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The digitization of classrooms has enormously changed teaching during the COVID-19 lockdowns. The rapid introduction of tablet classes subsequently raised questions about potential learning outputs, as only a few studies had produced quite contradicting outcomes. Consequently, our study was set up to monitor cognitive learning outcomes of conventional and digital teaching interventions by explicitly paying attention to short- and long-term knowledge retention rates. Both modules covered the very same classroom content in focusing on the curricular content of the forest ecosystem. Subjects were eighth-graders from seven Bavarian secondary schools (analog: n = 74; digital: n = 225). We analyzed the knowledge gained by applying a multiple-choice questionnaire (online, 25 items) in a pre–post-retention design. For the statistical analyses SPSS was used, and a Rasch analysis was based on the ACERQuest software (Version 2.1). The Rasch calibration of the ad hoc knowledge items assured solid scores (Rel = 0.72). Both interventions significantly increased knowledge (analog and digital: p < 0.001; Cohen’s d: danalog = 0.59, ddigital = 0.42) compared to the pre-test scores. Even after 6–9 weeks, there was no significant drop in the acquired knowledge scores (analog: p = 0.619; digital: p = 0.092) compared to the immediate post-test observed. Furthermore, there was no significant difference between the knowledge levels reached after both interventions. The knowledge scores showed typical learning profiles of earlier studies including its consistency even after several weeks. Since no significant differences appeared for the knowledge gain of both groups, the kind of teaching seemingly does not originate any influence independent of participation in the digital or analog module. The same seems to be valid for notebook entry options.

Abstract With the increasing shift from STEM to STEAM education, arts-based approaches to science teaching and learning are considered promising for aligning school science curricula with the development of twenty-first century skills, including creativity. Yet the impact of STEAM practices on student creativity and specifically on how the latter is associated with science learning outcomes have thus far received scarce empirical support. This paper contributes to this line of research by reporting on a two-wave quantitative study that examines the effect of a long-term STEAM intervention on two cognitive processes associated with creativity (act, flow) and their interrelationships with intrinsic and extrinsic components of science motivation. Using pre- and post-survey data from 175 high-school students in Italy, results show an overall positive effect of the intervention both on the act subscale of creativity and science career motivation, whereas a negative effect is found on self-efficacy. Gender differences in the above effects are also observed. Further, results provide support for the mediating role of self-efficacy in the relationship between creativity and science career motivation. Implications for the design of STEAM learning environments are discussed.

As Cuba achieves one of the lowest per capita ecological footprints in the world, the country’s overshoot day was on 1 December 2019, while some European countries already reach this limit in February (e.g., Luxembourg), monitoring the environmental preferences of the Cuban younger generation may offer valuable behavioral or pedagogical insights into such a society. As accepted standardized measures exist in the scales of 2-Major Environmental Values (2-MEV) and the General Ecological Behavior (GEB), both measures are following the necessary psychometric requirement, as they have the unique advantage of repeated independent confirmation (and thus provide an external validity). These captured 40 items of reported behavior originating in six subscales that total in a single main cover score. The first one (2-MEV) monitors individual biocentric and anthropocentric preferences with a 20 item-set by relying upon these two higher-order factors of “Preservation” (PRE) and “Utilization” (UTL). Although many language versions already exist (33 in the case of the 2-MEV) for verifying validities and reliabilities of both scales, a country such as Cuba may affirm that this is due to expected cultural differences as well as their exceptionally low global footprint. Additionally, neither the individual connectedness with nature nor the diurnal preferences within the linear structural model showed a substantial relationship to PRE or UTL. Nevertheless, all the regression scores follow the expected positive or negative directions, albeit not all the fit scores turned out as satisfactorily. Apparently, the applied measures secure a good basis for measuring the attitudinal and behavioral framework, but will need further fine tuning to completely monitor the environmental preferences of Cuban adolescents.

