The document presents various approaches and findings related to inquiry-based science education, particularly in the context of genetic studies and outreach labs. It highlights the effectiveness of teaching methodologies and the impact of student interactions and experimental procedures on learning outcomes. Additionally, it discusses the relevance of environmental education and the importance of adapting teaching strategies to balance knowledge differences among students.

1. Green Open Educational
Resources
Prof.Dr.Franz.X.Bogner
University of Bayreuth, Chair of Centre of Math & Sci Education
GERMANY

2. The Rocard Report on Science Education (2007)
Science Education in Europe:Critical Reflections (Osborne & Dillon, 2008)
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3. Integrated instructional sequence:
• ENGAGE the Learners
• Learners EXPLORE Contextual Issues
• Teachers EXPLAIN Scientific Concepts and Inquiry Abilities
• Learners ELABORATE Their Knowledge and Abilities in New Contexts
• Teachers EVALUATE Students’ Knowledge and Abilities
(Bybee 2000)
Sotiriou, Bybee & Bogner (2015): Large-Scale Inquiry-Based Science Education:
Common Pathways, Common Futures. (submitted)
3
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4. Genetics Outreach Lab of the University of Bayreuth
4
F.-J. Scharfenberg, Lehrstuhl Didaktik der Biologie
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5. Evaluation of optimizing: students‘ activities1:
Individual time budgets
Exper. Schritt
V./Nachb.
Lesen
Zuschauen
Int. in. Gr.
Int. Betr.
Int. auß. Gr
Handl. ni. erkennb.
kein Bez. z. Exp.
1 Scharfenberg & Bogner (2008) A category-based video-analysis of
students' activities in an out-of-school hands-on gene technology lesson
International Journal of Science Education, 30(4), 451-467 (2008)
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6. Instruktion
I-2I-1
Mittelwert(%Anteile)
100
80
60
40
20
0
Schreiben
Exper. Schritt
Vor- und Nachber.
Lesen der Anleitung
Zuschauen
Interakt. in. Gr.
Interakt. Betr.
Interakt. auß. Gr.
Handl. ni. erkennb.
kein Bez. z. Exp.
Evaluation of optimizing: students‘ activities1:
comparison one- vs. two-step approach
 more in-group interactions
 lower proportion of observing behavior
2. Our molecular biology module
1 Scharfenberg & Bogner, 2011
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7. Optimizing:
Two-step experimental phases
Step 1: short group discussion about aspects
of the subsequent experimental procedures
Step 2: carrying out the experimental methods
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8. Pre-service teacher module
Change of roles: student  tutor  teacher role
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9. Scharfenberg, F-J; Bogner, FX: Review of Outreach Science Education: Evidence-Based Studies in a
Gene Technology Lab. Journal of Mathematics, Science & Technology Education (2014)
Scharfenberg, F-J; Bogner, FX: Teaching gene technology in an outreach lab: Students' assigned
cognitive load clusters and the clusters' relationships to learner characteristics, laboratory variables, and
cognitive achievement. Research in Science Education, 43(1), 141-161 (2013)
Scharfenberg, F-J; Bogner, FX: Instructional efficiency of tutoring in an outreach gene technology
laboratory. Research in Science Education, 43(3), 1267-1288 (2013)
Franke, G; Scharfenberg, F-J; Bogner, FX: Investigation of Students’ Alternative Conceptions of Terms
and Processes of Gene Technology, International Scholarly Research Network (2013)
Franke, G; Bogner, FX: Cognitive influences of students’ alternative conceptions within a hands-on gene
technology module. Journal of Educational Research (104), 158-170 (2011)
Franke, G; Bogner, FX: Conceptual change in students´ molecular biology education: Tilting at
windmills? Journal of Educational Research (104), 1-14 (2011)
Scharfenberg, F-J; Bogner, FX: A new two-step approach for hands-on teaching of gene technology:
Effects on students' activities during experimentation in an outreach gene technology lab. Research in
Science Education, 41(4), 505-523 (2011)
Scharfenberg, F-J; Bogner, FX: Instructional efficiency of changing cognitive load in an out-of-school
laboratory. International Journal of Science Education, 32(6), 829-844 (2010)
Scharfenberg, F-J; Bogner, FX: A category-based video-analysis of students' activities in an out-of-
school hands-on gene technology lesson. International Journal of Science Education, 30(4), 451-467
(2008)
Scharfenberg, F-J; Bogner, FX: Learning in a gene technology lab with educational focus: Results of a
teaching unit with authentic experiments. Biochemistry and Molecular Biology Education, 35(1), 28-39
(2007)
Scharfenberg, F-J; Bogner, FX: The suitability of external control-groups for empirical control purposes:
a cautionary story in science education research. Electronic Journal of Science Education, 11(1), 22-36
(2006)
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10. eLearning-Module

