poster


Poster Gallery T-CEL (Office Building)

Natalia Spitha & Rüdiger Tiemann: Simulationsbasierte Lernaktivitäten für Chemiestudierende

  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Princeton Hall.
  • Heublein, U., Schmelzer, R., & Sommer, D. (2008). Die Entwicklung der Studienabbruchquoten an den deutschen Hochschulen. Report. Hannover.
  • Hosbein, K. N., & Barbera, J. (2020). Development and evaluation of novel science and chemistry identity measures. Chemistry Education Research and Practice, 21(3), 852-877
  • Schwedler, S., & Kaldewey, M. (2020). Linking the submicroscopic and symbolic level in physical chemistry: how voluntary simulation-based learning activities foster first-year university students’ conceptual understanding. Chemistry Education Research and Practice, 21(4), 1132-1147.
  • Thiry, H., Laursen, S. L., & Hunter, A. B. (2011). What experiences help students become scientists? A comparative study of research and other sources of personal and professional gains for STEM undergraduates. The Journal of Higher Education, 82(4), 357-388.

Lisa Bering & Rüdiger Tiemann: Model-Eliciting-Activities (MEA´s) im Chemieunterricht

  • Zawojewski, J., Capobianco, B., & Hjalmarson, M. (2004). Model Eliciting Activities: An In Class Approach To Improving Interest And Persistence Of Women In Engineering. In 2004 Annual Conference (pp. 9-919). 
  • Lesh, R., Hoover, M., Hole, B., Kelly, A., Post, T., (2000) Principles for Developing Thought-Revealing Activities forStudents and Teachers. In A. Kelly, R. Lesh (Eds.), Research Design in Mathematics and Science Education. (pp. 591-646). Lawrence Erlbaum Associates, Mahwah, New Jersey.
  • Vogel, F., Fischer, F. (2020). Computerunterstütztes kollaboratives Lernen. In: H. Niegemann, A. Weinberger (Eds.), Handbuch Bildungstechnologie. Springer, Berlin, Heidelberg.

Christian Dictus-Christoph & Rüdiger Tiemann: MINT-Town - eine Lernumgebung zur Förderung von kritischem Denken im Chemieunterricht

  • Bangor, A., Kortum, P. T., & Miller, J. T. (2008). An Empirical Evaluation of the System Usability Scale. International Journal of Human–Computer Interaction, 24(6), 574-594. https://doi.org/https://doi.org/10.1080/10447310802205776
  • Brooke, J. (1996). SUS: A 'quick and dirty' usability scale. In P. W. Jordan, B. Thomas, I. L. McClelland, & B. Weerdmeester (Eds.), Usability evaluation in industry (pp. 189-194). Taylor & Francis. 
  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to Gamefulness: Defining "Gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, Tampere, Finland.
  • Dictus, C., & Tiemann, R. (2021). Fostering Critical Thinking by a Gamification Approach. 11th International Conference – The  Future of Education (Virtual Edition), Firenze, Italy.
  • Ennis, R. H. (2011). Critical Thinking: Reflection and Perspective - Part I. Inquiry - Critical Thinking Across the Disciplines, 26(1), 4-18. 
  • EU. (2019). Key competencies for lifelong learning. In European Commission (Ed.), Education and Training (pp. 1-20). Luxembourg. 
  • Iosup, A., & Epema, D. (2014). An experience report on using gamification in technical higher education. 45th ACM technical symposium on Computer science education, Atlanta, Georgia, USA. 
  • Kim, J. T., & Lee, W. H. (2013). Dynamical model for gamification of learning (DMGL). Multimedia Tools and Applications (August 2013), 1–11. https://doi.org/10.1007/s11042-013-1612-8 
  • Kim, S., Song, K., Lockee, B., & Burton, J. (2018). Gamification in Learning and Education. Springer. https://doi.org/19.1007/978-3-319-47283-6 
  • OECD. (2018). The Future of Education and Skills - Education 2030. OECD Publishing.

 

Yico Ying & Rüdiger Tiemann: Assessing collaborative problem-solving (CPS) skills in chemistry education research

  • Avry, S., Chanel, G., Bétrancourt, M., & Molinari, G. (2020). Achievement appraisals, emotions and socio-cognitive processes: How they interplay in collaborative problem-solving?. Computers in Human Behavior, 107, 106267.
  • Chang, C. J., Chang, M. H., Liu, C. C., Chiu, B. C., Fan Chiang, S. H., Wen, C. T., ... & Chai, C. S. (2017). An analysis of collaborative problem‐solving activities mediated by individual‐based and collaborative computer simulations. Journal of Computer Assisted Learning, 33(6), 649-662.
  • Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer.
  • Heller, K. A., & Perleth, C. (2000). Kognitiver Fähigkeitstest für 4. bis 12. Klassen, Revision: KFT 4-12+ R. Beltz-Test.
  • Hendarwati, E., Nurlaela, L., Bachri, B., & Sa'ida, N. (2021). Collaborative Problem based learning integrated with online learning. International Journal of Emerging Technologies in Learning (iJET), 16(13), 29-39.
  • Krell, M. (2015). Evaluating an instrument to measure mental load and mental effort using Item Response Theory.
  • Kuo, B. C., Liao, C. H., Pai, K. C., Shih, S. C., Li, C. H., & Mok, M. M. C. (2020). Computer-based collaborative problem-solving assessment in Taiwan. Educational Psychology, 40(9), 1164-1185.
  • Minkley, N., Kärner, T., Jojart, A., Nobbe, L., & Krell, M. (2018). Students' mental load, stress, and performance when working with symbolic or symbolic–textual molecular representations. Journal of Research in Science Teaching, 55(8), 1162-1187.
  • OECD. (2017). PISA 2015 collaborative problem-solving framework. Retrieved from https://www.oecd.org/pisa/pisaproducts/Draft%20PISA%202015%20Collaborative%20Problem%20Solving%20Framework%20.pdf.
  • O'Neil, H. F., Chuang, S. H., & Chung, G. K. (2003). Issues in the computer-based assessment of collaborative problem solving. Assessment in Education: Principles, Policy & Practice, 10(3), 361-373.
  • Rosen, Y. (2015). Computer-based assessment of collaborative problem solving: Exploring the feasibility of human-to-agent approach. International Journal of Artificial Intelligence in Education, 25(3), 380-406.
  • Rost, M. (2021). Modelle als Mittel der Erkenntnisgewinnung im Chemieunterricht der Sekundarstufe I: Entwicklung und quantitative Dimensionalitätsanalyse eines Testinstruments aus epistemologischer Perspektive. Logos Verlag Berlin.
  • Rummel, N., & Spada, H. (2005). Learning to collaborate: An instructional approach to promoting collaborative problem solving in computer-mediated settings. The journal of the Learning Sciences, 14(2), 201-241.
  • Slotta, J. D., & Linn, M. C. (2000). The knowledge integration environment: Helping students use the Internet effectively. Innovations in science and mathematics education: Advanced designs for technologies of learning, 193-226.
  • Turcotte, S. (2012). Computer-supported collaborative inquiry on buoyancy: A discourse analysis supporting the “pieces” position on conceptual change. Journal of Science Education and Technology, 21(6), 808-825.

Katharina Nave & Rüdiger Tiemann: Charakterisierung situativer mentaler Modellkomponenten in der Chemie 

Joachim Kranz & Rüdiger Tiemann: Modell des inklusive Chemieunterrichts - drei Schritte zur inklusiven Bildung

Christian Kressmann & Rüdiger Tiemann:

Tina Grottke & Rüdiger Tiemann:


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