Hanno Michel
Biology Education
Contact
| phone | +49-(0)431-880-3151 |
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| address | Olshausenstraße 62, D-24118 Kiel |
| room | 135 |
Education
| 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
| since 2013 | 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 |
