جستجوی استاد راهنمای دانشگاهی

Kirsten Schlüterمشاهده پروفایل

استاد

• Inquiry-Based Learning
• Inclusive Biology Education
• Health Education
• +۳ مورد دیگر

Prof. Dr. Kirsten Schlüter is a Professor of Biology and its Didactics at the University of Cologne, leading the Institute of Biology Education. She holds a PhD from ETH Zurich and has extensive experience in teacher training and educational research. Her work focuses on inquiry-based learning, inclusive biology education, and health/environmental education integration. Education: PhD in Environmental Sciences, ETH Zurich (1995) Teaching degree in Biology, ETH Zurich (1998) Biology Diploma, University of Kiel (1992) Research Interests: Schlüter’s research emphasizes practical, student-centered approaches to biology education. Notable areas include fostering inclusivity in classrooms, integrating health literacy into curricula, and using facade greening to promote climate literacy. Recent studies explore teacher training methodologies and pandemic-era educational adaptations. Articles Overview: Her recent publications analyze teacher perceptions of health education, digital/analog tool efficacy in plant knowledge acquisition, and student experimentation processes. Themes consistently revolve around innovative pedagogy and real-world application. Projects & Teaching: Leads initiatives like UTOPIA (interdisciplinary urban sustainability research) and the MoMo modular model garden project. Active in curriculum development for aging education and gender equity in science labs. Labs/Teams: Coordinates research groups on inquiry-based learning, inclusive biology teaching, and mobile benefits in teacher education (Mb2ite).

• Music in Social Work
• Cultural Education
• Addiction Prevention
• +۶ مورد دیگر

Prof. Ulrike Pfeifer (Frankfurt University of Applied Sciences) holds the Professorship for Music in Social Work within Department 4: Social Work & Health. Her work bridges music, cultural education, and social work, focusing on addiction prevention ("High Life" projects), inclusive school collaborations ("Höchst kreativ"), and documentary theater with marginalized communities. She teaches courses in aesthetic-media project work, cultural education, and creative interventions. Diplom in Kunsttherapie und Kunstpädagogik (FH Ottersberg, 1990) Research emphasizes music as a transformative tool in social work, including drug counseling , youth empowerment , and correctional institution projects (e.g., "Romeo und Julia", "MS Carmen"). Her publications include CDs documenting collaborative musical works and a 2019 chapter on music in addiction prevention. She leads the "High Life" series with institutions like Gallustheater Frankfurt and coordinates media-pedagogical initiatives with 36+ students annually. Her recent projects span inclusive school workshops (sculpture, music, rap), documentary theater on migrant experiences (2023/24), and multimedia exhibitions during the pandemic. Awards include the TheoPrax-Stiftung Sonderpreis (2010) for innovative teaching practices. She actively collaborates with Hessische Film- und Medienakademie (since 2013), ArtQ (since 2010), and Freie Musikschule Rodgau.

Hendrik Härtigمشاهده پروفایل

استاد

• Influence of literacy skills on competency acquisition in physics
• Experimental skills in physics
• Influence of answer formats on test performance
• +۷ مورد دیگر

Prof. Dr. Hendrik Härtig is a faculty member at the University of Duisburg-Essen, affiliated with the Faculty of Physics and Department of Physics Education. His academic career spans roles such as Chair of Physics Education (since 2016), Junior Professorship at the Leibniz Institute for Science and Mathematics Education (2011–2016), and postdoctoral research at UDE (2010–2011). Doctorate in physics education (2010, University of Duisburg-Essen) Studied physics at University of Bonn (2001–2003) Graduate of physics, educational sciences, and social sciences (2003–2006, UDE) His research focuses on: Interplay between literacy and physics competency acquisition Experimental skills development in science education Impact of answer formats on assessment performance School-to-vocational transition in technical fields Analysis of his 15 most recent publications reveals trends in: Meta-analytical studies on text comprehension in STEM Cognitive strategies for problem-solving instruction Media integration in science classrooms Control-of-variables strategy (CVS) training Comparative studies of narrative vs. expository texts Accessibility of scientific language ("leichte Sprache") He leads the Härtig group on Physics Education and contributes to institutional governance via memberships in the Senate of the University of Duisburg-Essen and the Faculty Council of Physics. He also chairs the scientific advisory board of the Junior University Essen and the Institute for Key Scientific Competencies (IwiS).

