| Does motivation matter?–The relationship between teachers’ self-efficacy and enthusiasm and students’ performance D Mahler, J Großschedl, U Harms PloS one 13 (11), e0207252, 2018 | 358 | 2018 |
| Probing the amalgam: the relationship between science teachers’ content, pedagogical and pedagogical content knowledge K Neumann, V Kind, U Harms International Journal of Science Education 41 (7), 847-861, 2019 | 213 | 2019 |
| Preservice biology teachers’ professional knowledge: Structure and learning opportunities J Großschedl, U Harms, T Kleickmann, I Glowinski Journal of Science Teacher Education 26 (3), 291-318, 2015 | 211 | 2015 |
| Assessing system thinking through different concept-mapping practices K Brandstädter, U Harms, J Grossschedl International Journal of Science Education 34 (14), 2147-2170, 2012 | 201 | 2012 |
| What makes rubrics effective in teacher-feedback? Transparency of learning goals is not enough M Wollenschläger, J Hattie, N Machts, J Möller, U Harms Contemporary Educational Psychology 44, 1-11, 2016 | 147 | 2016 |
| Biotechnology education in schools U Harms Electronic Journal of Biotechnology 5 (3), 5-6, 2002 | 136 | 2002 |
| Biological principles and threshold concepts for understanding natural selection: Implications for developing visualizations as a pedagogic tool LAE Tibell, U Harms Science & Education 26 (7), 953-973, 2017 | 129 | 2017 |
| Professionswissen von Lehramtsstudierenden der mathematisch-naturwissenschaftlichen Fächer–Testentwicklung im Rahmen des Projekts KiL T Kleickmann, J Großschedl, U Harms, A Heinze, S Herzog, F Hohenstein, ... Unterrichtswissenschaft 42 (3), 280-288, 2014 | 118 | 2014 |
| Using doubly latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance D Mahler, J Großschedl, U Harms International Journal of Science Education 39 (2), 213-237, 2017 | 113 | 2017 |
| Fachdidaktik Biologie H Gropengießer Klett/Kallmeyer, 2023 | 111 | 2023 |
| Content-related knowledge of biology teachers from secondary schools: Structure and learning opportunities J Grossschedl, D Mahler, T Kleickmann, U Harms International Journal of Science Education 36 (14), 2335-2366, 2014 | 104 | 2014 |
| Students’ decision-making in education for sustainability-related extracurricular activities—A systematic review of empirical studies C Garrecht, T Bruckermann, U Harms Sustainability 10 (11), 3876, 2018 | 102 | 2018 |
| Acquiring knowledge about biodiversity in a museum—are worksheets effective? A Krombaβ, U Harms Journal of biological Education 42 (4), 157-163, 2008 | 100 | 2008 |
| Opportunities to learn for teachers’ self‐efficacy and enthusiasm D Mahler, J Großschedl, U Harms Education Research International 2017 (1), 4698371, 2017 | 97 | 2017 |
| Preservice teachers’ professional knowledge and its relation to academic self-concept I Paulick, J Großschedl, U Harms, J Möller Journal of Teacher Education 67 (3), 173-182, 2016 | 93 | 2016 |
| A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI J Großschedl, V Welter, U Harms Journal of Research in Science Teaching 56 (4), 402-439, 2019 | 86 | 2019 |
| How effective is instructional support for learning with computer simulations? M Eckhardt, D Urhahne, O Conrad, U Harms Instructional Science 41 (1), 105-124, 2013 | 83 | 2013 |
| Students’ energy concepts at the transition between primary and secondary school ST Opitz, U Harms, K Neumann, K Kowalzik, A Frank Research in Science Education 45 (5), 691-715, 2015 | 76 | 2015 |
| How strongly does statistical reasoning influence knowledge and acceptance of evolution? D Fiedler, GC Sbeglia, RH Nehm, U Harms Journal of Research in Science Teaching 56 (9), 1183-1206, 2019 | 75 | 2019 |
| University students’ conceptual knowledge of randomness and probability in the contexts of evolution and mathematics D Fiedler, S Tröbst, U Harms CBE—Life Sciences Education 16 (2), ar38, 2017 | 68 | 2017 |
Dr. Jörg GroßschedlProfessor für BiologiedidaktikVerified email at uni-koeln.de
