Editor/Co-Editor:

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. Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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. Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt

Bolte, C., Holbrook, J., & Rauch, F. (2012, Eds.). Inquiry-based Science Education in Europe: Reflections from the PROFILES Project. Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

Gräber, W., & Bolte, C. (1997, Eds.). Scientific Literacy ‑ An International Symposion. IPN Kiel.

Zeitschriften und Sammelbände

Gieske, R., Streller, S., & Bolte, C. (2022). Transferring language instruction into science education: Evaluating a novel approach to language‐ and subject‐integrated science teaching and learning. RISTAL, 5, 144–162.
https://doi.org/10.23770/rt1860

Gieske, R., Streller, S., & Bolte, C. (2022). Transferring language instruction into science education: Evaluating a novel approach to language- and subject-integrated science teaching and learning. RISTAL, 5(1), 144–162.
https://doi.org/10.2478/ristal-2022-0111

Dietz, D. & Bolte, C. (2022). Multidimensional Analysis of Knowledge-Linking within the Concept of Energy in Student Essays. NorDiNa, 18(3), 353–368. https://doi.org/10.5617/nordina.9284

Slovinsky, E., Kapanadze, M., & Bolte, C. (2021). The Effect of a Socio-Scientific Context-Based Science Teaching Program on Motivational Aspects of the Learning Environment. Eurasia Journal of Mathematics, Science and Technology Education, 17(8), em1992.
https://doi.org/10.29333/ejmste/11070

Streller, S., & Bolte, C. (2018). Becoming a Chemistry Teacher – Expectations for Chemistry Education Courses. NorDiNa, 14(2), 125–137.
https://doi.org/10.5617/nordina.6162

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, 22(4), 21–35.

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, 59–72.

Kapanadze, M., Bolte, C., Schulte, T., & Slovinsky, E. (2015). Stakeholders’ Views on Science Education - Curricular Delphi Study in Georgia. American Journal of Educational Research,3(7), 897–906.

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, 14(2), 254–266.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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 teachers 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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

Streller, S., & Bolte, C. (2013). Translating University chemistry for the classroom. Chemistry in Action! Issue 101, 20–26.

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 (pp. 67–95). Sense Publishers.
https://doi.org/10.1007/978-94-6209-140-5

Bolte, C., & Streller, S. (2012). Evaluating students’ active learning in science courses. Chemistry in Action! Issue 97, 13–17.

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

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

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

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. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 75–78). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

Schneider, V., & Bolte, C. (2012). Professional Development regarding Stages of Concern towards Inquiry-Based Science Education. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 71–74). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

Streller, S., & Bolte, C. (2012). Science Teachers Cooperate: PROFILES Teachers Continuous Professional Development and the FU Berlin “ProNawi”-Project. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 68–70). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 42–51). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

Bolte, C., Streller, S., Holbrook, J., Rannikmae, M., Hofstein, A., Mamlok Naaman, R., & Rauch, F. (2012). Introduction into PROFILES and its Philosophy. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 31–42). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

Bolte, C., Holbrook, J., Rauch, F., & Dulle, M. (2012). Preface. In C. Bolte, J. Holbrook, & F. Rauch (Eds.), Inquiry-based Science Education in Europe: Reflections from the PROFILES Project (pp. 7–8). Freie Universität Berlin, Alpen-Adria-Universität Klagenfurt.

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

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, 32(2), 93–106.

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, 19(3), 331–350.

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

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

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 (Ed.), The Study of Learning Environments (Vol. 8, pp. 182–192). Curtin University.

Beiträge in internationalen Tagungsbänden und Proceedings

Dietz, D. & Bolte, C. (2025). Fact or Fake?! Strategies of pre-service chemistry teachers for searching credible information on the Internet. In: Proceedings of the 14th Nordic Research Symposium on Science Education. University of Iceland.

