Hochschulschrift(en), die von Neuhaus, Birgit begutachtet wurde(n)

Irmer, Marie (2025): Fostering ePCK in pre-service biology teacher education using a video-based simulation: investigating the effects of scaffolding and exploring the RCM of PCK. Dissertation, LMU München: Fakultät für Biologie

Meuleners, Julia S. (2024): The influence of individual preferences, institutional conditions, and their antecedents on academic research careers of life scientists. Dissertation, LMU München: Fakultät für Biologie

Gerl, Thomas (2023): Arten- und Formenkenntnis von Kindern und Erwachsenen am Beispiel der Wirbeltiere unter besonderer Berücksichtigung der Vögel. Dissertation, LMU München: Fakultät für Biologie

Behling, Franziska (2023): The refined consensus model of pedagogical content knowledge as a basis for evaluating and increasing pre-service biology teachers’ competence in the field of academic and science language. Dissertation, LMU München: Fakultät für Biologie

Flores, Pamela (2022): Early science education - Exploring preschool children's basic conceptual knowledge along with their involvement and preschool teachers' professional competence. Dissertation, LMU München: Fakultät für Psychologie und Pädagogik

Kramer, Maria (2021): Investigating pre-service biology teachers’ diagnostic competences with a video-based assessment tool: effects of instructional support on professional knowledge as one component of diagnostic competences. Dissertation, LMU München: Fakultät für Biologie

Dorfner, Tobias (2019): Instructional quality features in biology instruction and their orchestration in the form of a lesson planning model. Dissertation, LMU München: Fakultät für Biologie

Nawani, Jigna Srichand (2018): Moving teaching away from transmitting facts to co-constructing conceptual understandings: a cognitively activating instructional approach. Dissertation, LMU München: Fakultät für Biologie

Klemm, Janina (2017): Biological observation competency in preschool: the relation to scientific reasoning and opportunities for intervention. Dissertation, LMU München: Fakultät für Psychologie und Pädagogik