Abteilung Didaktik der Biologie

[["dc.bibliographiccitation.firstpage","6980"],["dc.bibliographiccitation.issue","17"],["dc.bibliographiccitation.journal","Sustainability"],["dc.bibliographiccitation.volume","12"],["dc.contributor.author","Böhm, Marko"],["dc.contributor.author","Barkmann, Jan"],["dc.contributor.author","Eggert, Sabina"],["dc.contributor.author","Carstensen, Claus H."],["dc.contributor.author","Bögeholz, Susanne"],["dc.date.accessioned","2020-09-28T14:01:10Z"],["dc.date.available","2020-09-28T14:01:10Z"],["dc.date.issued","2020"],["dc.description.sponsorship","Deutsche Forschungsgemeinschaft"],["dc.identifier.doi","10.3390/su12176980"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/17537"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67901"],["dc.language.iso","en"],["dc.notes.intern","DOI-Import GROB-344"],["dc.notes.intern","Merged from goescholar"],["dc.publisher","MDPI"],["dc.relation.eissn","2071-1050"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.relation.orgunit","Zentrum für Biodiversität und Nachhaltige Landnutzung"],["dc.rights","https://creativecommons.org/licenses/by/4.0/"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","Quantitative Modelling and Perspective Taking: Two Competencies of Decision Making for Sustainable Development"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","27"],["dc.bibliographiccitation.lastpage","37"],["dc.contributor.author","Bögeholz, Susanne"],["dc.contributor.author","Eggert, Sabina"],["dc.contributor.editor","Wilhelm, Markus"],["dc.date.accessioned","2020-10-30T08:19:21Z"],["dc.date.available","2020-10-30T08:19:21Z"],["dc.date.issued","2018"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/68105"],["dc.publisher","Schneider Verlag Hohengehren"],["dc.publisher.place","Baltmannsweiler"],["dc.relation.isbn","978-3-8340-1900-4"],["dc.relation.ispartof","Wirksamer Biologieunterricht"],["dc.title","Wirksamer Biologieunterricht - Biology and Beyond"],["dc.title.subtitle","Schülerinnen und Schüler für eine Teilhabe an Wissenschaft und Gesellschaft qualifizieren"],["dc.type","book_chapter"],["dc.type.internalPublication","unknown"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","111"],["dc.bibliographiccitation.lastpage","128"],["dc.bibliographiccitation.volume","7"],["dc.contributor.author","Schönborn, Konrad J."],["dc.contributor.author","Bögeholz, Susanne"],["dc.contributor.editor","Treagust, David F."],["dc.contributor.editor","Tsui, Chi-Yan"],["dc.date.accessioned","2020-09-28T14:01:12Z"],["dc.date.available","2020-09-28T14:01:12Z"],["dc.date.issued","2012"],["dc.identifier.doi","10.1007/978-94-007-4192-8"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67906"],["dc.notes.intern","DOI-Import GROB-344"],["dc.publisher","Springer Netherlands"],["dc.publisher.place","Dordrecht"],["dc.relation.eisbn","978-94-007-4192-8"],["dc.relation.isbn","978-94-007-4191-1"],["dc.relation.ispartof","Multiple Representations in Biological Education"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.title","Models and Modeling in Science Education"],["dc.type","book_chapter"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","1443"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Sustainability"],["dc.bibliographiccitation.lastpage","1460"],["dc.bibliographiccitation.volume","5"],["dc.contributor.author","Koch, Sebastian"],["dc.contributor.author","Barkmann, Jan"],["dc.contributor.author","Strack, Micha"],["dc.contributor.author","Sundawati, Leti"],["dc.contributor.author","Boegeholz, Susanne"],["dc.date.accessioned","2018-11-07T09:26:10Z"],["dc.date.available","2018-11-07T09:26:10Z"],["dc.date.issued","2013"],["dc.description.abstract","Graduates of university programs addressing sustainable resource management are likely to shape strategies for natural resource use in the future. Their academic training needs to foster student knowledge of the multiple dimensions of natural resource management. This paper investigates university student understanding of such challenges. We differentiated situational, conceptual, and procedural types of knowledge, and three domains of knowledge (ecological, socio-economic and institutional knowledge), and sampled beginners (third semester) and seniors (seventh semester) of seven natural