Monographien und Herausgeberschaft

Bolte, C., & Rauch, F. (2014; eds.). Enhancing Inquiry-based Science Education and Teachers Continuous Professional Development in Europe: Insights and reflections on PROFILES and other Projects funded by the European Commission.Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., Holbrook, J., Mamlok Naaman, R., & Rauch, F. (2014; eds.). Science Education and Teachers Continuous Professional Development in Europe: Case Studies from the PROFILES Project. Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: First Examples and Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria).

Gräber, Wolfgang - Bolte, Claus (1997, Eds.): Scientific Literacy - An International Symposion. Kiel: IPN Kiel. 

Englischsprachige Beiträge

Bolte, C., Hollauer, M., Mückai, R., & Zöphel, N. (2019). Demonstration experiments in the context of cognitive psychology research. In O. Levrini, & G. Tasquier (Eds.). The beauty and pleasure of understanding: engaging with contemporary challenges through science education. Part/Strand 18: Methodological Issues in Science Education Research (S. Kapon & M. Odegaard, Co-Eds.). (pp. 2033-2040). Bologna: ALMA MATER STUDIORUM – University of Bologna. [Electronic Proceedings of the ESERA 2019 Conference]. Retrieved from:
https://www.esera.org/publications/esera-conference-proceedings/esera-2019 (2021-04-13 -12:00 h)

Streller, S., & Bolte, C. (2019). Becoming a chemistry teacher - expectations for chemistry education courses. In O. Levrini, & G. Tasquier (Eds.). The beauty and pleasure of understanding: engaging with contemporary challenges through science education. Part/Strand 13 Pre-service Science Teacher Education. (M. Evagorou, & M.R. Jimenez Liso, Co-Eds.) (pp. 1527-1534). Bologna: ALMA MATER STUDIORUM – University of Bologna. [Electronic Proceedings of the ESERA 2019 Conference]. Retrieved from:
https://www.esera.org/publications/esera-conference-proceedings/esera-2019 (2021-04-13 -12:00 h)

Streller, S., & Bolte, C. (2018). Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses. In: NorDiNa. Vol 14, No 2. Pp. 125-137.
https://www.journals.uio.no/index.php/nordina/article/view/6162 - (2018-03-06)

Bolte, C., & Gauckler, M. (2018). Contemporary Science Education Practice: An International Perspective. In: A. Pálsdóttir (Ed.) Science competencies for the future. Proceedings of the 12th Nordic Research Symposium on Science Education NFSUN, June 7th–9th 2017 Trondheim, Norway. Pp. 51-63.

Albertus, M. & Bolte, C. (2015). Occupational orientation in chemistry-based learning environments. LUMAT, 3(2), 165-173.

Bertels, N. & Bolte, C. (2015). Motivation, self-image and developmental tasks influence students’ science-related career choice. LUMAT, 3(2), 175-185.

Keinonen, T., Schulte, T., & Bolte, C. (2015). Desirable School Science Education: Finnish High School Students’ Preferences. The International Journal of Science, Mathematics and Technology Learning. Vol.22. Issue 4. pp. 21-35.

Kapanadze, M., Bolte, C., Schulte, T., & Slovinsky, E. (2015). Stakeholders’ Views on Science Education - Curricular Delphi Study in Georgia. American Journal of Educational Research.Vol.3. No.7. pp. 897-906.

Schulte, T., Gorghiu, G., Bolte, C. (2015). A Comparison of Stakeholders’ Views on Science Education in Germany and Romania: Results from the International PROFILES Curricular Delphi Study on Science Education. Studia Universitatis Babeş-Bolyai Psychologia-Paedagogia, LX, 1, 2015, ISSN (print): 1221-8111, ISSN (online): 2065-9431, pp. 59-72.

Kapanadze, M., Bolte, C., Schneider, V., & Slovinsky, E. (2015). Enhancing Science Teachers’ Continuous Professional Development in the Field of Inquiry Based Science Education. Journal of Baltic Science Education. Vol. 14. No. 2. pp 254-266.

Bertels, N., & Bolte, C. (2015). Empirical-based Model to Explain the Impact of Science Classes on Students´ Career Choice. In: Proceedings of the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Chicago, April 2015.

