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At the beginning of the COVID-19 pandemic in spring 2020, school and university learning were abruptly switched to distance learning, coming along with psychological strains and various learning lags on the part of the students. These problems come to a head when focusing on university teacher students, since an expectable competence lag on their part, similarly arising from pandemic-caused distance learning in university teacher training, could affect their future teaching in schools, possibly then disadvantaging school students a second time. To determine changes of teacher students' self-concept of professional knowledge, we used data of a repeated cross-sectional survey carried out in a period from 2018 to 2021, including several comparable cohorts of overall N = 395 teacher students. This design allowed for splitting the participants in two groups relating to times before and after switching to distance learning. Our results show that the switch to distance learning goes hand in hand with lower scores on almost every dimension of teacher students' self-concept of professional knowledge, although, in parallel, their scores on variables such as openness to experiences, agreeableness, and conscientiousness increased significantly, indicating a certain degree of compliance with the new situation. Beyond that, we report on an evaluative survey among N = 84 teacher students carried out in July 2020, offering further insights into their situation during the first semester of distance learning. Its results primarily show which specific aspects of distance learning the students consider in need of improvement. On the other hand, it becomes clear that they experienced handicaps in various areas, accompanied by a significant decrease of their core self-evaluations when comparing them to a reference sample. Practical implications and recommendations that can be derived from these results are discussed.

Issues related to old age and ageing are an imperative topic in a society of long life, concerning everyone. Wherever possible, the age-related issues should also be adequately addressed and integrated into school education. This article gives an overview of perceptions of students in regard to external and self-images of old age, as conceptions from students are an important starting point for the development of teaching approaches. So far, there is an insufficient research situation in Germany regrading images of old age of children and adolescents. Guideline-supported individual interviews with 10 ninth graders (M[subscript age] = 15.2 years) were conducted and analyzed in order to get an insight into prevalent conceptions of old age and ageing in this age cohort. The students' ideas result in a comprehensive category system. In summary, our investigation has shown that students do not hold one-sided positive or negative images of old age in general, although some aspects like the physical condition and exercise capacity are seen more negatively than for example the characteristics of older persons. Teaching approaches for biology lessons and other subjects, deducted from the students' perceptions, are given in the discussion.

Inclusive education requires that teachers not only teach academic knowledge and skills, but also consider the individual needs of all pupils, especially with respect to their social-emotional status. All teachers (including science and biology teachers) have to promote the wellbeing of their pupils by helping them develop social-emotional skills. The positive impact of these skills has been widely researched and documented. There is no doubt that academic achievements and social-emotional skills go hand in hand. However, only very little research data are available on how biology lessons and biology teachers can facilitate inclusive education in everyday school. The purpose of this qualitative study is to find out how teachers perceive an integrated approach in biology classes. This study reports on the experiences of five biology teachers with an integrated approach in which learning about the human body was intertwined with socio-emotional learning to address all pupils' needs. Overall, the teachers considered the use and implementation of the approach a success. They observed that the pupils were motivated and showed a high level of active involvement and participation. However, it became obvious that the teachers did not fully realize all elements of the approach--the intertwined biological and emotional learning in particular--although they liked it. Finally, our findings show that a practical way to teach science and emotional learning can be realized in common, but teachers need further support and professional development.

Experimental investigations are an integral part of biology education because they demonstrate essential methods of obtaining knowledge in the natural sciences and generate high levels of learning activity. However, gender differences can arise during experimentation just as in other teaching situations. This article shows examples of social gender construction that may occur in experimental work. To this end, experimental group work was recorded on video and was assessed by the method of film image sequence analysis. The video segments revealed clearly distinguishable behavioral patterns used by the students to establish an identification as a girl or boy. For example, gender-related differences referred to preferring household appliances (girls) or technical instruments (boys) when experimenting, and acting in an attentive (girls) or attention seeking way (boys) during group work. The disadvantage of these patterns is that they may restrict the unfettered development of the personality and, among other things, make it difficult for girls to feel competitive in experimental sciences. In order to balance the situation, teachers must be able to notice these patterns and must know about strategies to broaden students' behavioral range. Concrete proposals for such strategies being applicable in biology lessons but also in other subjects are given in the discussion of this article.

