Ute Harms

Prof. Dr. rer. nat.

Biology Education

Contact

phone	+49-(0)431-880-3129
email	[Email protection active, please enable JavaScript.]
address	Olshausenstraße 62, D-24118 Kiel
room	110

Education

1995	Second State Examination in Biology and German, Stade
1993	Doctorate in Botany/Cell Biology, Kiel University
1989	First State Examination in Biology and German Language and Literature, Kiel University
1982 - 1989	Studies in Biology, German Language and Literature, Philosophy and Pedagogy, Kiel University

Professional Activity

2011 - 2013	Guest professor, ISV-Department of Social and Welfare Studies, Linköping University (Sweden)
since 2007	Head of Department Biology Education, IPN – Leibniz Institute for Science and Mathematics Education and Full Professor of Biology Eduation, Kiel University
2006 - 2007	Chair (W3) for Biology Education, University of Bremen
2005 - 2006	Founding Director of the Teacher Education Centre, Ludwig-Maximilians-University of Munich
2004 - 2006	Dean of the Faculty of Biology, Ludwig-Maximilians-University of Munich
2000 - 2006	Professor (C3) for Biology Education, Ludwig-Maximilians-University of Munich
2000	Offer of a Chair for Biology Education, Georg-August-University Göttingen (declined)
1999 - 2000	Research Scientist, Carl-von-Ossietzky University Oldenburg, Department Biology Education
1995 - 1999	Research Scientist, IPN – Leibniz Institute for Science and Mathematics Education, Department Biology Education, and Biology Teacher, Max-Planck-Gymnasium, Kiel
1993	Visiting Research Scientist, Institut de la Recherche Argonomique (INRA), Clermont-Ferrand (France)
1993 - 1995	Student Teacher, Studienseminar Stade (Lower Saxony)
1990 - 1993	Research Scientist, Kiel University, Botanical Institute

Research Interests

Teaching and Learning of core concepts in science

Development of reasoning and argumentation competences in science

Promotion and impact of professional competence of biology teachers

Extracurricular promotion of knowledge and interest in biology

Current Projects

ALICE: Analyzing Learning for Individualized Competence development in mathematics and science Education (WGL-SAW)

BriCSS: Bringing Climate Change to School - Theoretical Framing, Elaboration and Evaluation of Learning Opportunities for Climate Literacy (Swedish Research Council)

EnergieweltenPLUS: Vocational orientation and teacher professionalisation for energy transitions at the bio-energy park in Saerbeck (DBU)

EvoPrime: Evolution in Elementary to Primary Education

FiSK: Effects of adaptive Feedbackbots in a classroom simulation on procedural professional knowledge (BMBF)

IBOint: Research on the internnational Biology Olympiad

KeiLa: The Development of professional competence in pre-service mathematics and science teacher education (WGL-SAW)

ProSim: Developing Procedural Professional Knowledge in a Simulated Classroom (BMBF)

SaerbeckPLUS: Education and transfer center for renewable energy and climate action (BMBF)

WTimpact: Developing scientific knowledge in collaborative settings as a transfer tool: from knowledge transfer to knowledge exchange – Impact of the transfer tool on knowledge and scientifice literacy (BMBF)

Selected Publications

Bruckermann, T., Stillfried, M., Straka, T. M., & Harms, U. (2022; online first). Citizen Science projects require agreement: A Delphi study to identify which knowledge on urban ecology is considered relevant from scientists’ and citizens’ perspectives. International Journal of Science Education, Part B. https://doi.org/10.1080/21548455.2022.2028925

Welter, V., Herzog, S., Harms, U., Steffensky, M., & Großschedl, J. (2022). School subjects’ synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject? Journal of Research Science in Teaching, 59(2), 285-326. https://doi.org/10.1002/tea.21728

Bock, D., Harms, U., & Mahler, D. (2021). Examining the dimensionality of pre-service teachers’ enthusiasm for teaching by combining frameworks of educational science and organizational psychology. PLoS One 16(11), e0259888. https://doi.org/10.1371/journal.pone.0259888

Harms, U. (2021). Bedeutung und Aufgaben einer universitären Didaktik der Biologie – wo stehen wir und wo soll es hingehen? In M. Meier, C. Wulff, & K. Ziepprecht (Hrsg.), Vielfältige Wege biologiedidaktischer Forschung. Vom Lernort Natur zur Naturwissenschaftlichen Erkenntnisgewinnung in die Lehrerprofessionalisierung. Festschrift für Prof. Dr. Jürgen Mayer (S. 247-257). Waxmann.

Bruckermann, T., Fiedler, D., & Harms, U. (2021). Identifying precursory concepts in evolution during early childhood – a systematic literature review. Studies in Science Education, 57(1), 85-127. https://doi.org/10.1080/03057267.2020.1792678

Bruckermann, T., Greving, H., Schumann, A., Stillfried, M., Börner, K., Kimmig, S. E., Hagen, R., Brandt, M., & Harms, U. (2021). To know about science is to love it? Unraveling cause-effect relationships between knowledge and attitudes toward science in citizen science on urban wildlife ecology. Advance online publication. Journal of Research in Science Teaching, 58(8), 1179-1202. https://doi.org/10.1002/tea.21697

Fischer, J., Jansen, T., Möller, J., & Harms, U. (2021). Measuring biology trainee teachers‘ professional knowledge about evolution–introducing the Student Inventory. Evolution: Education and Outreach, 14(1), ar4, 1-16. https://doi.org/10.1186/s12052-021- 00144-0

Fischer, J., Machts, N., Möller, J., & Harms, U. (2021). Der Simulierte Klassenraum Biologie: Erfassung deklarativen und prozeduralen Wissens bei Lehramtsstudierenden der Biologie. Zeitschrift für die Didaktik der Naturwissenschaften, 27, 215-229. https://doi.org/10.1007/s40573-021-00136-z