11. OSR ISE ODS GreeNET

12. 12
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13. JUST 2 RESULTS:
with the ISE Demonstrator students
had almost the same chance to learn
independent of their initial science
motivation and computer-related self-
concept
with the ISE Demonstrator existing
knowledge differences between girls
and boys have been balanced out
(Rocard Report, 2007)
Langheinrich, J; Bogner, FX:
Student Conceptions about the DNA
structure within a hierarchical
organizational level: Improvement by
experiment- and computer-based
outreach learning., Biochemistry and
Molecular Biology Education(in
press) (2015)
Meanofknowledgesumscore
T0 T1 T2
Boys score higher
in the pretest
No differences
between boys and
girls after
participation
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14. A world of learning tools and resources for scientific disciplines
just a click away…

15. Main ideas of ISE pedagogy
Inquiry Based
Science
Education
15
Cooperation
Real world
problems
High cognitive
activity
Construction
of knowledge
Improvement of
competences
Reflection of
learning process
Learner
centered
+
eLearning
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17. HOneyBee Online
Studies
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19. HOBOS - HOneyBee Online
Studies: HOBOS Online
www.hobos.de/en

20. 1

21. Sample differences:
CONSERVATION.
INTEREST
DANGEROUSNESS
.
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23. POST-TEST
directly
after
intervention
RETENTION-TEST
4-6 weeks
after
intervention
PRE-TEST
2 weeks
before
Intervention
INTER-
VENTION
Welcome & short thematic introduction
station 1
Life in
Rain-
forests
station 2
Surviving
in Rain-
forest
station 4
Changing
Rain-
forests
station Z
Gambling
for Rain-
forests
station 3
Consuming
Rain-
forests
station 5
Tomorrow‘s
Rain-
forests
T@sk1
Climate in
Rainfores
t layers
T@sk 2
Visiting
Ecuador
T@sk 3
What can
we do?

24. T@sk 2: Visiting Ecuador
students watch a video about scientists in Ecuador
students plot and analyze original data from a DFG group
 e.g. temperature at Bombuscura increases
 climate change is visible 0,16°C/year
 students reflect on causes and consequences
 1,6°C till 2024 is a dramatic increase!
questions guide students through the process
students can send themselves their answers
 receive sample solution in the same email
T@sk3: focuses on student‘s carbon footprint
 connecting findings of t@sk2 with daily life
 students learn how to tackle climate change
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25. Results
Environmental
Behavior
Environmental
Attitudes
Environmental
Knowledge ACT
SYS
EFF
APP PRES
UTIL
GEB
INS
.46 ***
-.23 ** .51 ***
.13***
p < 0.001 = ***, p < 0.01 = **, p < 0.05 =*
small (.10 ≤ r ≥ .29)
medium (.30 ≤ r ≥
.49)
large (r ≥
.50)
Pearson’s r effect sizes based on Cohen (1992)
negative effec
positive effect
RMSEA =0.01
CFI=0.99
SRMR=0.02
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26. The Big Ideas in SCIENCE:
1.All material in the Universe is made of very small particles. Light in
all different wavelengths permeates the Universe.
2.Objects can affect other objects at a distance.
3.Changing the movement of an object requires a net force to be acting
on it.
4.The total amount of energy in the Universe is always the same but
energy can be transformed when things change or are made to happen.
5.The composition of the Earth and its atmosphere and the processes
occurring within them shape the Earth's surface and its climate.
6.The solar system is a very small part of one of millions of galaxies
in the Universe.
7.Organisms are organized on a cellular basis.
8.Organisms require a supply of energy and materials for which they are
often dependent on or in competition with other organisms.
9.Genetic information is passed down from one generation of organisms to
another.
10.The diversity of organisms, living and extinct, is the result of
evolution.
(Harlen, 2010)
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31. Twinning Schools Distance
between the
Schools (km)
Calculated Earth
Circumference
Error (%)
Pallini – Vantaa 2470,4 39527 1,3
Pallini – Warsaw 1574,0 39078 2,5
Pallini - Belgrade 770,0 38500 3,9
Pallini - Alexandria 700,5 38181 4,7
Pallini – T’Saloniki 271,0 32520 17,6
Sotiriou & Bogner (2015)
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32. Surviving a Winter
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33. A world of learning tools and resources for scientific disciplines
just a click away…

34. Ellinogermaniki Agogi
Greek Research &
Technology Network
Agricultural University of
Athens
Universität Bayreuth
Steirische
Volkswirtschaftliche
Gesellschaft
Bundesministerium für
Bildung und Frauen
Österreichs
Eumenna
Ecoinstitut
Barcelona
franz.bogner@uni-bayreuth.de,
http://www.bayceer.uni-bayreuth.de/didaktik-bio/de/