Bolte, C., & Gaukler, M. (2015). Science education from a European perspective: Results from the International PROFILES Curricular Delphi Study. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Chicago, April 2015.

Bolte, C., & Rauch, F. (2014). Preface. In C. Bolte, & F. Rauch (Eds). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (p. 1). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C. (2014). Looking Back and Reflecting on the Work Carried Out So Far in PROFILES. In: C. Bolte, & F. Rauch (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 27-30). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., & Scheurer, K. (2014). Management and Evaluation in PROFILES. In: C. Bolte, & F. Rauch (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 30-34). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., & Schulte, T. (2014). Stakeholders Involvement and Interaction in PROFILES. In: C. Bolte, & F. Rauch (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 34-39). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C. (2014). Evaluating Students Gains in PROFILES. In: C. Bolte, & F. Rauch (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 48-51). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Albertus, M., Bertels, N., & Bolte, C. (2014). See You Later ‘Navigator’ – PROFILES Type Learning Environments with Special Emphasis on Occupational Orientation and the Evaluation of Their Impact on Students’ Attitudes. In: C. Bolte, & F. Rauch, (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 122-127). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Gauckler, M., Schulte, T., & Bolte, C.(2014). Aspects of Science Education from a European Perspective – First Results from a Meta-analysis of the International PROFILES Curricular Delphi Study on Science Education. In: C. Bolte, & F. Rauch, (Eds.). Enhancing Inquiry-based Science Education and Teachers’ Continuous Professional Development in Europe: Insights and Reflections on the PROFILES Project and other Projects funded by the European Commission (pp. 127-135). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., Holbrook, J., Mamlok-Naaman, R., & Rauch, F. (2014; eds). Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project. Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Schneider, V., Kapanadze, M., Bolte, C., & Slovinsky, E. (2014). Project PROFILES and Development of In-service Teachers’ “Stages of Concerns” Regarding IBSE in the Context of the Implementation of PROFILES Modules in Georgia. In Leoš Dvořák and Věra Koudelková (Eds.). Active learning – in a changing world of new technologies. ICPE-EPEC 2013 Conference Proceedings (pp. 1039-1043). Charles University in Prague, MATFYZPRESS publisher, Prague (Czech Republic).

Bolte, C., Streller, S., Rannikmae, M., Hofstein, A., Mamlok-Naaman, R., Rauch, F., & Dulle, M. (2014). Introduction: About PROFILES. In: C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.). Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project (pp. 4-15). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Schulte, T., & Bolte, C. (2014). Case Studies on Science Education based on Stakeholders’ Views Obtained by Means of a National/International PROFILES Curricular Delphi Study. In: C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.). Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project(pp. 19-23). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Streller, S., & Bolte, C. (2014). Crossing Borders in Science Teaching – PROFILES Teachers on their Way to the European Science on Stage Festival 2013 and towards Teacher Ownership. In: C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.). Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project (pp. 189-196). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., & Schneider, V. (2014). Chemistry in Projects (ChiP) – An Evidence-based Continuous Professional Development Programme and its Evaluation Regarding Teacher Ownership and Students Gains. In: C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.). Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project(pp. 220-230). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Bolte, C., Schulte, T., Hofstein, A., Mamlok-Naaman, R., Holbrook, J., Rannikmae, M., Rauch, F., & Dulle, M. (2014). Summary and Outlook. In: C. Bolte, J. Holbrook, R., Mamlok-Naaman, & F. Rauch, (Eds.). Science Teachers’ Continuous Professional Development in Europe. Case Studies from the PROFILES Project (pp. 279-285). Berlin: Freie Universität Berlin (Germany) / Klagenfurt: Alpen-Adria-Universität Klagenfurt (Austria).