Abstract Promoting sustainable lifestyles through Education for Sustainable Development (ESD) is part of the UN’s Agenda 2030. Earlier empirical studies proved direct interactions with and in natural environments to be effective ESD methods. Pandemic-related lockdowns rendered such courses nearly impossible, which raised concerns about achieving the Sustainable Development Goals (SDGs) in general. To evaluate what young learners know about the concept sustainability so far and how it can be taught effectively online, we designed an online learning module tackling sustainability issues and compared it with data from an on-site intervention module for Bavarian 5th graders (~ 10 years old). Cognitive learning as well as attitudinal preferences of 288 learners were monitored in a pretest–posttest design. The learning module comprised two sections: One about botany, plant characteristics, and plant families; the other about the advantages and disadvantages of traditional as well as sustainable farming methods. The customized cognitive test and semantic differentials for sustainability and environmental protection produced three major findings: (1) A digital learning environment successfully and significantly increased sustainability knowledge (2) Learners clearly distinguished the concepts Sustainability and Environmental Protection (3) There is no direct correlation between semantic differential scores and learning outcome.

The relevance of English language competencies in authentic, discipline-specific contexts at school is increasingly acknowledged outside of English-speaking countries. Since any understanding of complex scientific problems requires the combination of scientific literacy with other competencies, such as scientific modelling, the appropriate application of Content and Language Integrated Learning (CLIL) is of great importance. The present study focuses on an established, hands-on outreach genetic education module on DNA structure, which it extends with a bilingual adaption to examine the influence of non-CLIL and CLIL learning on students’ scientific modelling skills and model understanding. When comparing non-CLIL learners (n = 149) and CLIL learners (n = 316), the former received higher scores in the assessment of model-related self-evaluation sheets and built better models. We also found that non-CLIL learners achieved better temporary knowledge of “DNA as a model” scores and, for model evaluation, were more reflective in determining similarities and differences between their hand-crafted model and a commercial DNA school model. However, CLIL learners performed better in comparing their model sketches with their hand-crafted models. They also used different approaches to develop models and conceptualize integral components of models, as reflected in their advanced model understanding. We conclude that CLIL influences modelling qualities on different levels, by fostering modelling practice, and in particular, model understanding.

Environmental attitudes are supportive for learning about the environment and for pro-environmental engagement. The question, then, is how to strengthen and establish environmental attitudes. Based on a sample of 429 middle and high school students, we investigated the effect of self-determination-based motivation on environmental attitude. While high levels of self-determination (i.e., intrinsic motivation) positively affected pro-environmental attitude (β = 0.40), low levels of self-determination (i.e., external regulation) negatively affected attitude (β = –0.31). Our data further pointed to a distinct trajectory of self-determination and inclusion of nature throughout adolescence (high scores for 12-year-olds that decline to a minimum around 15–16-years old); a trend that has already been shown for environmental attitude. Such a dip might help derive teaching recommendations in environmental education, e.g., by supporting high scores in time to attenuate a decline. Further teaching recommendations include strengthening students’ self-determination through their basic needs (autonomy, competence, and relatedness).

Conceptions about adulthood have changed radically over the last century, while teaching in principle remained unchanged. The resulting gap has created a divergence between educational focus and adolescents’ needs. In the present study, students’ (N = 243, Mage = 12.98) conceptions about both childhood and adulthood were examined by using categorization and cluster analysis. A treatment group participated in a workshop, designed to promote emotional and cognitive maturation, while a control group only completed the pre-post-test. The analysis shows that students attach little importance to roles, and focus instead on obtaining character traits. Cluster analysis shows a tendency for boys to feel socially insecure, while girls seem to be more autonomous. The treatment group shifted ideas: holding on to childhood became less attractive. The stigmatic perception of adulthood was mitigated by positive traits. The categorization has proven as a tool to gain insight into cognitive maturity. Educational consequences are discussed.

Environmental education aims to affect environmental knowledge and attitude to ultimately induce pro-environmental behavior. Based on 247 upper elementary school students, we tested the impact of an outdoor-based earth education program on environmental knowledge and attitude with a pre-post design. Both outcome measures were Rasch scales. Environmental knowledge is a composite of 27 system, action, and effectiveness knowledge items, and environmental attitude is a composite of 13 evaluative statements and 11 self-reported behaviors about nature preservation. Our analysis revealed gains in environmental knowledge and attitude. The convergence between knowledge and attitude increased significantly from pre- to post-program, and attitude played a significant role in knowledge acquisition.

