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Concept mapping is a practical task for enhancing learning performance. Learners usually construct concept maps while studying the learning material or after studying. In the first case, the learning material is available during construction, and learners are less involved in retrieval practice from memory (study-based concept mapping; SCM). In the second case, the learning material is absent during construction, and the learners rely on retrieving information from memory (retrieval-based concept mapping, RCM). RCM is assumed to be associated with lower concept map quality and higher cognitive load but better elaboration and learning performance than SCM. This study investigated how the availability of the learning material influenced these variables in biology classrooms. Unlike other studies, this study provided learners with an authentic learning environment and prior concept mapping training. After the concept mapping training, n = 129 secondary school students were assigned to an SCM or RCM condition in a quasi-experimental design. As expected, students in the RCM condition constructed concept maps of lower quality but outperformed SCM students concerning elaboration activities and learning performance. The perceived intrinsic cognitive load was higher in the RCM condition. The results indicate that using concept mapping as a retrieval practice could support students' learning in biology.

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Background: Even though evolution is the overarching principle that connects all areas of biology, a significant proportion of pre-service teachers do not intend to teach evolution, minimize the teaching of evolution, or teach alternative ideas in biology classes. To prevent adverse teaching practices and promote effective pre-service teacher education, we aimed to identify and analyze variables that foster or hinder their behavioral intentions to teach evolution. Method: We adopted a behavioral psychology research perspective and developed a research model based on the theory of planned behavior to examine behavioral intentions for teaching evolution in biology classrooms. We extended the model with additional variables that have been delineated by teacher education research as essential determinants for the behavioral intention to teach evolution. We proposed several hypotheses suggesting that the attitude toward teaching evolution, subjective norms, perceived behavioral control, personal religious faith, perceived usefulness, and knowledge about evolution determine a person's behavioral intention. We conducted a quantitative cross-sectional study in teacher education to test the hypotheses and surveyed N = 339 pre-service biology teachers using an online questionnaire. We analyzed the data using a two-stage structural equation model. Results: We were able to confirm all proposed hypotheses. The most important results revealed that pre-service teachers' knowledge about and perceived usefulness of evolution are only moderately pronounced. Moreover, the subjective norm is a predictor not only of behavioral intention but also of the attitude toward teaching evolution. The variable of perceived behavior control partly moderates the relationship between knowledge about evolution and behavioral intention. Additionally, perceived usefulness is an important and marginally stronger predictor of a person's attitude than personal religious faith. Conclusion: The extended model of the theory of planned behavior has highlighted the need for educational programs to increase knowledge about and the perceived usefulness of evolution even stronger. The findings delineated the effects of essential determinants on behavioral intentions and provided information about the necessary levers of teacher education. Supplementary Information: The online version contains supplementary material available at 10.1186/s12052-022-00175-1.

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A new field of research builds on the theoretical assumption that distinct design manipulations, such as human-like features with appealing colors (emotional design), foster multimedia learning by influencing the learners' affective state (i.e., valence and arousal) and attention. Empirical studies, however, provide inconsistent findings of the affective potential of emotional design, underlining the need for psychophysiological measurements to assess the affective state and attention more objectively. The effects of differently designed stimuli (picture-text combinations with anthropomorphic pictures in bright and saturated colors [emotional design], picture-text combinations with non-anthropomorphic pictures in grayscale [neutral design], and plain text [control design]) on junior high school students' valence (N = 15), arousal (N = 18), and attention (N = 27) were examined. Valence was determined by students' judgments on a rating scale; arousal and attention were assessed by psychophysiological parameters (electrodermal activity of students and their dwell time on stimuli, respectively). To allow the examination of valence and arousal as separate dimensions, two independent experiments were conducted. Results of experiment I show that students perceived emotional design stimuli as more pleasant than stimuli in neutral or control design. Besides, an interaction with the content of the stimuli was found. While the positive effect of the emotional design was found for concepts that could be interpreted as potentially positive (e.g., sunlight) or neutral (e.g., consumer), stimuli representing potentially negative concepts (e.g., dead consumer) were not perceived as more pleasant if presented in emotional design. Experiment II shows that emotional design did not induce higher arousal than neutral and control designs and did not attract more attention. Instead, the text within picture-text combinations (emotional and neutral designs) attracted more attention when pictures were presented in neutral than in emotional design. By investigating the emotional state more differentiated and by examining arousal and attention using psychophysiological parameters, the present study helps to understand the heterogeneous findings of previous studies.

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Despite the need for enduring preventive behavior in times of the COVID-19 pandemic, several counteracting behavioral reactions can be observed worldwide. Considering the grave consequences resulting from such health-related risk behavior, we carried out an online questionnaire study to identify personal characteristics that frame a motivational sketch of those who refuse to follow the pandemic-related preventive measures. Our results from a sample of N = 570 German participants already indicate obvious changes in relevant variables in the four-week investigation period during the pandemic's initial phase (25th March to 22nd April 2020). Above all, the willingness to take preventive measures decreased, as did the assessment of the pandemic's severity. The perceived own vulnerability also turned out to be clearly age-dependent and, overall, our sample showed a negative affectivity deviating distinctively from a reference sample. These and other findings allow for identification of sources for public health interventions that can help to increase compliance with required prevention behavior, and thus, counteract COVID-19.

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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.

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