• Educational Psychology
• Cognitive Psychology
• Working Memory Research
• +۵ مورد دیگر

Judith Schweppe is Professor of Digital Learning Environments Didactics at the University of Erfurt's Faculty of Educational Sciences. Her research bridges cognitive psychology and educational practice, focusing on how memory processes influence learning in educational contexts. She maintains an active research program with numerous publications in top-tier journals. Her research interests span educational psychology, cognitive psychology, working memory, multimedia learning, and educational technology. Schweppe investigates how cognitive principles can inform instructional design, particularly examining how memory processes like retrieval practice, testing effects, and cognitive load impact learning outcomes. Her work often employs experimental methodologies to test theoretical claims in authentic educational settings. Analysis of her recent publications reveals a strong focus on retrieval practice effects, particularly examining open-book versus closed-book testing, interleaved practice in language learning, and the combination of retrieval practice with generative learning strategies. Her research consistently applies cognitive psychology principles to practical educational challenges, with a growing emphasis on digital learning environments and educational technology integration. Professor Schweppe has established herself as a significant contributor to the field of educational psychology through her theoretically grounded experimental work. Her publications appear consistently in high-impact journals such as Journal of Educational Psychology, Memory & Cognition, and Applied Cognitive Psychology, demonstrating both scholarly rigor and practical relevance. Her research program shows a clear trajectory from fundamental cognitive processes toward applied educational contexts, with increasing attention to digital learning environments. She collaborates with researchers across multiple institutions, suggesting an active research network and engagement with the broader scholarly community.

Astrid Utlerمشاهده پروفایل

مدرس ارشد

• Intercultural Psychology
• Social Psychology
• Migration Studies
• +۳ مورد دیگر

Roles: Senior Lecturer (temporary) at the University of Bayreuth's Chair of Psychology within the Faculty of Humanities and Department of Educational Sciences. Holds a Habilitation in Psychology (2023) and PhD from Ruhr University Bochum (2013). Education: 2000-2006: Diploma in Psychology, University of Regensburg 2003-2008: Additional training as a speech therapist (univ.) 2009-2013: PhD, Ruhr University Bochum 2023: Habilitation, University of Bayreuth Research Focus: Intercultural psychology, migration dynamics, social psychology of difference, qualitative methods (visual analysis, interviews), and the intersection of cultural identity and climate crisis. Specializes in intercultural communication, refugee experiences, and educational contexts. Publications: Active in publishing on intercultural competence, refugee mental health, and cultural identity. Recent works include analyses of Germany's national identity perceptions and practical manuals for refugee support. Awards: 2nd place Dissertation Prize in Cultural Studies (2014, KWI Essen) and RUB Research School Scholarship (2009-2012). Professional Activities: Freelance trainer/consultant on intercultural and migration-related issues since 2006. Collaborates with institutions on psychosocial support for refugees and educational initiatives. Labs/Teams: Engaged with the Chair of Psychology at Bayreuth, focusing on culturally sensitive education and crisis intervention research.

• Educational Psychology
• Teacher Training
• Digital Education
• +۳ مورد دیگر

Thérése Eder is a Researcher and Head of the Transfer and Professionalisation Department at the Tübingen Centre for Digital Education , affiliated with the Eberhard Karls University of Tübingen . Her work focuses on bridging science, school, and teaching practice in educator training, alongside investigating teaching and learning psychology using process measures like eye-tracking and computer-based feedback . Current Role : Research Assistant at Tübingen Centre for Digital Education (since 09/2024) Prior Roles : Research Assistant at Leibniz-Institut für Wissensmedien (2023–2024; 2017–2023) Education : PhD in Psychology (Dr. rer. nat.), Leibniz-Institut für Wissensmedien / University of Tübingen (2017–2021) M.Sc. in Psychology, University of Tübingen (2016–2017) B.Sc. in Psychology, University of Tübingen (2012–2016) Her research explores how eye-tracking and digital interventions enhance medical image interpretation by dental students. Recent work examines gaze patterns during feedback processing and visual expertise development through massed practice . Publications highlight applications of signaling techniques , gaze-based interventions , and pupil dilation analysis in radiography training . Thérése has contributed to peer-reviewed journals like PLOS ONE and Applied Cognitive Psychology , focusing on visual search strategies and adaptive educational systems . She has presented at international conferences including EARLI and ACM Symposium on Eye Tracking Research . Her work also includes a book chapter on digital media in education (2023).