Abstract Large-scale implementations of effective inquiry-based learning are rare. A European-wide initiative gave teachers access to innovative e-learning tools (ranging from virtual labs, virtual games and simulations to augmented reality applications) for lesson planning and classroom implementation. We examined 668 such implementations across 453 schools within the period of one school year. Teachers could use a platform with digital resources and tools and were encouraged to adopt five different phases of inquiry-based learning: orientation, hypothesizing, planning, analysis, and conclusion. Additionally, an integrated interface for lesson implementation tracked each students’ problem-solving competence (during the inquiry lessons), culminating in about 12,000 datasets. Every user generated an average of 22 digital inquiry-based digital scenarios, each of which required approximately 50.14 min for completion. These scenarios, using high quality resources adapted to school conditions, yielded significant learning outcomes for participating students (age: 14.4 years, gender balanced). While the PISA study identified 10% high achievers on average, we exceeded this number in our framework scoring 20–29% high achievers and 37–42% low achievers (which was close to the 45% PISA average). Offering tools to teachers, which help creating individual inquiry scenarios and monitoring students’ achievement, does not yield any insurmountable obstacles for classroom-implementation of inquiry-based lessons: Compared to the PISA study, levels of high achievers increased even if complex problem-solving competence was required.

In 2015, the EU Educational Policy document “Science Education for Responsible Citizenship” introduced the concept of Open Schooling as a promising approach to transform schools into innovation hubs within their local communities. In an open school environment, external ideas need to challenge traditional internal views and, in turn, to benefit its students as the community it serves. Such engaging environments may vitally contribute to their community when students’ projects introduce real needs into a community outside of school, present them publicly, and enrich local expertise. Additionally, such school environments may foster learner independence—and interdependence—through collaboration and through the provision of opportunities for learners to understand and interrogate their place in the world. In our study, it was realised in the framework of the European Union–supported Coordination Action called “Open Schools for Open Societies” (OSOS), and we have analysed the development process of a large number of schools with a Self-Reflection Tool (OSOS-SRT), focusing on the organisational change during the implementation of the Open Schooling approach. Rooted in the theory of RRI (Responsible Research and Innovation) principles, the tool has shown its potential to analyse the openness level of each school. In this study, we are presenting the validation of the proposed instrument and empirical data from the overall transformation process. The school environments were evaluated for one full academic year by completing two measurements, one before their involvement and one after their engagement in the transformation journey. Participating schools achieved an average increase of 11.34% in their openness levels, while based on the first measurement the lowest performers achieved a 35–45% increase while the higher scorer still reached a small but significant increase in the recorded openness levels. Our findings could act as a reference point for educational policy actions to support school development through cooperation and continuous interaction with external stakeholders. Consequences for school management, development plans, and teachers’ professional development are discussed.

Waste education modules were designed to tackle waste production. Knowledge acquisition, the promotion of individual sustainable attitudes combined with technology and science motivation are supposed the key players in achieving science citizenship. We assessed the identified parameters by monitoring the learning effect of fifth-graders, the Two Major Environmental Value scale (2-MEV), the Science Motivation scale (SMOT) as well as the Technology Questionnaire (TQ). Preservation correlated positively with knowledge acquisition, while Utilization correlated negatively. Moreover, intrinsic motivation correlated positively with pre-knowledge levels. Male students preferred the social implications of technology, as well as self-efficacy. Female students focused on appreciation of nature.

Education is supposed to lay the foundation for vocational maturity. However, young people lose their motivation to learn at school instead. Adequate teaching concepts to promote school motivation need to be developed, but efficient tools to evaluate them at the level of school motivation are lacking. For this purpose, we built upon the established Science Motivation measure (SMOT) by reformulating items for a general school motivation scale (SchMOT) and applying it to 281 fifth graders. Since children are active creators and not consumers of knowledge, we consider learning motivation correlated with creativity, as demonstrated by the original motivation questionnaire. A principal component factor analysis with varimax rotation confirmed the hypothetical four-factor structure: self-efficacy, self-determination, intrinsic motivation and grade motivation. Factor loadings ranged from 0.556 to 0.746; cross-loadings never exceeded 0.4. The SEM model of motivation confirmed the factor structure with self-efficacy as the strongest predictor of motivation. The correlation of motivation and creativity revealed the particular importance of self-efficacy. This study has shown its appropriateness in measuring adolescent school motivation. Results emphasised the need for self-efficacy, both as an indicator of conducive teaching and an essential pedagogical goal. Suggestions for creativity-based teaching initiatives that promote school motivation by incorporating self-efficacy are discussed.