Bolte, C., Gieske, R. & Streller, S. (2025). Pre- and in-service science Teachers’ Concerns Focussing on the Requirement to Enhance both Students’ Academic Language Competencies and their Scientific Literacy in Everyday Schooling. In: Proceedings of the 14th Nordic Research Symposium on Science Education. University of Iceland.

Dietz, D. & Bolte, C. (2025). Revisioning science education: Fostering content knowledge linking within the energy concept using the integrated science teaching approach. In: Proceedings of the 14th Nordic Research Symposium on Science Education. University of Iceland.

Gieske, R. & Streller, S., Freudenberg, S. & Bolte, C., (2025). Words Matter: A Comprehensive Analysis of Adressee Orientation in Secondary Students’ Science Writing. In: Proceedings of the 14th Nordic Research Symposium on Science Education. University of Iceland.

Gieske, R., & Bolte, C. (2023, April). How Separating Content and Language Learning in Secondary-Level Chemistry Enhances Learners' Subject Matter Knowledge. Annual meeting of the American Educational Research Association (AERA). Chicago, USA. https://doi.org/10.3102/2012537

Dietz, D., & Bolte, C. (2022). Effects of different approaches to science teaching on content knowledge-linking within the concept of energy. Digitale i-Presentation of the AERA Annual Meeting 2022.
https://doi.org/10.3102/IP.22.1885187

Gieske, R., Streller, S., & Bolte, C. (2021). How Separating Everyday and Scientific Language in Chemistry Teaching Enhances Learners‘ Communicative Competences. In G. S. Carvalho, A. S. Afonso, & Z. Anastácio (Eds.), Fostering Scientific Citizenship in an Uncertain World (Proceedings of ESERA 2021) (pp. 378–386). University of Minho.

Dietz, D., & Bolte, C. (2021). Analysis of Linking Knowledge within the Concept of Energy in Student Essays. In G. S. Carvalho, A. S. Afonso, & Z. Anastácio (Eds.), Fostering Scientific Citizenship in an Uncertain World (Proceedings of ESERA 2021) (pp. 465–473). European Science Education Research Association, virtuelle Konferenz 2021. University of Minho.

Bolte, C. (2021). Affective aspects of learning how to teach science and of teaching science classes the first times. In S. W. Clausen, P. Daugbjerg, B. L. Nielsen, M. K. Sillasen, & S. O. Rebsdorf (Eds.), Science Education in the light of Global Sustainable Development: - trends and possibilities. Proceedings of the 13^th Nordic Research Symposium on Science Education (pp. 90–102). VIA University College, Aarhus, Denmark.

Bolte, C., & Dreßler, J. (2021). Concerns of science teachers and chemistry teacher students regarding the requirement to foster pupils’ competences to deal with socio-scientific issues. In S. W. Clausen, P. Daugbjerg, B. L. Nielsen, M. K. Sillasen, & S. O. Rebsdorf (Eds.), Science Education in the light of Global Sustainable Development: - trends and possibilities. Proceedings of the 13^th Nordic Research Symposium on Science Education (pp. 103–112). VIA University College, Aarhus, Denmark.

Bolte, C., & Schrader, N. (2021). Notions about Invisible Things – Student preconceptions about themes of radioactivity and ionizing radiation. In S. W. Clausen, P. Daugbjerg, B. L. Nielsen, M. K. Sillasen, & S. O. Rebsdorf (Eds.), Science Education in the light of Global Sustainable Development: - trends and possibilities. Proceedings of the 13^th Nordic Research Symposium on Science Education (pp. 113–120). VIA University College, Aarhus, Denmark.

Bolte, C., Hollauer, M., Mückai, R., & Zöphel, N. (2021). Demonstration Experiments in Cognitive Psychology Research Focus. In S. W. Clausen, P. Daugbjerg, B. L. Nielsen, M. K. Sillasen, & S. O. Rebsdorf (Eds.), Science Education in the light of Global Sustainable Development: - trends and possibilities. Proceedings of the 13^th Nordic Research Symposium on Science Education (pp. 121–129). VIA University College, Aarhus, Denmark.