resource related programs at the leading Indonesian institution of higher education in the field of natural resource management (IPB Bogor; n = 882). The questionnaire consisted of multiple choice and rating scale items covering 'locally' relevant open-access resource use issues. With a confirmatory tau-equivalent LISREL model, construct validity was assessed. The ability to extract relevant information from problem descriptions provided (situational knowledge) did not differ between third and seventh semester students. While it was high for ecological and socio-economic items, it was markedly lower for institutional knowledge. Knowledge of relevant scientific concepts (conceptual knowledge) increased in the ecological and socio-economic domains but the effect was small. Conceptual knowledge in the socio-economical and institutional domains tended to be lower than ecological knowledge. Although there was certain improvement, student judgments on the efficacy of resource management options (procedural knowledge) differed strongly from expert judgments for beginners as well as for senior students. We conclude that many of the university students in the sampled programs displayed substantial gaps in their capacity to solve complex, real-world natural resource management problems. Specifically, the socio-economic and institutional knowledge domains-and their integration with ecological knowledge-may require attention by educational planners."],["dc.description.sponsorship","Open-Access-Publikationsfonds 2013"],["dc.identifier.doi","10.3390/su5041443"],["dc.identifier.isi","000324048200005"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/8763"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/30238"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Mdpi Ag"],["dc.relation.issn","2071-1050"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.rights","CC BY 3.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/3.0/"],["dc.title","Knowledge of Indonesian University Students on the Sustainable Management of Natural Resources"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","261"],["dc.bibliographiccitation.lastpage","281"],["dc.contributor.author","Bögeholz, Susanne"],["dc.contributor.author","Hößle, Corinna"],["dc.contributor.author","Höttecke, Dietmar"],["dc.contributor.author","Menthe, Jürgen"],["dc.contributor.editor","Krüger, Dirk"],["dc.contributor.editor","Parchmann, Ilka"],["dc.contributor.editor","Schecker, Horst"],["dc.date.accessioned","2020-09-28T14:01:14Z"],["dc.date.available","2020-09-28T14:01:14Z"],["dc.date.issued","2018"],["dc.identifier.doi","10.1007/978-3-662-56320-5_16"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67919"],["dc.notes.intern","DOI-Import GROB-344"],["dc.publisher","Springer Berlin Heidelberg"],["dc.publisher.place","Berlin, Heidelberg"],["dc.relation.eisbn","978-3-662-56320-5"],["dc.relation.isbn","978-3-662-56319-9"],["dc.relation.ispartof","Theorien in der naturwissenschaftsdidaktischen Forschung"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.title","Bewertungskompetenz"],["dc.type","book_chapter"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","733"],["dc.bibliographiccitation.issue","2"],["dc.bibliographiccitation.journal","Research in Science Education"],["dc.bibliographiccitation.lastpage","754"],["dc.bibliographiccitation.volume","43"],["dc.contributor.author","Gresch, Helge"],["dc.contributor.author","Boegeholz, Susanne"],["dc.date.accessioned","2018-11-07T09:26:45Z"],["dc.date.available","2018-11-07T09:26:45Z"],["dc.date.issued","2013"],["dc.description.abstract","Students are faced with a multitude of decisions as consumers and in societal debates. Because of the scarcity of resources, the destruction of ecosystems and social injustice in a globalized world, it is vital that students are able to identify non-sustainable courses of action when involved in decision-making. The application of decision-making strategies is one approach to enhancing the quality of decisions. Options that do not meet ecological, social or economic standards should be excluded using non-compensatory strategies whereas other tasks may require a complete trade-off of all the evidence, following a compensatory approach. To enhance decision-making competence, a