Teachers need to adapt teaching styles to the goals of modern education. The Starwalker project has developed an approach for strengthening students’ self-efficacy and has provided professional development (PD) to teachers. The present study measured the effectiveness of PD indirectly by changes in students’ motivation and creativity as indicators. Two PD designs with the same time budget were examined: (1) a traditional lecture with a single feedback session; (2) repeated supervision sessions. Students completed questionnaires on school motivation, self-reported creativity and personality measures at the beginning and end of the school year. Four classes each were selected for both treatments and a control group (N = 281; Mean-Age = 10.82). At baseline, with no difference, the second PD design showed a significant increase in motivation and creativity, while the first PD design showed no differences compared to the control group. Spearman’s correlations of personality with motivation and creativity confirmed the presumed role of Agreeableness and Conscientiousness, while Grade Motivation and Flow were independent of personality. Structural equation modelling (SEM) confirmed the importance of creativity for motivation. The study proves that PD can be evaluated indirectly through its effects on students and confirms the Starwalker approach. Frequent brief interventions are recommended for attitude change.

Innovative 21st-century methods for teaching biology should provide both content knowledge and diverse scientific competencies. The Curriculum Guidelines of the American Society for Microbiology highlight the importance of developing scientific thinking skills, which include the abilities to formulate hypotheses, to communicate fundamental concepts effectively, and to analyze and interpret experimental results. Additionally, contemporary science education should enhance creativity and collaboration as key student assets in its bid to overcome negative perceptions and learning difficulties. In recent years, the expanding movement for so-called “STEAM” approaches (science, technology, engineering, arts, and math) has increased in STEM curricula. The movement seeks to integrate the arts into science classes to transfer enthusiasm, support individual self-sufficiency, and encourage creative solutions. To meet all these demands, we developed an inquiry-based approach that actively engages students in hands- and minds-on activities on the topic of “decoding the DNA structure” in an outreach laboratory. Since teaching abstract molecular phenomena is a challenge in biology classes, we combine classical experimental tasks (DNA isolation, gel electrophoresis) with creative modeling. The experiments are linked by the modeling phase: immersed in the story of the discovery of the DNA structure, our participants independently construct a DNA model from a box filled with inexpensive craft supplies (e.g., glue, straws, pipe cleaners, beads). After initial pilot testing, the implementation of our approach clearly produced short- and mid-term learning effects among the students, providing a successful example of a STEAM-based approach in a laboratory setting.

Addressing human-made environmental problems such as deforestation is an ongoing educational challenge. Promising educational approaches include cooperative decision-making and attempt via a high level of motivation to promote pro-environmental behaviors. Knowledge about the forest ecosystem, including its threats, is supposed to strengthen responsibilities and individual behavioral preferences. The "Save the Forests!" module engages students in hands-on learning activities under the frame of an educational Escape Game (Edu Breakout). Based on nine workstations, it includes various cooperative activities focusing on the forest ecosystem, its ecosystem services, and common tree species. Students realize advantages of recycling, gain insight into paper production and associated resource consumption, compare eco-labels for sustainable paper products, and reflect on consumer decisions. Additionally, the students learn about habitat situations after clear-cutting, forest fires, or storm damages (succession), including strategies for dealing with deadwood based on scientific data. Besides experiments and challenging tasks, students learn about the ecological footprint and greenwashing by clarifying often-used terms in sustainability contexts. In an accompanied quantitative study approach, students participating in the learning module significantly increased their knowledge scores in a pre-post comparison (n = 135, p < 0.001, d = 0.58).

Anthropogenically induced environmental changes, such as the persistent loss of biodiversity and decline in global forest stocks, require comprehensive, societal change towards sustainable behavior. Education is considered the key to empowering sustainable decision-making, cooperative participation, high levels of commitment, and motivation to support environmental protection. Holistic Education for Sustainable Development (ESD) approaches aim to foster eco-friendly behavior by combining knowledge acquisition with the promotion of affective drivers. The present study focuses on monitoring the individual interplay between ecological knowledge and environmental values. We compared learning outcomes within two environments: a nature-based, out-of-school setting at a local forest (study 1) and a classroom setting (study 2). Overall, 444 German 7th grade students participated in learner-centered activities on the topic of the forest ecosystem under anthropogenic influences. Following a quasi-experimental study design, we monitored pro-environmental and anthropogenic values (Preservation and Utilization) and knowledge at three test times: before (T1), directly after (T1) and six weeks after (T2) participation in the learning program. Students in both treatments acquired short- and long-term environmental knowledge regardless of the learning environment but in neither case did the learning activities intervene with individual environmental values. However, Preservation showed a positive correlation with the mean knowledge scores in both studies, while for Utilization, this relationship was reversed. A comparison of extreme groups revealed that, in both treatment groups, students with high pro-environmental values and low anthropogenic values showed a significantly better performance than their counterparts. Our findings highlight the importance of monitoring pro-environmental values when preparing educational modules for student groups independent from the learning environment.

