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Reversed effects of grazing on plant diversity: the role of below‐ground competition and size symmetry
May, F., Grimm, V. & Jeltsch, F., 12.2009, In: Oikos. 118, 12, p. 1830-1843 14 p.
Research output: Journal contributions › Journal articles › Research › peer-review
Published
Re-Thinking Tasks in Inclusive Science Education: New Approaches to Enable Participation
Stinken-Rösner, L. & Hofer, E., 01.2022, In: Progress in science education (PriSE). 5, 1, p. 33-46 14 p.
Research output: Journal contributions › Journal articles › Research › peer-review
Published
Renewable Energy Resources: How can Science Education Foster an Appropriate Understanding?
Hüfner, S., Niebert, K. & Abels, S., 2018, Electronic Proceedings of the ESERA 2017 Conference: Research, Practice and Collaboration in Science Education. Finlayson, O., McLoughlin, E., Erduran, S. & Childs, P. (eds.). Dublin: European Science Education Research Association, p. 1076-1089 14 p.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research
Published
Rekbaar en toch precies: Met elastiekjes het rekenkundige gemiddelde en de compensatielijn bepalen
Stinken-Rösner, L., 2021, In: NVOX. 2021, 7, p. 6-7 2 p.
Research output: Journal contributions › Comments / Debate / Reports › Education
Reflexionskompetenz von Chemie- und Physikdidaktikstudierenden im bildungstheoretischen Kontext
Abels, S. J., 2012, Konzepte fachdidaktischer Strukturierung für den Unterricht: Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Oldenburg 2011. Bernholt, S. (ed.). LIT Verlag, Vol. 32. p. 51-64 13 p. (Schriften der Gesellschaft für Didaktik der Chemie und Physik).
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review
Published
"Recht und billig": abschließende Bemerkungen zur ökonomischen Grundbildung mit Kindern
Bolscho, D., 2009, Kinder erfahren nachhaltiges Wirtschaften: eine Handreichung für die Grundschulpraxis . Hauenschild, K. & Monschaw, B. (eds.). Frankfurt am Main [u.a.]: Peter Lang Verlag, p. 123-126 4 p.
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research
Putting inquiry-based learning into practice: How teachers changed their beliefs and attitudes through a professional development program
Hofer, E. & Lembens, A., 01.12.2019, In: Chemistry Teacher International. 1, 2, p. 1-11 11 p., 20180030.
Research output: Journal contributions › Journal articles › Research › peer-review
Published
„Protonen bei chemischen Reaktionen?“ – didaktische Rekonstruktion des Säure-Base-Konzepts nach Brønsted für die Sekundarstufe II
Krebs, R. E., Hofer, E. & Lembens, A., 12.2023, In: ChemKon. 30, 8, p. 334-340 7 p.
Research output: Journal contributions › Journal articles › Research › peer-review
Published
Projektband zum Forschenden Lernen im inklusiven naturwissenschaftlichen Unterricht
Abels, S., 28.06.2022, Studentische Forschung im Praxissemester: Fallbeispiel aus der Lehrkräftebildung. Beckmann, T., Ehmke, T. & Besser, M. (eds.). Bad Heilbrunn: Verlag Julius Klinkhardt, p. 73-77 5 p.
Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research › peer-review
Professionalising teachers for inquiry-based science education - challenges and limits
Hofer, E. & Lembens, A., 2020, Electronic Proceedings of the ESERA 2019 Conference.: Part 14: The beauty and pleasure of understanding: engaging with contemporary challenges through science education.. Levrini, O. & Tasquier, G. (eds.). Bologna: University of Bologna, p. 1557-1563 7 p.
Research output: Contributions to collected editions/works › Article in conference proceedings › Research › peer-review

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