Bolte, C., Hollauer, M., Mückai, R., & Zöphel, N. (2019). Demonstration experiments in the context of cognitive psychology research. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education (pp. 2033–2040). Bologna: ALMA MATER STUDIORUM – University of Bologna.

Streller, S., & Bolte, C. (2019). Becoming a chemistry teacher – expectations for chemistry education courses. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education (pp. 1527–1534). ALMA MATER STUDIORUM – University of Bologna.

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 (pp. 51–63). Trondheim, Norway.

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, USA.

Bolte, C., & Gauckler, 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, USA.

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 L. Dvořák & V. Koudelková (Eds.), Active learning – in a changing world of new technologies. ICPE-EPEC 2013 Conference Proceedings (pp. 1039–1043). Charles University Prague.

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 (pp. 132–140). Nicosia, Cyprus: European Science Education Research Association.

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 (pp. 197–204). Nicosia, Cyprus: European Science Education Research Association.

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 (pp. 185–196). Nicosia, Cyprus: European Science Education Research Association.

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 (pp. 160–171). Nicosia, Cyprus: European Science Education Research Association.

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 (pp. 131–142). Nicosia, Cyprus: European Science Education Research Association.

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 (pp. 205–213). Nicosia, Cyprus: European Science Education Research Association.

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

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

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

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

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

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

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. International Organization for Science and Technology Education (IOSTE) Symposium North-West: Science and Technology Education Research and its Impact on Practice. Limerick, Ireland.

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

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

Bolte, C., & Streller, S. (2012). Evaluating student gains in the PROFILES project. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Part 5 (pp. 9–15). European Science Education Research Association.

Streller, S., & Bolte, C. (2012). A longitudinal study on interests in science. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Part 10 (pp. 73–79). European Science Education Research Association.

Bolte, C., Streller, S., Holbrook, J., Rannikmae, M., Mamlok-Naaman, R., Hofstein, A., & Rauch, F. (2012). PROFILES – Professional reflection-oriented focus on inquiry-based learning and education through science. In C. Bruguière, A. Tiberghien, & P. Clément (Eds.), E-Book Proceedings of the ESERA 2011 Conference: Science learning and Citizenship. Part 5 (pp. 16–21). European Science Education Research Association.

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.

Erb, M., & C. Bolte (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.

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 (pp. 131–132). Pegem Akademi.

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 (pp. 149–154). Pegem Akademi.

Streller, S. & Bolte, C. (2010). Development of Interests in Science – a Longitudinal Study with Primary School Children. In I. Maciejowska & P. Ciesla (Eds.), 10th European Conference on Research in Chemistry Education (ECRICE). Book of Abstracts (pp. 263–264). Pedagogical University of Krakow.

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.

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.

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 Angles, USA.

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.

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 (pp. 294–300). Kuşadası, Türkei.

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

Gräber, W., Bolte, C., Hofstein, A., Holbrook, J., Lindner, M., Mamlok, R., Nielsen, J., & 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.

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

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, Sweden.

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

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.

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.

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

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

Bolte, C. (2000). Enhancing students´ motivation and ability to communicate in chemistry class-discourse. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST). New Orleans, USA.

Bolte, C. (1996). 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. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST). St. Louis, USA.

Bolte, C. (1995). 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. Proceedings of the Annual Meeting of the American Educational Research Association (AERA), San Francisco, USA.

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

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

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

Bolte, C. (1994). Conception and Application of the Kieler Motivational Learning Climate Questionnaire for Chemistry Instruction at German Schools. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST). Anaheim, USA .

Köller, Olaf, & Bolte, C. (1994). Learning Climate, Satisfaction and Grades in Chemistry in German Schools. Proceedings of the Annual Meeting of the National Association for the Research on Science Education (NARST). Anaheim, USA .