computer-based intervention study was conducted that focused on the use of decision-making strategies. While the results of the summative evaluation are reported by Gresch et al. (International Journal of Science Education, 2011), in-depth analyses of process-related data collected during the information processing are presented in this paper to reveal insights into the mechanisms of the intervention. The quality of high school students' (n = 120) metadecision skills when selecting a decision-making strategy was investigated using qualitative content analyses combined with inferential statistics. The results reveal that the students offered elaborate reflections on the sustainability of options. However, the characteristics that were declared non-sustainable differed among the students because societal norms and personal values were intertwined. One implication for education for sustainable development is that students are capable of reflecting on decision-making tasks and on corresponding favorable decision-making strategies at a metadecision level. From these results, we offer suggestions for improving learning environments and constructing test instruments for decision-making competence."],["dc.identifier.doi","10.1007/s11165-012-9287-0"],["dc.identifier.isi","000316876500014"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/10376"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/30370"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Springer"],["dc.relation.issn","0157-244X"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","Identifying Non-Sustainable Courses of Action: A Prerequisite for Decision-Making in Education for Sustainable Development"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.seriesnr","1806"],["dc.contributor.author","Hänke, Hendrik"],["dc.contributor.author","Barkmann, Jan"],["dc.contributor.author","Blum, Lloyd"],["dc.contributor.author","Franke, Yvonne"],["dc.contributor.author","Martin, Dominic Andreas"],["dc.contributor.author","Niens, Janna"],["dc.contributor.author","Osen, Kristina"],["dc.contributor.author","Uruena, Viviana"],["dc.contributor.author","Witherspoon, S. Annette"],["dc.contributor.author","Wurz, Annemarie"],["dc.date.accessioned","2020-09-28T09:20:12Z"],["dc.date.available","2020-09-28T09:20:12Z"],["dc.date.issued","2018"],["dc.description.abstract","The SAVA region in north-eastern Madagascar is the global centre of vanilla production. Here, around 70,000 farmers are estimated to produce 70-80% of all global bourbon vanilla. Yet, little is known about the farming population, their livelihoods, and the impact of vanilla cultivation on biodiversity. This publication presents the results of the Diversity Turn Baseline Survey (DTBS) that was conducted in 2017. The survey provides baseline data on the socio-economic characteristics and living conditions of the local population, and farming of vanilla as well as the most important other crops (n=1,800 households). As international demand for natural vanilla has increased considerably, special emphasis is placed on the vertical integration of vanilla farmers into the global vanilla value chain. This integration is increasingly accomplished through contract farming arrangements between vanilla farmers, collectors and exporters. After a first rise in vanilla prices in 2015, the current vanilla boom took off in 2016 and was still in full swing in 2017. Consequently, the start of the price boom coincides with this survey and its retrospective questions often address the situation in 2016. The large majority of the surveyed households (HHs) in the study region practice vanilla farming (83%). Of these, only 15% conclude formal contracts while the majority of farmers (63%) sell their vanilla in informal spot markets often depending on several middlemen. Our data show that the socio-economic situation of smallholder vanilla farmers has recently improved when considering vanilla prices received, education, access to electricity and ownership of assets. However, under the high vanilla prices, theft and crime are now key constraints for vanilla farmers. In addition to descriptive statistics, this publication compares selected data between male- and female-headed HHs, poor and non-poor HHs, and HHs with- and