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Michel, Hanno

Hanno Michel

Biology Education


phone +49-(0)431-880-3151
address Olshausenstraße 62, D-24118 Kiel
room 106


2018 Doctorate in Physic, Kiel University
2012 State Examination for the Teaching Profession
2006 - 2012 Studies in physics and biology (Teacher Education Program) at Philipps-University Marburg
2005 - 2006 Studies in physics (with application subject biology) at Philipps-University Marburg

Professional Activity

2018 - present Research scientist at IPN – Leibniz Institute for Science and Mathematics Education
2013 - 2018 Research scientist and doctoral candidate at IPN – Leibniz Institute for Science and Mathematics Education
2012 - 2013 Research Scientist at Ruhr-University Bochum
2012 - 2012 Research Scientist at RWTH Aachen University

Research Interests

Attitudes and willingness to act in the field of energy transitions
Climate Literacy
Education for sustainable development
Nature of Science in physics education

Current Projects

Nature of Science and Learning Physics
ReNEW: Research Network on Energy Transitions: Bridging disciplines to address core challenges to Germany’s Energiewende

Selected Publications

Michel, H., & Neumann, I. (2017). Ein epistemologischer Zugang zum Energiekonzept. In C. Maurer (Hrsg.), Implementation fachdidaktischer Innovation im Spiegel von Forschung und Praxis. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Zürich 2016, Universität Regensburg, 464-467.
Michel, H., & Neumann, I. (2016). Nature of science and science content learning: The relation between students' nature of science understanding and their learning about the concept of energy. Science & Education, 25(9-10), 951-975.
Michel, H., Neumann, I., & Kleickmann, T. (2016). Nature of science and science content learning: Can NOS instruction help students develop a better understanding of energy concept? In J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto, & K. Hahl (Hrsg.), Science Education Research: Engaging learners for a sustainable future. Proceedings of the Esera 2015 conference. University of Helsinky, 877-883
Michel, H., & Neumann, I. (2014). Theoretische Denkmodelle im Physikunterricht: Eine an Nature of Science orientierte Herangehensweise an das Energiekonzept. Praxis der Naturwissenschaften - Physik in der Schule, 63(8), 31-37.

Publications in the research information system

all publications recorded in PURE