• Science Education
• Teacher Training
• Video-Based Classroom Analysis
• +۲ مورد دیگر

Cornelia Sunder is a researcher at the Department of Didactics of General Education at Westfälische Wilhelms-Universität Münster. Her work focuses on the development and assessment of professional vision in pre-service science teachers, particularly through video-based analysis and adaptive digital learning modules. She contributes to projects like ProdiviS and ViU: Early Science, aiming to enhance classroom management and instructional support skills in primary science education. Her research explores how teacher education programs impact professional perception of learning support, examining the effectiveness of video interventions in fostering diagnostic competence. Key areas include science pedagogy, digital tools for teacher training, and the interplay between classroom observation and self-regulated learning. 2020 Ilse-Lichtenstein-Rother-Preis for early career contributions 2014 Lehrpreis for teaching excellence Cornelia Sunder's publications emphasize video-based methodologies for improving professional vision, with studies on content-specific observation skills, longitudinal competence development, and adaptive learning modules. Her work has been presented at international conferences like ESERA and national gatherings of the Society for Empirical Educational Research (GEBF).

• Mathematics Education
• Bayesian Reasoning
• Probability Theory
• +۳ مورد دیگر

Dr. Nicole Steib is a Researcher at the University of Regensburg's Faculty of Mathematics, affiliated with the Chair of Mathematics Education under Prof. Dr. Stefan Krauss. She holds a PhD in Mathematics and Physics and has been a research assistant since 2020. Her work focuses on Bayesian reasoning, probability education, and didactic methodologies. She teaches courses such as Didactics of Mathematics I , Didactics of Arithmetic , and Examination Seminars for Primary School Teachers . Her research emphasizes improving probabilistic literacy through visual tools like frequency networks and double-trees. She has published extensively in journals like Learning and Instruction and Journal für Mathematik-Didaktik , addressing covariational reasoning and training methods for Bayesian reasoning in medical and legal contexts. She collaborates on projects such as the DFG-funded TrainBayes , exploring educational interventions for probabilistic understanding. Education: Master’s in Mathematics and Physics (University of Regensburg, 2019), 1st State Examination for Secondary School Teaching (2019), Abitur (2014). Key Contributions: Developed visual aids for probability teaching, studied cognitive load in Bayesian problem-solving, and presented at conferences like DAGStat and ICOTS11. Labs/Teams: Active in the Chair of Mathematics Education, collaborating with Prof. Krauss and colleagues on national research initiatives.

Manuela Bünzowمشاهده پروفایل

پژوهشگر ارشد

• Art History
• Media Studies
• Photography
• +۳ مورد دیگر

Manuela Bünzow is a Research Fellow at the Academy of Fine Arts Nuremberg, affiliated with the Department of Transmedia Spaces. She holds a doctoral degree from the Karlsruhe University of Art and Design (2020–present) under Prof. Dr. Matthias Bruhn and Prof. Dr. Lars Blunck. Her research focuses on intermedia studies, art history, and media aesthetics, with notable work on contemporary photography and art education. Education: 2013–2014: Art History and Education at Friedrich-Alexander University Erlangen-Nuremberg 2014–2019: Art Education at Academy of Fine Arts Nuremberg (Class of Fine Arts and Sculpture) 2019: First State Examination (Teacher Certification) Research Interests: Bünzow explores the intersections of art, media, and pedagogy. Her work critiques contemporary photographic practices, analyzes historical photographic archives (e.g., August Sander), and develops emancipatory approaches to media education. She emphasizes intermedia relationships and the theoretical frameworks shaping visual communication. Awards: Young Leaders Academy (2011) Oskar Karl Forster Scholarship (2013) German Academic Scholarship Foundation Fellowship (2014–2019) Equal Opportunities Scholarship (2021–2022) Advising & Grants: Since 2019, she has served as a Research Assistant at the Chair of Art History. Her publications span art criticism, pedagogical theory, and curatorial practices. She has taught at the Christian-Ernst-Gymnasium Erlangen (2015–2017) and contributed to curriculum development for art education programs. Labs/Teams: Associated with the LEONARDO - Center for Creativity and Innovation and the Transmedia Spaces research group.

