Complexity appreciated: How the communication of complexity impacts topic-specific intellectual humility and epistemic trustworthiness.

Vaupotič, N., Kienhues, D. & Jucks, R. (2024)

In: Public Understanding of Science, 33(6). doi:10.1177/0963662524122780

Research article (journal) | Peer reviewed | Published

Math is cool – For school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus.

Guse, S., Kienhues, D. & Jucks, R, (2023)

In: Teaching and Teacher Education, 132. doi:10.1016/j.tate.2023.104247

Research article (journal) | Peer reviewed | Published

COPY OF:Gaining Insight Through Explaining? How Generating Explanations Affects Individuals’ Perception of Their Own and of Experts’ Knowledge.

Vaupotič, N., Kienhues, D. & Jucks, R. (2022)

In: International Journal of Science Education, Part B: Communication and Public Engagement, 12(1), 42-59. doi:10.1080/21548455.2021.2018627

Research article (journal) | Peer reviewed | Published

Keep Calm in Heated Debates: How People Perceive Different Styles of Discourse in a Scientific Debate

In: .

| Peer reviewed

Replication Crisis = Trust Crisis? The effect of successful vs. failed replications on laypeople's trust in researchers and research

In: .

| Peer reviewed

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Complexity appreciated: How the communication of complexity impacts topic-specific intellectual humility and epistemic trustworthiness. Vaupotič, N., Kienhues, D. & Jucks, R. (2024) In: Public Understanding of Science, 33(6). doi:10.1177/0963662524122780 Research article (journal) \| Peer reviewed \| Published
Informationskompetenz, epistemisches Vertrauen und intellektuelle Demut als wissenschaftsdidaktische Zielperspektiven. Jucks, Regina; Kienhues, Dorothe (2024) In: Reinmann, Gabi; Rhein, Rüdiger (eds.), Wissenschaftsdidaktik IV. Wissenschaftskommunikation, 121-138. Bielefeld: . Research article (book contribution) \| Peer reviewed \| Published
Math is cool – For school? Insights into preservice teachers’ views on the mathematics discipline between an academic and a job-related focus. Guse, S., Kienhues, D. & Jucks, R, (2023) In: Teaching and Teacher Education, 132. doi:10.1016/j.tate.2023.104247 Research article (journal) \| Peer reviewed \| Published
Half a Mathematician? How Preservice Teachers Are Connected to Their Studied Discipline. Guse, S., Kienhues, D. & Jucks, R. (2023) In: Journal of Curriculum Studies , 2023. doi:10.1080/00220272.2023.2268144 Research article (journal) \| Peer reviewed \| Published
COPY OF:Gaining Insight Through Explaining? How Generating Explanations Affects Individuals’ Perception of Their Own and of Experts’ Knowledge. Vaupotič, N., Kienhues, D. & Jucks, R. (2022) In: International Journal of Science Education, Part B: Communication and Public Engagement, 12(1), 42-59. doi:10.1080/21548455.2021.2018627 Research article (journal) \| Peer reviewed \| Published
Taking a stance on the role of nuclear energy to combat the climate crisis: How communication task and expert’s personal stance impact individual’ intellectual humility and strategies for dealing with a complex topic. In: , -. \| Peer reviewed
Keep Calm in Heated Debates: How People Perceive Different Styles of Discourse in a Scientific Debate In: . \| Peer reviewed
Gaining Insight Through Explaining? How Generating Explanations Affects Individuals’ Perception of Their Own and of Experts’ Knowledge. In: , -. \| Peer reviewed
Replication Crisis = Trust Crisis? The effect of successful vs. failed replications on laypeople's trust in researchers and research In: . \| Peer reviewed
Sealing the gateways for post-truthism: Reestablishing the epistemic authority of science. In: , -. \| Peer reviewed