Projekt: Problemlösen in digitalen Systemen
Publikationen

2026

  • Barkela, V., & Leuchter, M. (2026). The Interplay of Automated Formative Feedback and Instructional Prompts in Developing Summarising Skills. Journal of Computer Assisted Learning, 42(2), e70193. https://doi.org/https://doi.org/10.1002/jcal.70193 
  • Lazzara, L., Merkert, A., Sasse, H., Wildemann, A., & Leuchter, M. (2026). Sprachliches Handeln und syntaktische Komplexität beim Experimentieren und Laborieren im naturwissenschaftlichen Sachunterricht der Grundschule. Zeitschrift für Grundschulforschung, (online first). https://doi.org/10.1007/s42278-026-00267-7 
  • Lazzara, L., Venitz, L., Bürgermeister, A., Haen, A. C., Hardy, I., Steffensky, M., Koschick, S.-K., Saalbach, H., & Leuchter, M. (2026). Dispositionale Kompetenzen pädagogischer Fachkräfte und Anregungsqualität in naturwissenschaftlichen Bildungsangeboten (Vol. 0). Hogrefe Verlag. https://doi.org/10.1026/2191-9186/a000779 
  • Reuter, T., Schäfer, J., & Leuchter, M. (2026). Testen, Verändern, Verstehen? Zur Wirkung sprachlich-gestischer Unterstützung auf Modellierungsprozesse im Vorschulalter. Zeitschrift für Didaktik der Naturwissenschaften, 32(1), 5. https://doi.org/10.1007/s40573-026-00193-2 

2025

  • Digel, S., & Roth, J. (2025). Professional development program to promote students’ conceptual understanding through technology-enhanced teaching: a learner-centered evaluation. Front. Psychol. 16:1666808. https://doi.org/10.3389/fpsyg.2025.1666808
  • Haen, A. C., Steffensky, M., Bürgermeister, A., Hardy, I., Leuchter, M., Bednarski, F., Koschick, S.-K., Lazzara, L., & Saalbach, H. (2025). Instructional Talk in Early Science Education: How Teachers’ Support and Children’s Verbal Participation Shape Language Development and Learning About Materials. Early Education and Development, 1-26. https://doi.org/10.1080/10409289.2025.2571977
  • Kellermann, K. & Wildemann, A.  (2025). How can metalinguistic awareness be operationalized? Pedagogical Linguistics. https://doi.org/10.1075/pl.25013.kel
  • Leppla, L. C., & Seibert, J.-N. (2025). Vapes – a sustainable alternative?! – Promotion of socioscientific decision making through self-regulated learning approaches in sustainability contexts. Chemistry Teacher International, 7(4), 779-795. https://doi.org/doi:10.1515/cti-2025-0021
  • Lazzara, L., Weber, A., & Leuchter, M. (2025). Building minds with blocks: The impact of a play-based professional development on preschool teachers' competencies and children's learning. Teaching and Teacher Education, 165, 105144. doi:10.1016/j.tate.2025.105144
  • Neshaei, S. P., Tolzin, A., Berkle, Y., Leuchter, M., Leimeister, J. M., Janson, A., & Wambsganss, T. (2025). Leveraging Learner Errors in Digital Argumentation Learning: How ALure Helps Students Learn from their Mistakes and Write Better Arguments. Proceedings ACM Human-Computer Interaction, 9(2), Article CSCW125. doi:10.1145/3711023
  • Reuter, T., Lazzara, L., & Leuchter, M. (2025). Static, dynamic, or human? The role of slide dynamics and instructor cues in video lectures. Educational Technology Research and Development. https://doi.org/10.1007/s11423-025-10572-0
  • Richter, L., Schramm, S., & Seibert, J.-N. (2025). How Do You Learn with Videos? A Strategy Training for Learning with Explanatory Videos to Promote Self-Regulated Learning in Science Education. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-025-09894-y
  • Sasse, H., Weber, A. M., Reuter, T., & Leuchter, M. (2025). Teacher Guidance and On-the-Fly Scaffolding in Primary School Students' Inquiry Learning. Science Education, 109(2), 579-604. doi:10.1002/sce.21921
  • Schäfer, J., Reuter, T., & Leuchter, M. (2025). The impact of spatial skills on problem-solving parsimony and solution quality in middle childhood. British Journal of Developmental Psychology, 43(4), 993-1009. https://doi.org/https://doi.org/10.1111/bjdp.12568
  • Weber, A. M., Barkela, V., Han, A., Mühling, A., Greiff, S., & Leuchter, M. (2025). Dynamics of programming anxiety and programming enjoyment in preservice teachers: The role of programming self-concept and gender. Computers in Human Behavior Reports, 19, 100745. doi:10.1016/j.chbr.2025.100745
  • Wildemann, A. &  Kellermann, K., (2025). Conceptual Change und Causal Relations. Ontological und epistemological basic concepts within the conceptual approach using the example of causal relations. Pedagogical Linguistics. doi: https://doi.org/10.1075/pl.24020.wil
  • Rieger, M. B. & Roth, J. (2025). Automatisiertes KI-Feedbacksystem zur Unterstützung individueller Lernprozesse – Konzeption und Anwendung im Videoanalysetool ViviAn. In L. Mrohs, J. Franz, D. Herrmann, K. Lindner & T. Staake (Hrsg.). Digitales Lehren und Lernen an der Hochschule. Strategien – Bedingungen – Umsetzung (S. 103-110). Bielefeld: Transcript Verlag.