Julia Barenthienمشاهده پروفایل

پژوهشگر ارشد

• Early Childhood Education
• Professional Competence
• Science Education
• +۳ مورد دیگر

Dr. Julia Barenthien is a Research Fellow at the University of Hamburg's Faculty of Education, specializing in chemistry didactics within the Department of Didactics of Social Sciences and Mathematics and Natural Sciences. Her work focuses on enhancing early childhood education through research on teacher competencies and science/mathematics pedagogy. Education: 2019: PhD in Pedagogy, Christian-Albrechts-Universität zu Kiel 2012-2015: MA in Pedagogy, Christian-Albrechts-Universität zu Kiel 2009-2012: BA in Pedagogy and Sociology, Christian-Albrechts-Universität zu Kiel Research interests include early childhood education quality, professional development of educators, and science education methodologies. Her work examines how teacher training programs can better prepare educators for STEM instruction in early learning environments. Publications primarily investigate preschool teacher competencies, curriculum implementation challenges, and professional development effectiveness. Recent work utilizes systematic reviews and empirical studies to advance pedagogical approaches in science/mathematics education. Active in research projects including NaQua (Quality of science education in kindergartens) and FrühMaNawi (Subject-specific training for educators).

• Health Psychology
• Nutritional Psychology
• Risk Perception and Communication
• +۵ مورد دیگر

Prof. Dr. Britta Renner heads the Psychological Assessment and Health Psychology research group at the University of Konstanz since 2007 as a W3 Professor in the Department of Psychology within the Faculty of Science. She serves in multiple high-level advisory roles including as Vice President of the German Nutrition Society (DGE), Deputy Chair of the Scientific Advisory Board for Agricultural Policy at the Federal Ministry of Food and Agriculture, and spokesperson for the Cluster of Excellence EXC 2117 'Collective Behavior' since December 2023. Her educational background includes a Diploma in Psychology from Free University Berlin (1993), Doctorate from Free University Berlin (2000), and Habilitation in Psychology from University of Greifswald (2004). Prior to her current position, she served as Professor of Psychology at Jacobs University Bremen (2004-2007), Postdoctoral Researcher at University of Greifswald (2000-2004), and Research Assistant at Free University Berlin (1993-1999). Renner's research focuses on psychological determinants of health behavior with emphasis on dietary behavior, development of mobile interventions for behavior change, subjective risk assessment, and sustainability. She leads the 'Collective Appetite' project within the EXC 2117 'Collective Behavior' cluster and the 'Why we move how we move' sustainability project at BWIM. Her recent publications reveal a strong trend toward interdisciplinary research bridging psychology, nutrition science, sustainability studies, and digital health interventions, with particular emphasis on the intersection of health and sustainability perceptions. Transferpreis für die Transferaktivität 'Forschung, Lehre und Politikberatung für mehr Nachhaltigkeit in der Ernährung' (2024) LUKS-Preis für exzellente Lehre (2021) Fellow of European Health Psychology Society (2015) Wissenschaftspreis Kulinaristik (2015) Fellow of Association of Psychological Science (2010) Marie-Schlei-Dissertationspreis (2001) Renner has secured substantial third-party funding including leadership roles in multiple BMBF and EU-funded projects such as DEDIPAC, SMARTACT, and EATMOTIVE. She has been instrumental in developing mobile health interventions for dietary behavior change and has contributed significantly to national and international policy discussions on nutrition, sustainability, and health. Her laboratory focuses on understanding the psychological mechanisms behind eating behavior within collective contexts and developing evidence-based interventions to promote healthier and more sustainable food choices.

