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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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Unter dem Titel „Science & Shopping“ präsentieren Wissenschafter*innen der Kieler Hochschulen und Forschungseinrichtungen in den Geschäften der Holtenauer Straße in Kiel leicht verständlich, kurzweilig und informativ ihre Forschungsthemen. Zu sehen sind Mitmach-Experimente und Kurzvorträge.
12:30 – 13:00 Uhr und 13:15 – 13:45 Uhr "City Nature Challenge: KielRegion – wie alle

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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Being able to comprehend informal arguments in scientific texts is important for scientific literacy in higher education. Successful intervention studies demonstrating that these skills can be trained in university students have not yet provided evidence that gains of explicit training can be maintained beyond immediate post-training assessment. In this study, we tested whether the gains in argument structure comprehension achieved using a self-directed, web-based training intervention could be maintained over several weeks as an indication of sustained improvement in scientific literacy. We also explored characteristics of students and their engagement with the training intervention that resulted in significant and sustained improvements of their argument structure comprehension skills. One hundred students took part in a voluntary supplement to their university courses, completing an online pretest, a 45-minute training session, a posttest (n = 88), and a followup test (n = 31). Training effects at posttest were compared with an active control group. The results suggest that the training group exhibited significant gains in argument structure comprehension. These gains were maintained across a four-week period. Students with low starting ability profited the most from the training and gains in argument comprehension were greatest for complex arguments. Training results were positively related to student motivation and this effect was fully mediated by their engagement with the training exercises. The results demonstrate that training gains can be maintained after immediate posttraining assessment and suggest that training is particularly effective for low-performing students, for complex arguments, and when students are motivated and engage with the training exercises.
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Feedback is widely recognized as a key mechanism in educational psychology, shaping learning through cognitive, motivational, and emotional processes. Despite a rich body of research, core questions remain regarding when feedback is effective, why it works, and for whom it fosters meaningful learning. To examine the psychological and contextual mechanisms underlying feedback effectiveness, the studies included in this issue draw on diverse methodologies, including controlled experiments, longitudinal data in school settings, and log data analyses from digital learning platforms. Central themes include the role of learner characteristics in feedback reception, the emotional and motivational dimensions of feedback processing, the impact of design and delivery features, and the reciprocal dynamics between feedback providers and receivers. What emerges across these contributions is a view of feedback as a dialogic and interpretive process, embedded within broader sociocultural and instructional systems. Insights from neuroscience, digital learning environments, and achievement motivation research further advance theorizing on feedback processes and point toward new directions for empirically grounded, interdisciplinary inquiry. Building on these insights and informed by recent theoretical and empirical developments, we offer a model that conceptualizes feedback as a multilayered process—shaped by individual, contextual, and social dynamics, and unfolding across cognitive, emotional, and motivational dimensions. This model captures the complexity of feedback interactions and highlights how feedback can support learners’ ongoing development, both in terms of immediate learning outcomes and longer-term academic development. We outline how such an integrative perspective and interdisciplinary collaborations are necessary for developing feedback practices that are more targeted, responsive, and impactful for lasting educational growth.
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Am 16. September ist der neue Forschungsüberblick der Transfer Unit Wissenschaftskommunikation erschienen. Darin untersucht Dr. Carolin Enzingmüller vom IPN, und Mitglieds des Kieler Netzwerks für Wissenschaftskommunikation (KielSCN), die Wirkung visueller Wissenschaftskommunikation.
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Datenschutzeinstellungen anpassen Unsere Mission: Wir tragen dazu bei, alle Menschen

As science museums and science centers increasingly address complex topics like biotechnology and quantum physics, visitors face mounting challenges navigating exhibit-dense environments and making informed choices aligned with their backgrounds. To reduce these challenges, this study introduces individualized tour proposals tailored to visitors’ prior knowledge and interests in a biotechnology exhibition. Comparison of experimental and control visitors’ tracking data (N = 285) demonstrate that these proposals successfully redirect movement patterns, leading experimental group participants to prioritize suggested exhibits over conventional circulation routes. Participants visited fewer exhibits overall but engaged more selectively and intensively, suggesting deeper learning potential through focused attention. Post-visit interviews reveal nuanced responses: participants reported enhanced thematic coherence, reduced cognitive load, and improved exhibit selection, aligning with cognitive load theory applications in informal learning. However, some experienced autonomy restrictions that conflicted with free-choice learning principles. These findings contribute to discussions in museum studies regarding visitor guidance in complex scientific exhibitions. The personalized tour approach demonstrates potential for enhancing learning outcomes while raising important questions about the balance between structured support and visitor autonomy. This research offers evidence for museums developing strategies to support visitor navigation in content-rich exhibitions, though implementation considerations include maintaining visitor agency and accommodating diverse learning preferences.
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IPN-Direktor Prof. Dr. Olaf Köller im Gespräch mit Jacob Chammon und Prof. Dr. Ulrike Cress über KI und die Zukunft des Lehrens und Lernens
Das war, bevor es WLAN gab und alle Schülerinnen und Schüler in Dänemark mit Endgeräten