Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge by Maria Kramer, Christian Förtsch, Birgit J. Neuhaus

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The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK by Franziska Behling, Christian Förtsch, Birgit J. Neuhaus

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Using the Plan–Teach–Reflect Cycle of the Refined Consensus Model of PCK to Improve Pre-Service Biology Teachers’ Personal PCK as Well as Their Motivational Orientations by Franziska Behling, Christian Förtsch, Birgit J. Neuhaus

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Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts? by Maria Kramer, Christian Förtsch, Birgit J. Neuhaus

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Basic needs support and achievement emotions in daily research of life scientists considering academic positions by Julia S. Meuleners, Birgit J. Neuhaus, Julia Eberle

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Testing an intervention of different learning activities to support students’ critical appraisal of scientific literature by Katharina Engelmann, Andreas Hetmanek, Birgit J. Neuhaus, Frank Fischer

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Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement by Sonja Förtsch, Christian Förtsch, Lena von Kotzebue, Birgit J. Neuhaus

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Using Video-Based Simulations to Foster pPCK/ePCK—New Thoughts on the Refined Consensus Model of PCK by Marie Irmer, Dagmar Traub, Marina Böhm, Christian Förtsch, Birgit J. Neuhaus

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Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy by Maria Kramer, Christian Förtsch, William J. Boone, Tina Seidel, Birgit J. Neuhaus

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Evaluation of structured doctoral training programs in German life sciences: how much do such programs address hurdles faced by doctoral candidates? by Julia S. Meuleners, William J. Boone, Martin R. Fischer, Birgit J. Neuhaus, Julia Eberle

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Measuring biology teachers’ professional vision: Development and validation of a video-based assessment tool by Maria Kramer, Christian Förtsch, Julia Stürmer, Sonja Förtsch, Tina Seidel, Birgit J. Neuhaus

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Kernkompetenzen von Lehrkräften für das Unterrichten in einer digitalisierten Welt: Veranschaulichung des Rahmenmodells am Beispiel einer Unterrichtseinheit aus der Biologie by Lena von Kotzebue, Ulrike Franke, Florian Schultz-Pernice, Monika Aufleger, Birgit J. Neuhaus, Frank Fischer

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The diagnosis of scientific reasoning skills: how teachers’ professional knowledge predicts their diagnostic accuracy by Amadeus J. Pickal, Katharina Engelmann, Clark A. Chinn, Birgit J. Neuhaus, Raimund Girwidz, Christof Wecker

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Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences by Christian Förtsch, Daniel Sommerhoff, Frank Fischer, Martin R. Fischer, Raimund Girwidz, Andreas Obersteiner, Kristina Reiss, Kathleen Stürmer, Matthias Siebeck, Ralf Schmidmaier, Tina Seidel, Stefan Ufer, Christof Wecker, Birgit J. Neuhaus

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