Sebastian Baderمشاهده پروفایل

پژوهشگر

• Neuro-Symbolic Artificial Intelligence
• Human Activity Recognition
• Assistive Systems for Dementia
• +۷ مورد دیگر

Sebastian Bader is a research scientist at the Institute for Visual & Analytic Computing at the University of Rostock, where he contributes to the Chair of Mobile Multimedia Information Systems. His work bridges artificial intelligence, human-computer interaction, and healthcare applications, particularly in assistive technologies. Doctoral Degree: Dr. rer. nat. in Neural Symbolic Integration, TU Dresden, 2009 (summa cum laude) His research interests focus on neuro-symbolic AI, human activity recognition, and intelligent assistive systems for dementia care and neurorehabilitation. He investigates how AI can support clinical interventions, improve patient monitoring, and enhance explainability in medical contexts. His work emphasizes ethical considerations, real-world usability, and integration with sensor and robotic systems. The recent publications highlight a strong trend in applying AI to healthcare, particularly in modeling patient behavior, evaluating robotic assistance, and developing explainable and ethical AI systems. Topics span from underwater robotics to Alzheimer’s diagnostics, showcasing interdisciplinary expertise. He supervises Bachelor's and Master's theses on topics such as visualizing uncertainty in ML, semi-automatic test generation using LLMs, and building probabilistic digital shadows of the Port of Rostock. Sebastian Bader actively collaborates with medical researchers and industry partners, and his projects include "SAMi" (sensor-based activity management for dementia) and "E-BRAiN" (robot-assisted neurorehabilitation). He contributes to both technical AI development and real-world deployment in healthcare environments.

Nora Heyneمشاهده پروفایل

پژوهشگر

• Reading Comprehension
• Educational Psychology
• Teacher Competencies
• +۴ مورد دیگر

Dr. Nora Heyne serves as a Scientific Associate at the Chair of Empirical Educational Research within the Faculty of Humanities at Otto-Friedrich University of Bamberg. She has been actively engaged in academic research since completing her doctorate in 2012, with a focus on reading instruction and educational psychology. Currently working toward habilitation under the mentorship of Prof. C. Artelt, Prof. N. McElvany, and Prof. C.H. Carstensen, she has established herself as a prominent researcher in literacy development and teacher competencies. Psychology Diploma, Technical University of Dresden (1997-2005) PhD in Educational Psychology, University of Koblenz-Landau (2012) Habilitation candidate at Otto-Friedrich University of Bamberg (since 2018) Dr. Heyne's research centers on standardized assessment and promotion of reading competence, with particular attention to reading strategies and motivation. She investigates text processing mechanisms, especially how readers handle literary texts with and without images, and the cognitive and affective aspects of perspective-taking. Her work also examines teacher competencies related to feedback provision and reading instruction, developing innovative video-based methods for researching and teaching these competencies. She approaches educational research from both theoretical and practical perspectives, ensuring her findings have meaningful classroom applications. Analysis of Dr. Heyne's publication record reveals a strong trajectory in literacy research with increasing methodological sophistication. Her recent work demonstrates expertise in large-scale assessment data analysis while maintaining focus on practical classroom applications. She has expanded her research from basic reading instruction analysis to complex investigations of perspective-taking in literary comprehension, showing evolution in both theoretical depth and methodological approach. Her work consistently bridges cognitive, motivational, and metacognitive factors in reading development across different educational stages. Waxmann-Posterpreis (2022) for research on perspective-taking in literary texts Dr. Heyne has coordinated significant research projects including the Educational Science in Networks (BilVer) initiative (2018-2022) and serves as principal investigator for the PÜLit project (2020-2022) and the innovative LitSpatz project. Her research has been supported by internal university funding, the Bavarian State Ministry of Science and the Arts, and community partnerships with organizations like the Bamberger Lesefreunde. She frequently collaborates with educational practitioners to ensure her research addresses real-world classroom challenges. Dr. Heyne leads the LitSpatz project team, which develops and implements virtual literary walks to promote reading competence in primary school children. She maintains strong connections with the National Educational Panel Study (NEPS) at the Leibniz Institute for Educational Trajectories in Bamberg and collaborates with interdisciplinary teams spanning educational psychology, teacher education, and literacy development. Her research approach emphasizes the practical application of empirical findings to improve educational outcomes.