Permanent access to safe drinking water is guaranteed in most industrialized countries, while climate change is turning it into a serious global issue. Knowing how to use the valuable resource water consciously and sustainably requires well-informed and ecologically aware citizens. Environmental education approaches should help develop long-term environmental knowledge, pro-environmental attitudes, and behavior with the overall goal of promoting environmental citizenship. The present study, thus, examines the influence of environmental values on students’ environmental knowledge in a German primary school sample (9–10-year-old students) by providing an authentic, out-of-school learning experience on the topic of fresh water supply. Our approach goes beyond mere correlation analyses by using structural equation modeling (SEM) to measure effects between the two variables. Environmental values were monitored using the Two Major Environmental Values Model (2-MEV) with its two dimensions, Preservation and Utilization of nature. Following a quasi-experimental design, we assessed the learners’ knowledge before (T0), directly after (T1), and six weeks after (T2) module participation. Confirmatory factor analysis verified the two-factor-structure of the 2-MEV. Preservation turned out as a direct positive predictor of pre-knowledge (T0) but did not show any significant effect on post-knowledge (T1) and knowledge retention (T2). Utilization displayed a larger albeit negative direct effect on knowledge across all testing times, especially for pre- and post-knowledge. Our findings shed light on the significant impact of anthropocentric attitudes on knowledge acquisition within primary school samples and provided valuable insights into feasible environmental learning approaches.

Our article analyses science-technology- society-environment (STSE) issues in the genetics-related chapters of Portuguese natural sciences and biology textbooks and considers how they contribute to students’ scientific literacy. We inspected manner of imparting of the decontextualized and socially neutral view of science and technology (S&T) as an obstacle for achieving scientific literacy. Our sample comprised four textbooks, two for the 9th and two the 12th grades. We identified and content-analytically analyzed 1019 STSE statements with regard to their compliance with previously proposed criteria. We quantitatively analyzed the statements’ frequencies. We noted an attempt to approach STSE issues, but we found important deficiencies in all the textbooks, as well as indicators of a distorted view of science. We discuss possible influences of the socio-cultural context in the selection of STSE contents, in the terms being applied, as well as in the S&T conceptions displayed by the textbooks.

Bilingual education could solve many challenges introduced by an increasingly internationalised education system. Content and Language Integrated Learning (CLIL), in particular, may equip students with the necessary cultural and communicative skills to succeed in today's academic environment. However, it is not yet clear how CLIL can be employed effectively in short-term educational contexts where full-term bilingual programmes are not feasible. We designed and assessed a one-day CLIL module for ninth graders at our university's gene-technology lab. The assessment of our module with 252 grammar school students indicates that a CLIL module does not achieve the same learning success as an equivalent non-CLIL module. Even with additional language scaffolding material, full access to online dictionaries, and the availability of crucial workbook passages in their native language, CLIL students could not achieve the same short-term content learning success. We consequently argue that more attention should be paid to the inherent trade-off between language and content learning when carrying out short-term CLIL programmes. Moreover, we caution against using only content and language scaffolding to mediate this trade-off.

