Hanno Michel
Dr.
Biology Education
Contact
| phone | +49-(0)431-880-3151 |
| [Email protection active, please enable JavaScript.] | |
| address | Olshausenstraße 62, D-24118 Kiel |
| room | 106 |
Education
| 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 |
Current Projects
| CLiF: Climate Literacy in Focus |
| EnergieweltenPLUS: Vocational orientation and teacher professionalisation for energy transitions at the bio-energy park in Saerbeck |
| Nature of Science and Learning Physics |
| ReNEW: Research Network on Energy Transitions: Bridging disciplines to address core challenges to Germany’s Energiewende |
| SaerbeckPLUS: Kompetenz- und Transferzentrum für erneuerbare Energien und Klimaschutz |
Selected Publications
| Neumann, I., Michel, H., & Papadouris, N. (2020). Blending nature of science and science content learning. In W. McComas (Hrsg.), Nature of science in science instruction: Rationales and strategies (pp. 327-342). Springer International. |
| Michel, H. (2020). From local to global: The role of knowledge, transfer, and capacity building for successful energy transitions. WZB Discussion Paper SP III 2020-603. Wissenschaftszentrum Berlin für Sozialforschung. |
| 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 |
Publications in the research information system
| all publications recorded in PURE |
