"Teachers' ideas on experimentation in biology lessons"

The content and competences of scientific knowledge acquisition are part of the core of science education. One focus of scientific knowledge acquisition is experimentation. Pupils should learn how scientific knowledge is gained and what characterises scientific methodology and statements.

A number of studies have dealt with the question of what ideas pupils have about the experimental method. They show that pupils believe that experimenting means trying things out and making discoveries. They do not conceptualise experimentation as purposeful action and often think that the aim of an experiment is to achieve an effect rather than to test hypotheses and clarify causes.

This research focuses on teachers and examines how they organise experimental teaching in the subject of biology - if this is to reflect the scientific way of thinking and working - and what teachers' ideas are behind this.

The biology lessons of experienced teachers at secondary level I will first be videographed and analysed. Student experiments will be used and the scientific way of thinking and working will be reflected. Stimulated recalls will then be conducted with the teachers in individual interviews. In addition, the pupils of the interviewed teachers will be questioned in writing about the videotaped lessons.

The model of didactic reconstruction for teacher training serves as the research framework.

2005 to 2010 Studied the subjects of biology and chemistry for the teaching profession at grammar schools at the University of Oldenburg.

Since April 2010 scholarship holder in the doctoral programme "Processes of subject-didactic structuring in school practice and teacher training"(ProfaS) at the University of Oldenburg.