without contracts. Members of female-headed HHs have significantly lower education, lower labour availability, smaller fields and lower vanilla harvests than male-headed HHs. HHs with contracts possess more assets, are better educated, have higher labour availability, larger vanilla plots, and larger vanilla harvests than HHs without contracts. The DTBS confirms a number of benefits for smallholders who conclude contracts with vanilla exporters or collectors. Among these benefits are the significantly higher vanilla prices even during market peaks. However, the distribution of HHs with or without contracts is skewed indicating entry barriers for certain groups of smallholders. For example, female-headed HHs were significantly less likely to have a contract than male-headed HHs, and it appears that HHs with a contract had already been less poor than HHs without a contract prior to entering contract arrangements."],["dc.format.extent","115"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/67899"],["dc.language.iso","en"],["dc.publisher","Georg-August-University"],["dc.publisher.place","Göttingen"],["dc.relation","Diversity Turn in Land Use Science"],["dc.relation.crisseries","Diskussionsbeiträge (Department für Agrarökonomie und Rurale Entwicklung Göttingen)"],["dc.relation.orgunit","Department für Agrarökonomie und Rurale Entwicklung"],["dc.relation.orgunit","Sozialwissenschaftliche Fakultät"],["dc.relation.orgunit","Institut für Diversitätsforschung"],["dc.title","Socio-economic, land use and value chain perspectives on vanilla farming in the SAVA Region (north-eastern Madagascar): The Diversity Turn Baseline Study (DTBS)"],["dc.title.subtitle","July 2019 Edition"],["dc.type","working_paper"],["dc.type.internalPublication","yes"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","103"],["dc.bibliographiccitation.lastpage","115"],["dc.contributor.author","Eggert, Sabina"],["dc.contributor.editor","Sandmann, Angela"],["dc.contributor.editor","Schmiemann, Philipp"],["dc.date.accessioned","2020-10-30T08:31:33Z"],["dc.date.available","2020-10-30T08:31:33Z"],["dc.date.issued","2017"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/68107"],["dc.publisher","Logos Verlag"],["dc.publisher.place","Berlin"],["dc.relation.isbn","978-3-8325-4355-6"],["dc.relation.ispartof","Biologiedidaktische Forschung: Schwerpunkte und Forschungsstände"],["dc.title","Bewerten, Argumentieren und Entscheiden in komplexen und Problemsituationen"],["dc.title.subtitle","Kompetenzen von Schülerinnen und Schülern (nicht nur) im Biologieunterricht"],["dc.type","book_chapter"],["dc.type.internalPublication","unknown"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.firstpage","429"],["dc.bibliographiccitation.issue","4"],["dc.bibliographiccitation.journal","Research in Science Education"],["dc.bibliographiccitation.lastpage","447"],["dc.bibliographiccitation.volume","39"],["dc.contributor.author","Menzel, Susanne"],["dc.contributor.author","Boegeholz, Susanne"],["dc.date.accessioned","2018-11-07T08:27:32Z"],["dc.date.available","2018-11-07T08:27:32Z"],["dc.date.issued","2009"],["dc.description.abstract","The topic of biodiversity is of high value for education for sustainable development as it reflects the interaction of ecological, economic and social issues particularly well. Especially in so-called biodiversity hotspots, among them Chile, natural resources are often depleted for economic interest which, in many cases, is required income. Therefore, economic and social aspects must be considered in order to fully understand biodiversity loss. Being such an important issue, it is surprising that little is known thus far about learning prerequisites concerning biodiversity. This paper presents a qualitative interview study that investigated 16 to 18-year-old Chilean and German learners' perception of biodiversity and its loss (n = 24). Firstly, the pupils' cognitive frameworks were analysed. Secondly, subjective theories about biodiversity loss due to resource dilemmas were explored. Three subjective theories that emerged from the data reflected the notion that most pupils focused on either ecological or economic aspects of biodiversity loss. Pupils who concentrated on ecological aspects often referred to incorrect ecological