Moritz Krell

Professor for Biology Education

Kiel University

Germany

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Moritz Krell is a Professor for Biology Education at Kiel University, Germany. His research areas include pedagogical content knowledge, science inquiry skills, and modelling competence within teacher education. His recent publications explore the challenges and methodologies associated with teaching and understanding scientific practices among educators and preservice teachers.

Moritz Krell

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Articles (20)

Can Content Representation (CoRe) Accurately Capture Key Components of Science Teachers’ PCK? A Methodological Perspective

Supporting secondary school science teachers to teach science inquiry skills

What Biologists Do: Gaining Insights into Biologists’ Work Locations and Scientific Activities

Dimensionen von Modellierkompetenz: Eine Analyse der Verhältnisse zwischen Modelliermetawissen, Modellierpraktiken und Modellierprodukt

Profiles of Preservice Biology Teachers’ Generic and Subject-Specific Career Choice Motives: Making a Social Contribution, Wanting to Teach, or Still Undecided

Developing and evaluating the extended epistemic vigilance framework

Modelling Competence in Teacher Education: Comparing Meta-modelling Knowledge, Modelling Practices and Modelling Products Between Pre-service and In-service Teachers

Investigating pre-service science teachers’ metaknowledge about the modelling process and its relation to metaknowledge about models

Why most definitions of modeling competence in science education fall short: Analyzing the relevance of volition for modeling

Considering Multiple Sources of Validity Evidence Can Help to Address Challenges in the Development of Pedagogical Content Knowledge (PCK) Multiple-Choice Items

Are We on the Way to Successfully Educating Future Citizens?—A Spotlight on Critical Thinking Skills and Beliefs about the Nature of Science among Pre-Service Biology Teachers in Germany

Preservice Biology Teachers’ Socioscientific Argumentation: Analyzing Structural and Content Complexity in the Context of a Mandatory COVID-19 Vaccination

Preservice Biology Teachers’ Generic and Subject-specific Career Choice Motives

Assessing Pre-service Teachers’ Views of Scientists, Their Activities, and Locations: the VoSAL Instrument

Pre-Service Science Teachers’ Scientific Reasoning Competencies: Analysing the Impact of Contributing Factors

Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students&rsquo; Competencies

Investigating the dimensions of modeling competence among preservice science teachers: Meta‐modeling knowledge, modeling practice, and modeling product

Biology teachers’ views towards using living organisms in biology education

Preservice Science Teachers’ Strategies in Scientific Reasoning: the Case of Modeling

Was ist schwierig am Modellieren? Identifikation und Beschreibung von Hindernissen in Modellierungsprozessen von Lehramtsstudierenden naturwissenschaftlicher Fächer

Collaborators (7)

Keith Topping

Rieke Ammoneit

Tom Bielik

Andreas Nehring

Merryn Dawborn-Gundlach

Jan Van Driel

Andreas Vorholzer

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Scientific Reasoning in Science Education: From Global Measures to Fine-Grained Descriptions of Students’ Competencies