Background: Food literacy, a sub-area of health literacy, is achieving attention in schools, academia, research, health care, businesses, and governments worldwide. Against the current COVID-19 pandemic backdrop, the relevance of food literacy's interconnected attributes such as nutritional knowledge, food skills, and food environment is gaining traction. Enhancing health and food literacy in the K-12 school environment are important empowerment tools with the potential to reduce health inequalities as vulnerable people are at risk of limited health literacy. Methods: We aim to clarify the meaning of food literacy and its relationship to health literacy and other factors influencing eating behavior. Results: We offer a proposed conceptual model depicting connections between relevant theories and constructs in the field of health and nutrition. Concrete actions are offered that contemporary schools can take guided by the utility of the model. Conclusions: This visual can help guide schools' multidimensional health and food literacy efforts while considering the realities of the current COVID-19 pandemic context and beyond. This model will provide an overarching reference for schools to consider key constructs to support practice, research, policy, and intervention efforts to advance their health and food literacy agendas.

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Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

This paper presents a systematic literature review aimed at consolidating knowledge on the application of eye-tracking technology in the diagnosis of dyslexia among school-aged children (6-12 years). Through a meticulous search and selection process, 20 studies conducted over the last 10 years were identified and analyzed to evaluate the effectiveness of this technology. The findings highlight the varied methodologies, participant demographics, and outcomes of these studies, underscoring the potential of eye tracking as a non-invasive, objective tool in the early detection of and intervention for dyslexia. Despite facing limitations such as heterogeneity in study designs and the need for standardized protocols, this review illuminates the significant promise of eye-tracking technology in enhancing dyslexia diagnosis. It identifies gaps in current research, proposes avenues for future investigation, and offers evidence-based recommendations for practitioners. This endeavor not only enriches the present understanding of dyslexia diagnosis, but also establishes a foundation to ultimately improve educational outcomes for dyslexic learners. [ABSTRACT FROM AUTHOR]

Enquiry learning and teaching about the nature of science (NoS) is a key element of science education. We have designed an experimental setting for students aged 12-14 years to exercise enquiry-learning skills and to introduce students to the NoS aspects of creativity and imagination. It also illustrates the impact of carbon dioxide on the growth of algae. Students stated hypotheses, planned experiments and analysed the data, becoming familiar with the NoS aspects mentioned above. The sessions consisted of: an initial 2 hour session to propose hypotheses and predictions and to design the experiment; a 3 hour session to establish the experimental set-up; and a 2 hour session for analysis and interpretation. A well-planned and disciplined class timetable is essential.

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning "'Supporting pupils' own investigations" and "Guiding analysis and conclusions." The subjectively perceived problems comprise concerns about "Teachers' abilities" and "Pupils' abilities," "Differentiated instruction" and institutional frame "Conditions" while the self-reflectively noticed problems mainly comprise concerns about "Allowing inquiry," "Instructional Aspects," and "Pupils' behavior." Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.

Health literacy is a significant resource for daily life in society. Global evidence reveals that there are less than ideal levels of health literacy in populations. One potential straproviding them with the skills and tools that will improve their knowledge and practice as our future workforce. The purpose of this study was to articulate the need to develop an online health literacy introductory course for university students in Germany. A total of 16 students from two German universities participated in focus group interviews to collect data on the extent of student health literacy awareness and related health and education needs. Nine international stakeholders participated in an online self-guided review of a comprehensive draft course to obtain detailed feedback from experts in the education and health literacy fields. Results revealed that both focus group and international stakeholders are in support of developing an online health literacy curriculum. To build the draft curriculum, an existing Canadian health literacy online course was adapted as a blueprint for the German context. The proposed course was customized based on the findings from the focus groups and international stakeholder feedback, which is intended to help inform and determine contents, design, and delivery of such a course applicable for universities in Germany and beyond. [ABSTRACT FROM AUTHOR]