Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Biology | 1 |
| Concept Formation | 1 |
| Evolution | 1 |
| Foreign Countries | 1 |
| Grade 10 | 1 |
| Inferences | 1 |
| Intervention | 1 |
| Knowledge Level | 1 |
| Prior Learning | 1 |
| Prompting | 1 |
| Protocol Analysis | 1 |
| More ▼ | |
Source
| Journal of Biological… | 1 |
Author
| Harms, Ute | 1 |
| Neubrand, Charlotte | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Secondary Education | 1 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkNeubrand, Charlotte; Harms, Ute – Journal of Biological Education, 2017
Teaching and learning evolution is challenging. Biology education research shows that the underlying evolutionary concepts are poorly understood among students. This prevents a meaningful understanding of the central biological concepts. The instructional format of self-explanation prompts seems to be promising to respond to these difficulties.…
Descriptors: Biology, Science Instruction, Evolution, Scientific Concepts