Johanna Schönherrمشاهده پروفایل

استادیار

• Mathematics Education
• Educational Psychology
• STEM Education
• +۳ مورد دیگر

Dr. Johanna Schönherr serves as Junior Professor for Mathematics Didactics in Lower Secondary Education at Paderborn University's Institute of Mathematics within the Faculty of Computer Science, Electrical Engineering and Mathematics. Her research focuses on cognitive and motivational processes in mathematics learning, particularly examining visualization strategies, emotional factors, and problem-solving interventions. Her research interests center on mathematics education psychology , with emphasis on how visual representations impact learning outcomes, the role of emotions in mathematical reasoning, and strategies for enhancing student motivation through personalized problem design. Current investigations include meta-analyses of visualization effectiveness and studies on student-generated drawing interventions. Recent publications reveal strong trends in quantitative synthesis methodologies (multiple meta-analyses), affective-motivational dimensions of learning (self-efficacy, task values), and cognitive intervention design for real-world problem solving. Her work bridges educational psychology theory with practical classroom applications in mathematics instruction. Award highlights include: Fellowship Zia - Visible Women in Science (ZEIT Verlag, 2024-2025) Walter Benjamin Stipendium (Deutsche Forschungsgemeinschaft, 2023) Promotion Award for Outstanding Dissertation (Gesellschaft für Didaktik der Mathematik, 2020) Her academic trajectory shows continuous engagement in mathematics education research, including collaborations with prominent scholars like Prof. Richard E. Mayer at UC Santa Barbara. Current projects focus on visualization interventions in mathematical modeling tasks (ViMo 2 project).

• Multimedia Learning
• Educational Psychology
• Cognitive Load Theory
• +۴ مورد دیگر

Prof. Dr. Tim Kühl is a Professor for Educational Psychology at Leibniz University Hannover's Faculty of Philosophy, Institute of Psychology, a position he has held since April 2025. Previously, he served as Professor for Educational Psychology: Digital Media at Christian-Albrechts-University of Kiel (2023-2025), Professor for Psychology at Macromedia University, Cologne (2022-2023), and as Acting W3 Professor for Media Education and School Teaching and Learning Processes at the University of Potsdam (2021-2022). His educational background includes a Doctorate in Psychology from Eberhard Karl University of Tübingen (2011) and a Diploma in Psychology from Technical University of Berlin (2005). Prior to his professorial appointments, he worked extensively as a research assistant at the University of Mannheim (2012-2018, 2019-2021) and at the Technical University of Dresden (2011-2012). Prof. Kühl's research focuses on multimedia learning processes, particularly examining how visual-spatial representations like animations impact learning. His work investigates interventions to reduce cognitive load and mind wandering during multimedia learning, explores how difficulties can promote learning, and examines the design of digital teaching formats including explanatory videos. He also studies the use of digital educational technologies such as interactive whiteboards and virtual reality, with particular interest in affective-motivational factors influencing multimedia learning and applications for ADHD populations. His recent publications reveal a strong focus on the intersection of emotional states and learning processes, particularly examining how personalization, emotional design, and affective factors influence learning outcomes with multimedia. His work often explores individual differences, particularly spatial abilities, and their interaction with different learning formats. A recurring theme is identifying boundary conditions for multimedia learning principles, such as when animations offer advantages over static images or when personalized messages might actually hinder learning. Review activities for major journals including Applied Cognitive Psychology, Computers & Education, Educational Psychology Review, Journal of Educational Psychology, and many others Member of the Examination Board for Educational Sciences Deputy of the professors at the Institute of Psychology Prof. Kühl has led significant research projects including 'Learning with Animations Compared to Still Images: Extracting vs. Inferring Information about Dynamic Relationships,' funded by the German Research Foundation (DFG), which yielded five high-profile publications with important theoretical and practical implications for multimedia learning.