Schulte, T., Georgiu, Y., Kyza, E. A., & Bolte, C. (2014). Students’ and Teachers’ Perceptions of School-based Scientific Literacy Priorities and Practice: A Cross-Cultural Comparison between Cyprus and Germany. In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 10 (co-ed. J. Dillon & A. Redfors) (pp. 132–140). Nicosia, Cyprus: European Science Education Research Association. Retrieved from http://www.esera.org/media/esera2013/Theresa_Schulte_19Dec2013.pdf (2014-06-12)

Schulte, T., & Bolte, C. (2014). Stakeholders’ Views on Empirically based Concepts for Science Education to Enhance Scientific Literacy – Results from the Third Round of the International PROFILES Curricular Delphi Study on Science Education. In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 8 (co-ed. M. Ossevoort & J. A. Nielsen) (pp. 197–204). Nicosia, Cyprus: European Science Education Research Association. Retrieved from http://www.esera.org/media/esera2013/Theresa_Schulte2_19Dec2013.pdf (2014-06-12)

Schulte, T., Bolte, C., Keinonen, T., Gorghiu, G., Kapanadze, M., & Charro, E. (2014). A Comparative Analysis of Stakeholders‘ Views on Science Education from Five Different Partner Countries – Results of the Second Round of the International PROFILES Curricular Delphi Study on Science Education. In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 8 (co-ed. M. Ossevoort & J. A. Nielsen) (pp. 185–196). Nicosia, Cyprus: European Science Education Research Association. Retrieved from http://www.esera.org/media/esera2013/Theresa_Schulte1_10Feb2014.pdf (2014-06-12)

Keinonen, T., Kukkonen, J., Schulte, T., & Bolte, C. (2014). Stakeholders’ Views of Science Education: Finnish PROFILES Curricular Delphi Study – Second Round. In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 8 (co-ed. M. Ossevoort & J. A. Nielsen) (pp. 160–171). Nicosia, Cyprus: European Science Education Research Association. Retrieved from http://www.esera.org/media/esera2013/Tuula_Keinonen_21Dec2013.pdf (2014-06-12)

Bolte, C., & Schulte, T. (2014). Stakeholders’ Views on Science Education in Europe: Method and First Insights of the PROFILES International Curricular Delphi Study on Science Education. In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 8 (co-ed. M. Ossevoort & J. A. Nielsen) (pp. 131–142). Nicosia, Cyprus: European Science Education Research Association. Retrieved from http://www.esera.org/media/esera2013/Claus_Bolte_19Dec2013.pdf (2014-06-12)

Bolte, C., Schneider, V., & Schürmann, A. (2014). Development of pre-service teachers‘ "stages of concerns" in the context of the implementation and evaluation of the new graduate course "integrated science". In C. P. Constantinou, N. Papadouris, & A. Hadjigeorgiou (Eds.). E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13: Pre-service science teacher education (co-eds., L. Avraamidou, & M. Michelini). Nicosia, Cyprus: European Science Education Research Association. pp. 205-213. Retrieved from
http://www.esera.org/media/eBook_2013/Strand%2013/ESERA_eBook_Part_13.pdf (Status: 2014-06-11).

Streller, S., Bolte, C. (2014). Translating University Chemistry for the Classroom. Chemistry in Action! No. 101, pp. 20-26.

Holbrook, J., Rannikmae, M., Bolte, C., Hofstein, A., Mamlok-Naaman, R., Rauch, F., Streller, S., Keinonen, T. (2013). PROFILES - Reflections on Motivational Science Education for 21st Century Scientific Literacy. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Bolte, C., Holbrook, J. (2013). An Introduction into PROFILES. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Bolte, C., Schulte, T. (2013). Project interrelationship with stakeholders views on purpose and direction of science education. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Schulte, T., Bolte, C. (2013). Enhancing Scientific Literacy: Views from Different Stakeholders within the ‘PROFILES Delphi Study on Science Education’. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Streller, S., Bolte, C. (2013). PROFILES Teachers Continuous Professional Development in the Context of ‘Pro Science’. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013. 

Schneider, V., Bolte, C. (2013). Adopting a Stages of Concern Questionnaire to Evaluate PROFILES CPD Courses for Pre-service Science Teachers. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Bolte, C., Streller, S., Hofstein, A. (2013). How to motivate students and raise their interest in chemistry education. In: I. Eilks & A. Hofstein (Eds.). Teaching chemistry - a studybook. Rotterdam: Sense Publishers, pp 67-95. 

Bolte, C (2013). PROFILES - Promoting Inquiry-based Science Education in Germany and in other Countries. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013. 

Bolte, C., Streller, S. (2013). Promoting ‘Professional Reflection-Oriented Focus on Inquiry-based Science Learning and Education through Science’ – PROFILES in Europe. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013. 

