Christian Förtsch

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Use of technical terms in German biology lessons and its effects on students’ conceptual learning

B. Neuhaus, Tobias Dorfner, Christian Förtsch, 2020, Research in Science & Technological Education.

Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement

B. Neuhaus, Tobias Dorfner, Christian Förtsch, 2017 .

Feature Extraction-The Bridge from Case-Based Reasoning to Information Retrieval

Christian Förtsch, Mike Brown, D. Wissmann, 1998 .

Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study

B. Neuhaus, W. Boone, Christian Förtsch, 2019 .

Effects of Teachers’ Professional Knowledge and Their Use of Three-Dimensional Physical Models in Biology Lessons on Students’ Achievement

B. Neuhaus, Christian Förtsch, Lena von Kotzebue, 2018, Education Sciences.

Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences

F. Fischer, T. Seidel, Christof Wecker, 2018, Education Sciences.

Fostering Students’ Conceptual Knowledge in Biology in the Context of German National Education Standards

B. Neuhaus, Tobias Dorfner, Christian Förtsch, 2020 .

Effects of high-complexity and high-cognitive-level instructional tasks in biology lessons on students’ factual and conceptual knowledge

B. Neuhaus, Christian Förtsch, S. Werner, 2018 .

Measuring biology teachers’ professional vision: Development and validation of a video-based assessment tool

T. Seidel, B. Neuhaus, Christian Förtsch, 2020 .

Effects of biology teachers’ professional knowledge and cognitive activation on students’ achievement

B. Neuhaus, Christian Förtsch, S. Werner, 2016 .

Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: measuring the effect of different types of scaffolds

B. Neuhaus, Christian Förtsch, Maria Kramer, 2022, International Journal of Science Education.

Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

B. Neuhaus, W. Boone, Tobias Dorfner, 2017, Research in Science Education.

Investigating How German Biology Teachers Use Three-Dimensional Physical Models in Classroom Instruction: a Video Study

B. Neuhaus, W. Boone, Christian Förtsch, 2017, Research in Science Education.

Fostering Students’ Conceptual Knowledge in Biology in the Context of German National Education Standards

B. Neuhaus, Tobias Dorfner, Christian Förtsch, 2018, Research in Science Education.

Dealing with Student Errors in Whole-Class Discussions of Biology Lessons at German Secondary Schools

B. Neuhaus, Christian Förtsch, Lena von Kotzebue, 2021, International Journal of Science and Mathematics Education.

How does the Use of Core Ideas in Biology Lessons Influence Students’ Knowledge Development?

B. Neuhaus, Christian Förtsch, M. Spangler, 2018, Zeitschrift für Didaktik der Naturwissenschaften.

How does the Use of Core Ideas in Biology Lessons Influence Students’ Knowledge Development?

B. Neuhaus, Christian Förtsch, M. Spangler, 2018 .

Effects of Cognitive Activation in Biology Lessons on Students’ Situational Interest and Achievement

B. Neuhaus, Tobias Dorfner, Christian Förtsch, 2016, Research in Science Education.

Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy

T. Seidel, B. Neuhaus, W. Boone, 2021, Education Sciences.

Can Pre-Service Biology Teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts?

B. Neuhaus, Christian Förtsch, Maria Kramer, 2021, Education Sciences.

Biology instruction using a generic framework of scientific reasoning and argumentation

B. Neuhaus, Tobias Dorfner, Christian Förtsch, 2018, Teaching and Teacher Education.

Effects of three basic dimensions of instructional quality on students’ situational interest in sixth-grade biology instruction

B. Neuhaus, Tobias Dorfner, Christian Förtsch, 2018, Learning and Instruction.

Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge

B. Neuhaus, Christian Förtsch, Maria Kramer, 2021, Frontiers in Education.

Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation

T. Seidel, M. Fischer, B. Neuhaus, 2022, Learning to Diagnose with Simulations.

Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

William J. Boone, Tobias Dorfner, Christian Förtsch, 2019 .

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

B. Neuhaus, Christian Förtsch, Franziska Behling, 2022, Education Sciences.

A 4-year longitudinal study investigating the relationship between flexible school starts and grades

T. Roenneberg, Christian Förtsch, E. Winnebeck, 2022, Scientific Reports.

Are flexible school start times associated with higher academic grades? A 4-year longitudinal study

T. Roenneberg, Christian Förtsch, E. Winnebeck, 2021, bioRxiv.

Comparing two constructs for describing and analyzing teachers’ diagnostic processes

T. Seidel, B. Neuhaus, Christian Förtsch, 2021 .

Using Video-Based Simulations to Foster pPCK/ePCK—New Thoughts on the Refined Consensus Model of PCK

B. Neuhaus, Christian Förtsch, Marie Irmer, 2023, Education Sciences.

The Refined Consensus Model of Pedagogical Content Knowledge (PCK): Detecting Filters between the Realms of PCK

B. Neuhaus, Christian Förtsch, Franziska Behling, 2022, Education Sciences.