Preconception Analysis in Electrical Engineering Professors and Supervisors

Friederike WolfView profile

Research Fellow

University of Education Schwäbisch GmündGermany

Dr. Friederike Wolf serves as an Academic Employee and Deputy Head of the Department of Technology at the University of Education Schwäbisch Gmünd since September 2024, working part-time. Holding a PhD in Technology Education (magna cum laude, 2020), she actively contributes to teacher training and research while maintaining secondary school teaching duties at Realschule Schenkensee since 2021. Her academic qualifications include: First state exam in Geography, Technology, and Ethics (2016) from Pädagogische Hochschule Ludwigsburg First state exam in Physics (2017) from Pädagogische Hochschule Ludwigsburg PhD in Technology Education (2020, magna cum laude) from Pädagogische Hochschule Heidelberg and Ludwigsburg Wolf's research centers on technology education with specialized focus on student conceptions in electrical engineering and building technology, teacher competence assessment, and situated learning approaches. She investigates pre-instructional conceptions and develops methodological frameworks for technology teaching, particularly through out-of-school learning environments. Her work emphasizes diagnostic tools for identifying learner misconceptions and enhancing pedagogical content knowledge. Analysis of her 14 publications (2016-2025) reveals consistent empirical research on technology teacher education, featuring longitudinal assessment of teacher competencies using vignette-based instruments. Key thematic clusters include diagnostic methodology for electrical engineering concepts (batteries, thermal insulation), contextual learning strategies, and competence development during school practicums. Her work demonstrates strong interdisciplinary connections between educational psychology, subject didactics, and practical teacher training. No scientific awards are documented in the provided information. While actively supervising teacher trainees during school practicums, no formal PhD/Master's student advisement is indicated. Her research has been supported through the FuN-Kollegs EKoL initiative, though specific grant details aren't provided. Wolf maintains significant involvement with the FuN-Kollegs EKoL (Effective Competence Diagnosis in Teacher Education), a multi-university research consortium across Baden-Württemberg focusing on longitudinal assessment of teacher competencies through innovative vignette methodologies.

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Thomas JamborView profile

Researcher

Leibniz University HannoverGermany

PD Dr.-Ing. habil. Thomas Jambor serves as scientific staff in the Department of Didactics of Electrical Engineering and Computer Science at Leibniz University Hannover's Faculty of Electrical Engineering and Computer Science. With office hours by appointment, he maintains active roles in teaching, research, and academic administration. His position as Privatdozent (PD) with habilitation signifies his advanced academic qualifications in the German university system. Dr. Jambor's research spans five interconnected dimensions of electrical engineering education. At the subject level, he examines content selection for future engineers, disciplinary boundaries, and competence modeling. His teaching-level research investigates VR/AR technologies, activating methods for large cohorts, and robotics applications. Student-level work focuses on identifying preconceptions, supporting first-generation students, and reducing entry barriers. Social requirements research utilizes eye-tracking analysis, while teacher training research addresses requirements for future educators and introductory phase design. His work consistently bridges theoretical frameworks with practical classroom implementation. His publication trajectory demonstrates increasing emphasis on immersive technologies and data-driven educational approaches. Recent works show sophisticated integration of eye-tracking, mixed reality systems, and constructivist frameworks into electrical engineering pedagogy. He has developed numerous teaching-learning arrangements that combine traditional and digital approaches, with particular attention to practical implementation across different educational contexts. Subject advisor for multiple programs including Bachelor's "Technical Education" and Master's "Teaching at Vocational Schools" Third-party projects include "Leibniz works 4.0" (2020-2023), "Leibniz Prinzip" (2019-2024), and "TechColleges" (2014-2016) Institutional roles: Safety Officer, Fire Protection Assistant, Room Officer, StudIP administrator Externally, Dr. Jambor serves as Vice President of the Engineering-Pedagogical Scientific Society, board member at VDE Hannover, and holds teaching positions at University of Kassel and Hamburg Distance Learning University. His community involvement includes leadership roles at Michael Ende School as Deputy Chairman of the Parents' Council and Chairman of the Friends Association.

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Kimberle KoileView profile

Senior Lecturer

Massachusetts Institute of TechnologyUnited States

Kimberle Koile, Ph.D., is a Principal Lecturer in the Department of Electrical Engineering and Computer Science (EECS) at the Massachusetts Institute of Technology, with affiliations in the Computer Science and Artificial Intelligence Laboratory (CSAIL). She has extensive experience spanning over 25 years in both academic and industrial settings, focusing on building intelligent computational tools for complex human tasks. Her educational background includes a Ph.D. in Computer Science (AI) from MIT's Department of EECS and a B.A. in Chemistry with a minor in Math and teaching certificate from UT Austin. Prior to her current position, she held roles at MIT's Office of Digital Learning, Center for Educational Computing Initiatives, Artificial Intelligence Laboratory, and Laboratory for Computer Science. Dr. Koile's research interests span educational technology (particularly pen-based computing), assessment, teacher professional development, ubiquitous computing, knowledge-based systems, human-computer interaction, and computer-aided design. For the past decade, she has led an educational technology research group developing tablet-based systems to enhance classroom interaction and learning. Her current INK-12 project investigates how pen-based input and wireless communication can support teaching and learning math in upper elementary classrooms through the Classroom Learning Partner (CLP) software system. Her publication record reveals a progression from foundational work in computer-aided architectural design and context-aware computing to her current emphasis on educational applications. Many projects involve collaborations with TERC and the Concord Consortium, with funding primarily from NSF grants across multiple domains including science education, mathematical reasoning, and classroom interaction systems. Selected member of Massachusetts Digital Literacy and Computer Science Standards Panel (2014-2015) Dr. Koile has advised numerous students across various projects including the INK-12 project, Technology for Mathematical Argumentation (TMA), Classroom Learning Partner (CLP), and others. Her research has been supported by multiple NSF grants including DRL-1020152, DRL-1019841, IIS-1250362, IIS-1250802, and DRL-0733299. She leads a research team investigating how pen-based input and wireless communication can support classroom practices that teach critical STEM skills: creation/manipulation of representations for mathematical/scientific objects and communication of those representations.

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