Bolte, C., Keinonen, T. (2013). The Impact of PROFILES on Students Gains – Finding in Germany and Finland. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013. 

Bolte, C., Möller, J., Südkamp, A. (2013)  Analysing Diagnostic Competencies of Pre-service Teachers by means of the Simulated Science Classroom. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Schulte, T., Bolte, C. (2013). Stakeholders’ Views on Scientific Literacy in Germany – Results from an International Delphi Study on Science Education. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Schneider, V., Bolte, C. (2013). Pre-service teacher students' concerns about the implementation of Inquiry-Based Science Education. Paper presented at the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Puerto Rico, April 2013.

Schulte, T., Bolte, C. (2012). Stakeholders’ Views on Scientific Literacy – The German Perspective of the First Round of an International Delphi Study on Science Education. Paper presented at the International Organization for Science and Technology Education (IOSTE) Symposium North-West: Science and Technology Education Research and its Impact on Practice. Limerick, Ireland, April 2012.

Schneider, V., Bolte, C. (2012). Chemistry education students’ concerns towards Inquiry-Based Science Education. Paper presented at the International Organization for Science and Technology Education (IOSTE) Symposium North-West: Science and Technology Education Research and its Impact on Practice. Limerick, Ireland, April 2012. 

Hoffmann, M., Bolte, C. (2012). Using C-Tests to Investigate Primary School Students’ Academic Language Proficiency Within Scientific Contexts. Paper presented at the International Organization for Science and Technology Education (IOSTE) Symposium North-West: Science and Technology Education Research and its Impact on Practice. Limerick, Ireland, April 2012.

Bolte, C., Streller, S. (2012). Evaluating Students Acitive Learning in Science Courses. Chemistry in Action! No. 97, pp.13-17.

Bolte, C., Schulte, T., Kapanadze, M., Slovinsky, E. (2012). Stakeholders’ Views on Desirable Science Education in Georgia. Kapanadze, M., & Eilks, I. (eds.). Student Active Learning in Science. Ilia State University Press. Tbilisi (Georgia), pp. 79-84.

Bolte, C. (2012). How to analyse and assess students motivation to learn chemistry. Kapanadze, M., & Eilks, I. (eds.). Student Active Learning in Science. Ilia State University Press. Tbilisi (Georgia), pp. 85-91.

Bolte, C., Streller, S. (2012). The SALiS Project in Berlin. Kapanadze, M., & Eilks, I. (eds.). Student Active Learning in Science. Ilia State University Press. Tbilisi (Georgia), pp. 36-38.

Albertus, M., Bolte C., Bertels N. (2012). Analyzing the Relevance of Science Education from Students’ Perspectives regarding Developmental Tasks, Self and Prototype Attitudes and Motivation. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: First Examples and Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), pp. 75-78.

Schneider, V., Bolte C. (2012). Professional Development regarding Stages of Concern towards Inquiry-Based Science Education. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: First Examples and Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), pp. 71-74. 

Streller, S., Bolte C. (2012). Science Teachers Cooperate: PROFILES Teachers Continuous Professional Development and the FU Berlin “ProNawi”-Project. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: First Examples and Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), pp. 68-70.

Schulte, T., Bolte C. (2012). European Stakeholders Views on Inquiry Based Science Education – Method of and Results from the International PROFILES Curricular Delphi Study on Science Education Round 1. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: First Examples and Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), pp. 42-51.

Bolte, C., Streller S., Holbrook J., Rannikmae M., Hofstein A., Mamlok Naaman R., & Rauch F. (2012). Introduction into PROFILES - Professional Reflection-Oriented Focus on Inquiry-based Learning and Education through Science. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: First Examples and Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), pp. 31-42.

Bolte, C., Holbrook, J., Rauch, F., & Dulle, M. (2012). Preface. Bolte, C., Holbrook, J., & Rauch, F. (2012; eds.). Inquiry-based Science Education in Europe: First Examples and Reflections from the PROFILES Project. Berlin: Freie Universität Berlin. Print: University of Klagenfurt (Austria), pp. 7-8. 

