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Background: The professional knowledge of pre‐service teachers is highly important for effective and successful teaching. In recent years, many research groups have been engaged in developing simulated classroom environments to capture especially the pedagogical knowledge (PK) of pre‐service teachers, neglecting the content‐related facets of professional knowledge such as pedagogical content knowledge (PCK). Objectives: In the present study, we describe the development of a simulated classroom environment—the Simulated Classroom Biology (SCRBio)—and provide evidence regarding its validity to assess pre‐service biology teachers' action‐oriented PCK in the area of evolution. Methods: This study examined the evidence supporting the validity of using the SCRBio to investigate action‐oriented PCK of pre‐service biology teachers. The (1) evidence based on test content (expert ratings) and the (2) evidence based on relation to other variables (known‐groups comparison) was obtained. We tested the SCRBio with N = 76 German pre‐service biology teachers. Results and Conclusions: Our results show the successfully operationalized PCK in the SCRBio through explicit allocation of specific misconceptions to each virtual student's answer and the valid measurement of pre‐service biology teachers' action‐oriented PCK. This results in a validated simulated classroom environment for pre‐service but also in‐service teachers. In the future, the SCRBio will be developed from an assessment instrument to a training tool to simulate explicit teaching situations. This allows to complement the predominantly theoretical components of university‐based teacher education with practice‐based simulated classroom environments. Lay Description: What is already known about this topic: The professional knowledge of pre‐service teachers is a prerequisite for quality teaching in the future, as well as student achievement.Simulated classroom environments are already being used, primarily to examine and train the pedagogical knowledge of pre‐service teachers.The action‐oriented character of simulated classroom environments can bridge the theory‐practice gap of university‐based education programs. What this paper adds: Description of an innovative simulated classroom environment—the Simulated Classroom Biology.Ability to capture several domains of professional knowledge in an action‐oriented setting.Validation of the Simulated Classroom Biology using various validity aspects.Implications of study findings for practitioners.Description of validation steps for developing simulated classroom environments.A validated simulated classroom environment is provided to capture various knowledge domains of professional knowledge in an actionable setting.The Simulated Classroom Biology can be adapted to new subjects and teaching topics by changing the content. [ABSTRACT FROM AUTHOR]

This paper investigates German-speaking paleontologists' reception of Darwin's thought and the ways in which they negotiated their space of knowledge production accordingly. In German-speaking regions, the majority of paleontologists welcomed Darwin's magnum opus , since it granted paleontology an independent voice within biology, and thus a new institutional setting. However, in the process of negotiating the features of paleontology within the Darwinian framework, German paleontologists constrained their practices too narrowly, for fear of leaving open possible results at odds with the burgeoning Darwinian biological community. In doing so, they also limited the further development of German paleontology. In other words, paleontologists Karl Alfred von Zittel (1839–1904) and Melchior Neumayr (1845–1890) advocated for a handmaid's role for paleontology, which increased biologists' dependence on paleontologists for empirical evidence, but which limited paleontologists' theoretical autonomy. By analyzing both the institutional strategies and the methodology of German-speaking paleontology at the end of the nineteenth century, this paper shows the importance of scientists' ability to enter into and negotiate their place within the broader biological community. [ABSTRACT FROM AUTHOR]

Context Basic science teaching in undergraduate medical education faces several challenges. One prominent discussion is focused on the relevance of biomedical knowledge to the development and integration of clinical knowledge. Although the value of basic science knowledge is generally emphasised, theoretical positions on the relative role of this knowledge and the optimal approach to its instruction differ. The present paper addresses whether and to what extent biomedical knowledge is related to the development of clinical knowledge. Methods We analysed repeated-measures data for performances on basic science and clinical knowledge assessments. A sample of 598 medical students on a traditional curriculum participated in the study. The entire study covered a developmental phase of 2 years of medical education. Structural equation modelling was used to analyse the temporal relationship between biomedical knowledge and the acquisition of clinical knowledge. Results At the point at which formal basic science education ends and clinical training begins, students show the highest levels of biomedical knowledge. The present data suggest a decline in basic science knowledge that is complemented by a growth in clinical knowledge. Statistical comparison of several structural equation models revealed that the model to best explain the data specified unidirectional relationships between earlier states of biomedical knowledge and subsequent changes in clinical knowledge. However, the parameter estimates indicate that this association is negative. Discussion Our analysis suggests a negative relationship between earlier levels of basic science knowledge and subsequent gains in clinical knowledge. We discuss the limitations of the present study, such as the educational context in which it was conducted and its non-experimental nature. Although the present results do not necessarily contradict the relevance of basic sciences, we speculate on mechanisms that might be related to our findings. We conclude that our results hint at possibly critical issues in basic science education that have been rarely addressed thus far. [ABSTRACT FROM AUTHOR]

In 1917, the German-American scientist Jacques Loeb (1859-1924) published a short essay, entitled 'Biology and War', that summarized his disagreement with World War I. He was deeply saddened by the break-up of the international scientific community as a consequence of the actions of bellicose politicians. These actions were in direct opposition to his efforts to promote social reform, mechanistic biology and scientific internationalism. The aim of this paper is to examine Loeb's activities aimed at these efforts before, during and after the war. It attempts to explain how Loeb's scientific work was formed, what was special about it and why it was both successful and attacked. Particular emphasis is placed on how Loeb reacted to the War and the subsequent forced disintegration of his international scientific network. Loeb's attempts to integrate his interpretation of biology into post-war Europe's approach to the life sciences is analysed in connection with his social commitment. It is argued that his emigration to the USA, the circumstances of World War I, the reaction of his German colleagues to it and the demolition of the international scientific community changed: (1) Loeb's feelings towards his old home; (2) the direction of his scientific endeavours; and (3) his engagement in science politics. His correspondence with eminent scientists from all over the world serves as a key to Loeb's efforts in the context of the social elements of scientific networks and perceptions. [ABSTRACT FROM AUTHOR]

Abstract: The use of biomass derived from fast-growing trees grown on agricultural land is common practice in parts of Sweden, but not in most other European countries. In the first part of this paper the different conditions for economic use of fast growing trees are analysed in Germany and Sweden. Neither the legal framework nor the natural growing conditions are likely to limit the utilisation of the biomass potential in Germany. Rather, lack of a market for biomass products, poor awareness and little infrastructure for the management of woody biomass plantations are limitations in Germany. The second part offers a possible solution for supporting the market and reducing transaction costs during establishment of the market under German conditions. The proposed solution involves the establishment of ‘ecological structures’ based on fast-growing trees as a means to compensate for sealed land by roads and buildings. The proposed concept would not only extend the economic potential for producing energy from biomass, but also allow farmers to generate income. The concept can serve both economic and ecological goals. It can reduce municipal budget funding and support the agricultural industry in European countries which need to implement sustainable biomass concepts. [Copyright &y& Elsevier]