This open access volume presents full papers from peer-reviewed contributions to the ERIDOB 2024 conference, hosted at the University of Lyon, France, July 1 5, 2024. It showcases contemporary research exploring key influences on the advancement of biology education and teacher development. The empirical studies are organized into four focal areas: Teaching Strategies and Learning Environments; Students Knowledge, Conceptions, Values, Attitudes, and Motivation; Outdoor and Environmental Education; and Biology Teachers Professional Development. This volume serves as a valuable resource for biology educators at all levels and supports teacher training worldwide through evidence-based insights and pedagogical innovations.

Autorentext

Olivier Morin is a qualified Biology teacher who has passed the high-level competitive exam in France called aggregation, and a doctor in educational sciences. Since 2017, he has been a lecturer within the S2HEP Research Unit (Science, Society, Historicity, Education and Practices) at Claude Bernard Lyon 1 University, France. He has been deputy director of this research unit since 2021. He chaired the organization of the ERIDOB 2024 conference in Lyon, France.

Marcus Hammann is Professor of Biology Education at Muenster University, Germany. He is a certified biology teacher and earned a PhD in Biology Education at the Leibniz Institute for Science and Mathematics Education (IPN) at Kiel University, Germany, in 2003. His research focuses on cognitive and affective aspects of biology education, including research on students and teachers attitudes, students interests and their ability to think across the levels of biological organizations.

Catherine Bruguière is a doctor in educational sciences. Since 2002, she has been a lecturer in didactics of biology within the S2HEP Research unit (Sciences Society Historicity Education and Practices at the Lyon 1 University, France. She chaired the organization of the ESERA 2011 conference in Lyon, France. She is a biology teacher trainer for primary school teachers at the INSPE of the Lyon Academy, France.

Inhalt

1. SSI/SAQ-based Education To Develop Responsible Citizenship Towards Socio-Political Action: Ways To Deal with Controversies and Needs for Transitions.- 2. Towards an Educational Response to the Climate and Environment Emergency.- 3. Norwegian Primary School Students Decision-Making Related to a Local and Authentic Sustainability Dilemma.- 4. Student s Knowledge of Ocean Acidification and Its Impact on Marine Organisms.- 5. Environmental Issues, Causes and Solutions in Greek Secondary Education Biology Textbooks: How do Textbooks Contribute to Students Environmental Literacy?.- 6. Save the Yellow-Bellied Toad (Bombina variegata) The Impact of a Conservation Program on Students Motivation and Relationship to Nature.- 7. Exploring the Educational Potential of Climate Change Exhibits in Natural History Museums.- 8. Plant Awareness Disparity in Secondary School Students' Nature Experiences.- 9. Social Justice and School Biology Education: What Do Teacher Educators Think Can and Should Be Taught about Gender Issues?.- 10. Metrological Concepts in Biology Courses in Higher Education.- 11. Complexity and Non-Knowledge as a Challenge - Is There a Tendency To prefer linear explanations?.- 12. Investigating Relationships Between Prospective Teachers Knowledge of Models and Their Knowledge of the Modeling Process.- 13. Biology Undergraduates Internship Combining Lab Training and Making Learning Video.- 14. Defining the Genus Homo: A New Curricular Challenge - What if the Chimpanzee Belonged to the Genus Homo?.- 15. nd Pen-and-Paper: Challenges and Potentials in Capturing Students' Conceptions by Using the Digital "Draw"-A-Biologist Test.- 16. locking Minds: Revealing Students' Preconceptions of Biotechnology.- 17. Understanding the Pathway of Water Through the Body: Student Teacher s Knowledge and Essentials Concepts for Future Pupils.- 18. Biology Teachers s Beliefs about the Social Certification and Dissemination of Biology Education Research.