facts. Moreover, these pupils showed difficulties in developing empathy and solidarity with impoverished people, who depend economically on plants in a resource dilemma. A smaller group of pupils succeeded in integrating the ecological, economic, and social aspects. Regarding the two samples, Chilean pupils seemed to have greater difficulties in recognising the social aspects of biodiversity loss, while German pupils were largely unaware of biodiversity loss on a local level. Implications for biodiversity education and future research will be outlined and discussed."],["dc.identifier.doi","10.1007/s11165-008-9087-8"],["dc.identifier.isi","000267915900002"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?goescholar/3070"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/16227"],["dc.notes.intern","Merged from goescholar"],["dc.notes.status","zu prüfen"],["dc.notes.submitter","Najko"],["dc.publisher","Springer"],["dc.relation.issn","0157-244X"],["dc.relation.orgunit","Abteilung Didaktik der Biologie"],["dc.rights","Goescholar"],["dc.rights.uri","https://goescholar.uni-goettingen.de/licenses"],["dc.title","The Loss of Biodiversity as a Challenge for Sustainable Development: How Do Pupils in Chile and Germany Perceive Resource Dilemmas?"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.peerReviewed","yes"],["dc.type.status","published"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]

[["dc.bibliographiccitation.artnumber","76"],["dc.bibliographiccitation.firstpage","1"],["dc.bibliographiccitation.journal","Frontiers in Systems Neuroscience"],["dc.bibliographiccitation.lastpage","13"],["dc.bibliographiccitation.volume","11"],["dc.contributor.author","Niens, Janna"],["dc.contributor.author","Reh, Fabienne"],["dc.contributor.author","Çoban, Büşra"],["dc.contributor.author","Cichewicz, Karol"],["dc.contributor.author","Eckardt, Julia"],["dc.contributor.author","Liu, Yi-Ting"],["dc.contributor.author","Hirsh, Jay"],["dc.contributor.author","Riemensperger, Thomas D."],["dc.date.accessioned","2019-07-09T11:44:30Z"],["dc.date.available","2019-07-09T11:44:30Z"],["dc.date.issued","2017"],["dc.description.abstract","Parkinson’s disease (PD) results from a progressive degeneration of the dopaminergic nigrostriatal system leading to a decline in movement control, with resting tremor, rigidity and postural instability. Several aspects of PD can be modeled in the fruit fly, Drosophila melanogaster, including a-synuclein-induced degeneration of dopaminergic neurons, or dopamine (DA) loss by genetic elimination of neural DA synthesis. Defective behaviors in this latter model can be ameliorated by feeding the DA precursor L-DOPA, analogous to the treatment paradigm for PD. Secondary complication from L-DOPA treatment in PD patients are associated with ectopic synthesis of DA in serotonin (5-HT)-releasing neurons, leading to DA/5-HT imbalance. Here we examined the neuroanatomical adaptations resulting from imbalanced DA/5-HT signaling in Drosophila mutants lacking neural DA. We find that, similar to rodent models of PD, lack of DA leads to increased 5-HT levels and arborizations in specific brain regions. Conversely, increased DA levels by L-DOPA feeding leads to reduced connectivity of 5-HT neurons to their target neurons in the mushroom body (MB). The observed alterations of 5-HT neuron plasticity indicate that loss of DA signaling is not solely responsible for the behavioral disorders observed in Drosophila models of PD, but rather a combination of the latter with alterations of 5-HT circuitry."],["dc.identifier.doi","10.3389/fnsys.2017.00076"],["dc.identifier.purl","https://resolver.sub.uni-goettingen.de/purl?gs-1/14799"],["dc.identifier.uri","https://resolver.sub.uni-goettingen.de/purl?gro-2/59024"],["dc.language.iso","en"],["dc.notes.intern","Merged from goescholar"],["dc.publisher","Frontiers Media S.A."],["dc.relation.eissn","1662-5137"],["dc.relation.issn","1663-4365"],["dc.rights","CC BY 4.0"],["dc.rights.uri","https://creativecommons.org/licenses/by/4.0"],["dc.subject.ddc","570"],["dc.title","Dopamine Modulates Serotonin Innervation in the Drosophila Brain"],["dc.type","journal_article"],["dc.type.internalPublication","yes"],["dc.type.version","published_version"],["dspace.entity.type","Publication"]]