Bolte, C., S. Streller, J. Holbrook, M. Rannikmae, R. Mamlok Naaman, Hofstein, A., & Rauch, F. (2011): PROFILES: Professional Reflection-Oriented Focus on Inquiry based Learning and Education through Science. Proceedings of the European Science Educational Research Association (ESERA), Lyon, France, September 2011. Retrieved from: http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand5/ebook-esera2011_BOLTE_2-05.pdf (2012-05-31)

Bolte, C., Streller, S. (2011). Evaluating Student Gains in the PROFILES Project. Proceedings of the European Science Educational Research Association (ESERA), Lyon, France, September 2011. Siehe: http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand5/ebook-esera2011_BOLTE_1-05.pdf (2012-05-31) 

Bolte, C., Koeppen G., Moeller J., Suedkamp A. (2011): Diagnostic competencies of pre-service teachers analysed by means of the Simulated Science Classroom. Proceedings of the European Science Educational Research Association (ESERA), Lyon, France, September 2011. Retrieved from: http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand13/ebook-esera2011_BOLTE-13.pdf (2012-05-31)

Streller, S., Bolte C. (2011). A Longitudinal Study on Science Interests. Proceedings of the European Science Educational Research Association (ESERA), Lyon, France, September 2011. Siehe: http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand10/ebook-esera2011_STRELLER-10.pdf (2012-05-31)

Erb, M., Bolte C. (2011). Investigating students’ strengths and weaknesses in the area “scientific inquiry”. Proceedings of the Annual Meeting of the National Association for the Research on Science Teaching (NARST), Orlando, USA, April 2011. 

Bolte, C. (2010). Contemporary Scientific Literacy and the (Ir-)Relevance of Science Education. Eilks, I., Ralle, B. (eds). Contemporary Scientific Education – Implications from Science Education Research for Orientation, Strategies and Assessment. Aachen (Germany): Shaker Publishing. 23-34.  

Eilks,I., Holbrook J., Mamlok-Naaman R., Marks R., Bolte C., Kirschenmann B., Streller S., Rannikmäe M., Laius A. (2010). Ways to promote essential elements of a developed scientific literacy in science education. In G. Cakmakci & M.F. Taşar (Eds.), Contemporary science education research: scientific literacy and social aspects of science. Ankara, Turkey: Pegem Akademi. 131-132 (145/146). Siehe auch: http://www.esera2009.org/books/Book_5.pdf. 

Bolte, C., Kirschenmann B., Streller S. (2010). Enhancing Pupils’ Abilities to Properly Judge and Make Informed Decisions in the Field of Renewable Energy Sources – Bioenergy. In G. Cakmakci & M.F. Taşar (Eds.), Contemporary science education research: scientific literacy and social aspects of science. Ankara, Turkey: Pegem Akademi. 149-154 (163/168). Siehe auch: http://www.esera2009.org/books/Book_5.pdf.

Noto La Diega, R., Benedict, C., Bolte, C. (2010). Tra particelle e continuo, ovvero come i nostri alunni immaginano la materia:un’indagine quantitativa condotta nelle Scuole Medie Inferiori e Superiori [Zwischen Teilchen und Kontinuum, oder wie unsere Schüler sich Materie vorstellen: eine quantitative Studie an Mittel- und Oberschulen]. La Chimica nella Scuola. Gironale die Didattica e Cultura della Società Chimica Italiana. 32, 2, 93-106. Siehe auch: http://www.soc.chim.it/it/ riviste/ chimica_nella_scuola. 

Streller, S., Bolte, C. (2010). Development of Interests in Science – a Longitudinal Study with Primary School Children. ECRICE (European Conference on Research In Chemistry Education), Krakow, Poland, July 2010, pp. 263-264  

Bolte, C., Streller, S. (in print). Meaningful Learning and Informed Decision Making – From Air Pollution and Cow Dung to Experts Reports. Bolte, C., Gräber, W. & Holbrook, J. (eds.). Making science lessons popular and relevant – Examples of good practice. Book of invited presentations at the International PARSEL Conference 2009 in Berlin. Münster: Waxmann Verlag. 

Streller, S., Bolte, C. (in print). PARSEL Goes to School – From Pre-service Teacher Training Courses to School Science Projects. Bolte C. Gräber, Wolfgang & Holbrook Jack (eds.). Making science lessons popular and relevant – Examples of good practice form the European project. Münster: Waxmann Verlag. 

