... be understood as “knowledge in transition” (Smith et al., 1994) and learning opportunities and catalysts that can induce conceptual change and critical reflection (Siegel, 2025b ; Tulis, 2022d). Understanding these functions clarifies why myths endure despite contrary evidence and why debunking must...

... of the case study is limited by a small number of cases. Also, the results are specific for a seminar self-organized by the students and can therefore not simply be transferred to other seminars. Knowledge of specific learning processes and a possible conceptual change in sustainability classes could...