I'm fine with collecting data: Engagement profiles differ depending on scientific activities in an online community of a citizen science project.

Digital technologies facilitate collaboration between citizens and scientists in citizen science (CS) projects. Besides the facilitation of data transmission and access, digital technologies promote novel formats for education in CS by including citizens in the process of collecting, analyzing, and discussing data. It is usually assumed that citizens profit more from CS the more they participate in the different steps of the scientific process. However, it has so far not been analyzed whether citizens actually engage in these steps. Therefore, we investigated citizens' actual engagement in different scientific steps online (i.e., data collection and data analysis) in two field studies of a CS project. We then compared them with other CS projects. We analyzed behavioral engagement patterns of N = 273 participants with activity logs and cluster analyses. Opportunities to engage in different steps of the scientific process increased participants' overall commitment compared to contributory CS projects. Yet, despite their increased commitment, participants' engagement was only more active for data collection but not for data analysis. We discuss how participants' perceived role as data collectors influenced their actual engagement in the scientific steps. To conclude, citizens may need support to change their role from data collectors to data inquirers.

Darwin's tales-A content analysis of how evolution is presented in children's books.

In science, certain theories led to a paradigm shift in human being's approach to explain nature, such as the theory of relativity, the quantum theory, and the theory of evolution. The latter explains the emergence of biodiversity on Earth and all living beings' relatedness, including humans. Accordingly, evolutionary theory is a central part of scientific literacy. However, scholars have demonstrated that misconceptions emerging in childhood hinder learners from grasping evolutionary processes. Implementing evolution in early science education could enhance scientific ideas as a basis for subsequent learning at school. Currently, children's literature that deals with evolution is increasing and may enable more children to encounter evolutionary theory before entering school. This explorative study aimed to analyze how children's books about evolution approach explaining this complex topic to young children in terms of covered contents, underlying concepts and use of language. We conducted (1) a text-based qualitative content analysis of 31 children's books in the categories of organismal context, evolutionary principles, and misconceptions, and (2) a computer-supported content analysis of 33 word labels concerning (a) scientific terms and (b) verbs expressing evolutionary change. Although evolution is a universal concept, children's books seem to promote specific contexts such as animal and human evolution. Even though the principle of selection requires an understanding of complex interactions between individuals and environmental factors, this principle was more frequent than the principles variation and inheritance. Phylogenetic history was covered more often than basic evolutionary processes, and evolutionary change was mainly mentioned at the species level over long periods. Besides, most books conveyed misconceptions such as transformationist, teleological or anthropomorphic reasoning. Consequently, books covering evolution may bias children's first ideas concerning this topic or introduce unscientific ideas. Based on our results, we propose implications for early evolution educators and education researchers.

Examining the dimensionality of pre-service teachers' enthusiasm for teaching by combining frameworks of educational science and organizational psychology.

The aim of this study was to obtain a holistic understanding of pre-service teachers' enthusiasm for teaching (a subject) by examining its structure as well as relevant factors that may be related to it in the first phase of teacher education. For this purpose, we considered two strands of research: educational science and organizational psychology. Accordingly, the professional competence model and the job demands and resources model helped to identify factors that are associated with pre-service teachers' enthusiasm for teaching. Responses of 211 pre-service biology teachers indicated that enthusiasm for teaching can be considered as one-dimensional. Moreover, we found positive relationships between enthusiasm for teaching and academic self-concept, intrinsic career choice motives and occupational commitment. In contrast, we detected negative relations between enthusiasm for teaching and both emotional exhaustion and intention to quit. No significant relations could be found for enthusiasm for teaching and both professional knowledge and extrinsic career choice motives. Our findings highlight the importance of enthusiasm for teaching in the earliest stage of teachers' careers. Thus, our study points out relevant factors that could help to maintain high enthusiasm and to keep (pre-service) teachers healthy and in the profession.

Assessing High Performers in the Life Sciences: Characteristics of Exams Used at the International Biology Olympiad (IBO) and Their Implications for Life Science Education.