Bolte, C., Streller, S. (in print). PARSEL works! – Enhancing Students (Intrinsic) Motivation by Using PARSEL Materials. Bolte C. Gräber, Wolfgang & Holbrook Jack (eds.). Making science lessons popular and relevant – Examples of good practice form the European project. Münster: Waxmann Verlag. 

Streller, S., Bolte, C. (in print). Junior Climatologists Required! Innovation, Evaluation and Dissemination of PARSEL in Berlin. Gräber Wolfgang, Holbrook Jack & Bolte C. (eds.). Enhancing Popularity and Relevance of Science Education for Scientific Literacy. Münster: Waxmann Verlag. 

Bertels, N., Bolte, C. (2010). Occupational Orientation – A Foreign Concept to Chemistry Lessons. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST), Philadelphia, USA, March 2010.

Bolte, C., Kirschenmann, B. (2009). Enhancing Students’ Interests in Learning Science by Creating Innovative Learning Environments – The Berlin-ParIS-Project “Bio-Energy Sources”. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST), Los Angles,USA, April 2009.

Bertels, N. Bolte, C. (2009). Developmental Tasks, Stereotypes and Motivational Learning Environments in Science Lessons (in Germany). Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST), Los Angeles, USA, April 2009. 

Bolte, C., Kirschenmann, B. (2009). Promoting Students’ Abilities to Judge and to Make Reflected Decisions in the Field of Re-Newable Energy Sources – esp. Bioenergy. Proceedings of the Annual Meeting of the South African Association for Research in Science, Mathematic and Technology Education (SAARSMTE). Grahmastown,South Africa, January 2009. 

Bolte, C. (2008). A Conceptual Framework for the Enhancement of Popularity and Relevance of Science Education for Scientific Literacy, based on Stakeholders’ Views by Means of a Curricular Delphi Study in Chemistry. Science Education International. Vol. 19, No. 3, pp. 331-350. 

Bolte, C., Streller, S. (2008). “The Building Blocks of Life – An Introduction to Biochemistry” – An Extra-Curricular Course to Promote Students’ Interests in Learning Chemistry. Proceedings of the XIII. International Organization for Science and Technology Education (IOSTE) Symposium: The Use of Science and Technology Education for Peace and Sustainable Development. Kuşadası, Türkei, September 2008. pp. 294-300.

Nielsen, J., Lindner M., Bolte C., Galvão Couto C., Gräber W., Holbrook J., Mamlok R., Michelsen C., Rannikmae M., Rocha dos Reis P., Sybek P., Tsarpalis G. (2008): Popularity and Relevance of Science Education and Scientific Literacy - The PARSEL Project inEurope. In A. Macdonald (Ed.). Planning science instruction: From insight to learning to pedagogical practices. Proceedings of the 9th Nordic Research Symposium on Science Education 11th - 15th June 2008 Reykjavik, Iceland. 193-194.

Gräber, W., Bolte, C., Hofstein, A., Holbrook, J., Lindner, M., Mamlok, R., Nielsen, J. and Rannikmae, M.(2008). Popularity and Rele­vance of Science Education and Scientific Literacy - The PARSEL Project in Europe. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST), Baltimore, USA, März/April 2008. 

Bolte, Claus ‑ Koeller, Olaf (in Überarbeitung). Motivational Aspects of Learning Che­mistry - differentiated by School-type and Gender. First Steps toward a Model of Causal Relationships between Special Learning Climate Vari­ables, Students’ Satisfaction and Achievement in Chemistry Instruction (aspected to send to: International Journal of Research in Science Teaching. New York. John Wiley & Sons, Inc.). 

Benedict, C., Bolte, C. (2007) Studies of Conceptual Competences of Primary School Children. Proceedings of the European Science Educational Research Association (ESERA), Malmö, Schweden, August 2007. 

Streller, S., Bolte, C. (2007). "Chemistry (in) the Extra-Class": An Out-of-School-Course to Enhance Students' Interest in Chemistry. Proceedings of the European Science Educational Research Association (ESERA), Malmö, Schweden, August 2007.

Bolte, C. (2007). Reflections on the Term of Scientific Literacy from a German Perspective. Proceedings of the European Science Educational Research Association (ESERA), Malmö, Schweden, August 2007.

