources of validity evidence can help to address common challenges in developing MC–PCK instruments. The results and limitations are discussed, and recommendations are made for the development of MC instruments to assess PCK in general.
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