Based on classroom management fostering autonomy support and intrinsic motivation, this study examines effects of reciprocal peer-monitoring of learning behaviours on cognitive and affective outcomes. Within our study, 470 German secondary school students between 13 and 16 years of age participated in a multimodal hands- and minds-on exhibition focusing on renewable resources. Three groups were separated and monitored via a pre-post-follow up questionnaire: the first conducted peer-monitoring with the performance of specific roles to manage students’ learning behaviours, the second accomplished a self-monitoring strategy, while the third group did not visit the exhibition. In contrast to the latter control group, both treatment groups produced a high increase in short- and long-term knowledge achievement. The peer-monitored group scored higher in cognitive learning outcomes than the self-monitored group did. Interestingly, the perceived level of choice did not differ between both treatment groups, whereas peer-monitoring increased students’ perceived competence and simultaneously reduced the perceived level of anxiety and boredom. Peer-monitoring realised with the performance of specific roles seems to keep students “on task” without lowering indicators for students’ intrinsic motivation. Herewith, we are amongst the first to suggest peer-monitoring as a semi-formal learning approach to balance between teacher-controlled instruction and free-choice exploration.

Efficient waste management is a major prerequisite for reaching sustainability as every one of us produces waste. Thus, educational interventions need to offer promising assistance to reduce individual waste as much as possible to promote environmentally friendly behavior beyond stereotypical notions about waste disposal. Those who know about all facts and circumstances are more likely to correct their behavior. Our hands-on module for fifth graders was designed and implemented to support “4R”: Reduce, Reuse, Recycle and Recover, by retracing waste’s usual journey from collection management to incineration plants. The first module focused on minimizing waste by recycling, reusing and reducing it. The remaining waste was the second module’s core, which explained the waste-to-energy path using an age-appropriate functional model of how to effectively generate energy from waste. Both modules are suitable for outreach (informal) implementation as well as for formal classroom learning. The third module comprised either an onsite visit to an incineration plant or a classroom multimedia presentation. A total of 276 fifth graders participated in our three-module implementation study, completing three questionnaire cycles: two weeks before the intervention, immediately after and six weeks later. A subsequent analysis showed a clear pattern: knowledge scores increased immediately after participation and remained constant for at least six weeks. Surprisingly, no significant difference between the multimedia and outreach group appeared. When applying a semantic differential, two response pattern factors, “Relevance” and “Interest”, showed significant intercorrelations, as well as positive correlations with knowledge scores. In consequence, learning about waste management matters, and produces short- and long-term effects.

Many current curricula, in going beyond traditional goals, increasingly foster creativity in science classrooms, declaring creativity a core skill of the 21st century. For enhancing creativity in science classrooms, the subject Arts is considered to offer a potential way from STEM (Science, Technology, Engineering, Mathematics) to STEAM (STEM with Arts)). The Horizont-2020 project Creations prepared more than 100 creativity-enhancing STEAM modules based on the 5E instructional model. STEM subjects were mathematics, biology, physics, chemistry or technology, and often interdisciplinary for different school and class levels between the ages of nine and nineteen. All modules provided a social environment fostering creativity where students imagine, explore, experiment, test, manipulate, and speculate. Exemplarily, five modules including physics, math, and biology, were selected, for monitoring motivation and creativity. The first was measured on the level of career-motivation and self-efficacy, the latter focused on two sub-constructs: active cognition such as idea processing (Act), and a mental state of creative immersion (Flow). Subjects were a sample of 995 students (9−18 years). In summary, no gender impact or age effect appeared in any of the monitored variables. Participation intervened with Self-Efficacy and Act, while Career Motivation or Flow did not. Act as a cognitive variable associated with creativity might be more sensitive to changes, whereas Flow as a parameter measuring a state of mind related to emotion appears more stable. Path analysis supported the role of creativity for Career-Motivation by promoting Self-Efficacy. Conclusions for appropriate educational settings to foster STEAM environments are discussed.

Our article proposes a set of six criteria for analysing science-technology-society-environment (STSE) issues in regular textbooks as to how they are expected to contribute to students’ scientific literacy. We chose genetics and gene technology as fields prolific in STSE issues. We derived our criteria (including 26 sub-criteria) from a literature review of the debate in science education on how to increase scientific literacy. We inspected the textbooks regarding the relationships between science, technology, society, and environment, and considered the presence of the decontextualized and socially neutral view of science as distorted view. We, qualitatively and quantitatively, applied our set of criteria to two German Biology textbooks and identified, in total, 718 STSE statements. Based on the frequencies of different criteria and sub-criteria in the textbooks, we drew conclusions concerning STSE issues and the underlying conceptions of science and technology, which might hinder the furtherance of scientific literacy. The applicability of our approach in other science education contexts is discussed.