Bolte, C. (2007). How to promote scientific literacy - different views from German experts. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST), New Orleans, USA, April 2007.  

Bolte, C. (2006). Evaluating Science Instruction by Using the Motivational Learning Environment Questionnaire. Proceedings of the Annual Meeting of the American Educational Research Association (AERA), San Francisco, USA, April 2006. 

Bolte, C. (2006). As Good as It Gets: The MoLE-Intrument for the Evaluation of Science Intruction. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST), San Francisco, USA, April 2006. 

Bolte, C. (2001). How to Enhance Students´ Motivation and Ability to Com­municate in Science Class-Discourse. In: Behrendt, H. - Dahncke, H. - Duit, R. - Gräber, W. - Komorek, M. - Kross, A. - Reiska, P (Eds.): Re­search in Science Education - Past, Present, and Future. Kluwer Acade­mic Publishers. Pp.277-282. 

Bolte, C. (2001). Motivational Learning Climate and Teacher-Student-Inter­action in Chemistry Lessons – Investigations in German Grammar School Classes. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Seattle, USA, April 2001. (Poly­script). 

Bolte, C. (2000). Enhancing Students´ Motivation and Ability to Communicate in Chemistry Class-Discourse. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), New Orleans, Lousiana, USA, April 2000 (Polyscript). 

Bolte, C. (1999). How to Enhance Students´ Motivation and Ability to Com­muni­cate in Science Class-Discourse. In: Komorek, M. - Behrendt, H. - Dahncke, H. - Duit, R. - Gräber, W. - Kross, A. (Eds.): Research in Science Education, Past, Present, Future. Second International Confe­rence of the European Science Education Research Association (E.S.E.R.A.), August 31 - September 4, 1999, Kiel, Germany. Volume 1, pp.345-347. 

Bolte, C. (1996, April). Aspects of Science Instruction in the View of German Junior High School Students - Conception and Application of the Com­puter-Assisted Procedure for the Ana­lysis of Motivational Learning Climate Issues in Biology, Chemistry and Physics Instruction. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), St. Louis, Missouri, USA, April 1996 (Polyscript). 

Bolte, C. (1995). Conception and Application of a Learning Climate Ques­tionnaire based on Motivational Interest Concepts for Chemistry Instruc­tion at German Schools. In: D.L. Fisher (1995, ed.): The Study of Lear­ning Environments. Vol. 8. Curtin University. Perth, Australia. pp. 182-192. 

Bolte, C. (1995, April). How to Gain an Insight into Special Aspects of Chemistry Instruction - The categorically structured Live Observation and Direct Supervision of Teacher-Student-Interactions in Chemistry Les­sons. Paper presented at the Annual Meeting of the American Educa­tional Research Association (AERA), San Francisco, Californien, USA, April 1995 (Polyscript). 

Bolte, C. (1995, April). Relationships between different Learning Climate Variables, Students’ Satis­faction and Achievement in Chemistry Instruc­tion - differentiated by School type and Gender. Paper presented at the Annual Meeting of the American Educa­tional Research Association (AERA), San Francisco, Californien, USA, April 1995 (Polyscript). 

Bolte, C. (1994, April). Conception and Application of a Learning Climate Questionnaire based on Motivational Interest Concepts for Chemistry Instruction at German Schools. Paper presented at the Annual Meeting of the American Educa­tional Research Association (AERA), New Orleans, Lousiana, USA, April 1994 (Polyscript). 

Bolte, C. (1994, April). Observation and Analysis of Teacher-Pupil-Inter­actions in Live Sessions or from Videotaped Lessons with the Help of a Computer Assisted Observation System. Paper presented at the Annual Meeting of the American Educa­tional Research Association (AERA), New Orleans, Lousiana, USA, April 1994 (Polyscript). 

Bolte, C. (1994, März). Conception and Application of the Kieler Motivational Learning Climate Questionnaire for Chemistry Instruction at German Schools. Paper presented at the Annual Meeting of the National Asso­ciation for Research in Science Teaching (NARST), Anaheim, Californien, USA, März 1994 (Polyscript). 

Köller, Olaf - Bolte, C. (1994, März). Learning Climate, Satisfaction and Grades in Chemistry in German Schools. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Anaheim, Californien, USA, März 1994 (Polyscript).