For decades, studies have revealed students' decreasing interest in science. Extracurricular learning opportunities-the Science Olympiads being a publicly well-known example-are an important means identified to tackle this challenge and help students further differentiate their interests. Better understanding the underlying constructs and characteristics of Science Olympiad exams can provide several implications not just for Science Olympiads, but also science education more broadly, for example, with regard to how the competitions' international juries defines expectations for high performance in the life sciences. This study analyzes exams set by the International Biology Olympiad (IBO) as an example for a top-tier international competition in the life sciences. The findings extend previous works on test item characteristics toward student competitions and high-performer education. We conducted a systematic analysis of N = 703 closed-ended and laboratory test items from six IBO assessment years across the competition's history. A categorical framework was developed to analyze items according to four areas: formal characteristics, content and practices, cognitive aspects, and the use of representations. Our findings highlight assessment characteristics used to challenge high-performing students. We derive implications for general life sciences education, as well as for further developing the assessments of Science Olympiads.

Does motivation matter? - The relationship between teachers' self-efficacy and enthusiasm and students' performance.

Knowledge and motivation of a teacher are two unchallenged, essential characteristics for successful education. Whilst the relevance of teachers' professional knowledge for successful students' learning has been studied in a sophisticated manner for years, the meaning of teachers' motivational orientations for students' performance still lacks a differentiated consideration. This construct is conceptualized by three domains: (1) self-efficacy, (2) subject-specific enthusiasm, and (3) enthusiasm for teaching the subject. Motivational orientations overall have shown to be relevant predictors of students' learning. However, there are several dimensions of motivation and their relative importance remains unclear. Our study goes beyond the available findings by considering in detail each of the three domains' relations to students' performance. Thus, we aim to further contribute to the clarification of the predictors of students' performance in school teaching. For this purpose, we conducted a study with 48 biology teachers and their 1036 students. To assess the three domains of teachers' motivational orientations, we applied paper and pencil tests. Concept maps and paper and pencil tests were used to measure students' performance. By specifying multilevel structural equation models, we examined the relationship between the domains of teachers' motivational orientations and the performance of the students. Our results reveal no relationship between teachers' self-efficacy and students' performance, but a significant positive relationship between the latter and teachers' subject-specific enthusiasm. Moreover, our results show a positive trend in the relationship between enthusiasm for teaching the subject and students' performance. The results provide a differentiated picture about the importance of motivational orientations for the characterisation of an effective teacher. We discuss our findings in terms of possible effect mechanisms and their relevance for further research on teacher motivation and the improvement of teacher education programmes.

Enhancing Conceptual Knowledge of Energy in Biology with Incorrect Representations.

Energy is an important concept in all natural sciences, and a challenging one for school science education. Students' conceptual knowledge of energy is often low, and they entertain misconceptions. Educational research in science and mathematics suggests that learning through depictive representations and learning from errors, based on the theory of negative knowledge, can potentially foster students' knowledge of abstract concepts such as energy. Thus, we propose here an instructional approach that combines these two strategies to foster conceptual knowledge of energy. It involves inserting an error in a biological energy flow diagram, an error that we derived from two prevalent misconceptions about energy: 1) plants get some of their energy from the soil or 2) energy cycles in an ecosystem. The approach's effect on students' conceptual knowledge of energy was tested in an intervention study with pre-post design and 304 ninth grade students (M = 14.79 years). Students who successfully identified and explained the error achieved larger gains in conceptual knowledge than students learning with a correct diagram. Thus, the proposed instructional approach holds promise for improving energy teaching.

University Students' Conceptual Knowledge of Randomness and Probability in the Contexts of Evolution and Mathematics.

Students of all ages face severe conceptual difficulties regarding key aspects of evolution-the central, unifying, and overarching theme in biology. Aspects strongly related to abstract "threshold" concepts like randomness and probability appear to pose particular difficulties. A further problem is the lack of an appropriate instrument for assessing students' conceptual knowledge of randomness and probability in the context of evolution. To address this problem, we have developed two instruments, Randomness and Probability Test in the Context of Evolution (RaProEvo) and Randomness and Probability Test in the Context of Mathematics (RaProMath), that include both multiple-choice and free-response items. The instruments were administered to 140 university students in Germany, then the Rasch partial-credit model was applied to assess them. The results indicate that the instruments generate reliable and valid inferences about students' conceptual knowledge of randomness and probability in the two contexts (which are separable competencies). Furthermore, RaProEvo detected significant differences in knowledge of randomness and probability, as well as evolutionary theory, between biology majors and preservice biology teachers.