Clean drinking water, our most important resource, needs comprehensive protection. Due to its ubiquitous availability, the awareness of the importance of clean drinking water has partially vanished. Therefore, sensitizing within this context and improving individual ecological behavior has become an important issue in science curricula. We developed a student-centered guided-learning module based on nine workstations, with the themes: occurrence rates, purification methods, cleaning guidelines, distribution patterns, use and consumption, pollution, problems, types of drinking water and virtual water. One hundred and seventy four ninth to eleventh graders participated in our outreach intervention. All tasks presented via workstations were completed before participants inspected a nearby reed sewage treatment plant and completed hands-on experiments. For empirical analyses, we collected the newly acquired knowledge in three dimensions: system-knowledge, action-related knowledge and effectiveness knowledge, which together are assumed to provide a sufficient basis for conservation behavior. System knowledge directly affects action-related and effectiveness knowledge and these two types of knowledge, in turn, affect directly the ecological behavior. At all three test schedules, the three dimensions of knowledge correlated with each other, especially in both follow-up tests. The relevance of these results for schools is discussed.

As effective methods to foster students’ understanding of scientific models in science education are needed, increased reflection on thinking about models is regarded as a relevant competence associated with scientific literacy. Our study focuses on the influence of model-based approaches (modeling vs. model viewing) in an out-of-school laboratory module on the students’ understanding of scientific models. A mixed method design examines three subsections of the construct: (1) students’ reasoning about multiple models in science, (2) students’ understanding of models as exact replicas, and (3) students’ understanding of the changing nature of models. There were 293 ninth graders from Bavarian grammar schools that participated in our hands-on module using creative model-based tasks. An open-ended test item evaluated the students’ understanding of “multiple models” (MM). We defined five categories with a majority of students arguing that the individuality of DNA structure leads to various DNA models (modelers = 36.3%, model viewers = 41.1%). Additionally, when applying two subscales of the quantitative instrument Students’ Understanding of Models in Science (SUMS) at three testing points (before, after, and delayed-after participation), a short- and mid-term decrease for the subscale “models as exact replicas” (ER) appeared, while mean scores increased short- and mid-term for the subscale “the changing nature of models” (CNM). Despite the lack of differences between the two approaches, a positive impact of model-based learning on students’ understanding of scientific models was observed.

Water reuse is a new technology, not yet implemented, but discussed for use in Germany. Public opinion plays a major role in the success of the introduction of this new technology and was not yet analyzed for Germany. When monitoring 340 university beginners’ conceptions regarding water reuse, a variety of conceptions appeared. While usage of tap water is accepted for drinking purposes, acceptance of recycled water for oral consumption was low. When asked for reasons for (not) using recycled water, three groups of respondents were extracted: (a) The acceptors (convinced of quality, or naming sustainability as a reason); (b) the undecided (doubts about quality, rejection of its use for consumption, and psychological conflicts of logic and disgust); (c) the non-acceptors (unconvinced of quality and preference for bottled water). When asked about factors that would lead to accepting the use of recycled water, insights into treatment processes were identified as the most convincing, followed by educational films and guided tours. Participants showed high conviction about currently existing tap-water qualities. Having water that is cleaned before it reaches the consumer was reported to have high priority. To increase acceptance of water reuse, recommendations for appropriate outreach programs are discussed.

Computers are considered innovative in classrooms, raising expectations of increased cognitive learning outcomes or motivation with effects on Deeper Learning (DL). The “new medium”, however, may cause cognitive overloads. Combined with gender-related variations in ability, self-efficacy or self-confidence, computers may even diminish learning effects. Our empirical study used a quasi-experimental design and the Intrinsic Motivation Inventory (IMI) to monitor efficacy in knowledge gain and motivation when using computer-aided versus textbook-based educational units. Our sample consisted of 393 eighth graders. One objective focused on gender effects associated with autonomous teacher-assisted learning via interactive software or an appropriate textbook. Both groups finished with a recapitulation with the teacher. A third group concluded a computer-aided lesson with a computer quiz. To provide evidence for DL we tested long-term memory after six weeks and examined its correlation with intrinsic motivation factors. In general, our intervention affected the girls’ but not the boys’ intrinsic motivation. We recorded significantly higher post-test scores in the textbook-based lesson, but the differences vanished in the retention test. The teacher-assisted consolidation phase increased long-term knowledge and positively intervened with the students’ interest. Thus, we found evidence for DL.