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Kremer, Kerstin

Kerstin Kremer

Prof. Dr. rer. nat.

Contact

dpt. Biology Education
phone +49-(0)431-880-7207
address Olshausenstraße 62, D-24118 Kiel
room 112

Education

2010 PhD in Biology Education at Kassel University
2003 2nd German State Examination for Upper Secondary level teaching in Biology and Chemistry
2001 - 2003 Student teacher at Studienseminar Wiesbaden (Hessen)
2001 1st German State Examination for Upper Secondary level teaching in Biology, Chemistry and Educational Science
2000 Diploma in Biology (Master's Level) at Justus-Liebig-University Gießen
1994-2001 Study of Biology, Chemistry and Educational Science at Justus-Liebig-University Gießen

Professional Activity

2015 - present at the Leibniz Institute for Science and Mathematics Education (IPN) as Deputy Director of the Department of Biology Education and Professor (W2) for Biology Education at Christian-Albrechts-University of Kiel
2014 - 2015 Professor (W2) for Biology and Chemistry Education at RWTH Aachen University (Rheinisch-Westfälische Technische Hochschule Aachen)
2014 Offers of professorships from Humboldt University Berlin (W1) and University of Koblenz-Landau (W2) (declined)
2013 Substitute professor for Life Sciences Education at TUM School of Eduation (Technical University Munich)
2010 - 2014 Research Scientist at the Department of Biology Education of Kassel University (Prof. Dr. Jürgen Mayer)
2006 - 2010 Research Scientist at the Institute for Biology Education of Justus-Liebig-University Gießen
2003 - 2006 Teacher at Private Marienschule in Limburg a. d. Lahn

Activity at the IPN

VASI - Assessment of Learners’ Views About Scientific Inquiry
Concomitant research to the exhibition project: Grasping the concept of virtual water

Research Interests

Nature of Science and epistemological beliefs
Inquiry-based learning
Knowledge, attitudes and practices in Environment and Health Contexts
Learning in a museum

Selected Publications

Kampa, N., Neumann, I., Heitmann, P., & Kremer, K. (2016). Epistemological Beliefs in Science – A Person-centered Approach to Investigate High School Students’ Profiles. Contemporary Educational Psychology (CEP), 46, 81-93. doi:10.1016/j.cedpsych.2016.04.007 (Online)
Arnold, J., Kremer, K. & Mayer, J. (2014). Understanding students’ experiments – What kind of support do they need in inquiry tasks? International Journal of Science Education (IJSE), 36(16), 2719-2749. doi: 10.1080/09500693.2014.930209
Kremer, K., Specht, C., Urhahne, D. & Mayer, J. (2014). Relationship in Biology between Nature of Science and Scientific Inquiry. Journal of Biological Education (JBE), 48(1), 1-8. doi:10.1080/00219266.2013.788541
Haffer, S., Sprenger, S. & Kremer, K. (2014): Wasserwerte(n) – Bildung für nachhaltige Entwicklung im Museum. In M. M. Müller, I. Hemmer & M. Trappe (Hrsg.): Nachhaltigkeit neu denken. Rio + X: Impulse für Bildung und Wissenschaft (283-290). München: Oekom.
Kremer, K. & Schwanewedel, J. (Hrsg.) (2014). Epigenetik, Unterricht Biologie, 400. Seelze: Friedrich-Verlag.
Neumann, I. & Kremer, K. (2013). Nature of Science und epistemologische Überzeugungen – Ähnlichkeiten und Unterschiede. Zeitschrift für Didaktik der Naturwissenschaften (ZfDN), Jg. 19, 211-234.
Kremer, K. & Mayer, J. (2013). Entwicklung und Stabilität von Vorstellungen über die Natur der Naturwissenschaften. Zeitschrift für Didaktik der Naturwissenschaften (ZfDN), Jg. 19, 77 -101.
Völzke, K., Arnold, J. & Kremer, K. (2013). Denken und Verstehen beim naturwissenschaftlichen Problemlösen – Eine explorative Studie. Zeitschrift für interpretative Schul- und Unterrichtsforschung (ZISU) 1/2013, 58-86.
Kremer, K., Fischer, H. E., Kauertz, A., Mayer, J., Sumfleth, E., & Walpuski, M. (2012). Assessment of Standards-based Learning Outcomes in Science Education: Perspectives from the German Project ESNaS. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making It Tangible - Learning Outcomes in Science Education (pp. 217–235). Münster: Waxmann.
Urhahne, D., Kremer, K. & Mayer, J. (2011). Conceptions of the nature of science – Are they general or context-specific? International Journal of Science and Mathematics Education (IJSME), 9, 707-730. doi:10.1007/s10763-010-9233-4

Publications in the research information system

all publications recorded in PURE

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