 

2024

  • Barkela, V., & Leuchter, M. (2024). Effectiveness of automated formative feedback in an online tutorial for promoting summarizing. Journal of Educational Technology Development and Exchange, 17(1), 67-95. doi:10.18785/jetde.1701.04
  • Khalizova, A., Rieger, B., & Wildemann, A. (2024). Überzeugungen als Erkenntnismarker des Perspektivenwandels im Kontext der pädagogischen Professionalisierung im Umgang mit sprachlicher Heterogenität. Journal for Educational Research Online, 16(1), 36-57. doi.org/10.31244/jero.2024.01.03
  • Meister, S., Nitz, S., & zu Belzen, A. U. (2024). Top-down and bottom-up effects on visual perception during data-based scientific reasoning in the context of population dynamics. International Journal of Science Education, 1-25. https://doi.org/10.1080/09500693.2024.2419986
  • Rieger, B., Scherb, C. A., & Roth, J. (2024). Systematische Optimierung der digitalen Videoanalyseplattform ViviAn für die Lehrkräftebildung - Ein Design-Based Research Ansatz. In L. Mrohs, J. Franz, D. Herrmann, K. Lindner & T. Staake (Hrsg.) Digitale Kulturen der Lehre entwickeln. Perspektiven der Hochschuldidaktik (S. 393-413). Springer VS.
  • Rieger, B., & Wildemann, A. Verstehen statt Zuschreiben: Sensibilisierung angehender Lehrkräfte für Praktiken der Heterogenität [submitted]
  • Schäfer, J., Reuter, T., Karbach, J., & Leuchter, M. (2024). Domain-specific knowledge and domain-general abilities in children's science problem-solving. British Journal of Educational Psychology, 94(2), 346-366. https://doi.org/10.1111/bjep.12649
  • Schäfer, J., Reuter, T., Karbach, J., & Leuchter, M. (2024). Domain-specific knowledge and domain-general abilities in children's science problem-solving. British Journal of Educational Psychology, 94(2), 346-366. doi:10.1111/bjep.12649
  • Schäfer J., Reuter T., Leuchter M., & Karbach J. (2024) Validation of new tablet-based problem-solving tasks in primary school students. PLoS ONE 19(8): e0309718. doi.org/10.1371/journal.pone.030971
  • Schäfer, J., Reuter, T., Leuchter, M., & Karbach, J. (2024). Executive functions and problem-solving—The contribution of inhibition, working memory, and cognitive flexibility to science problem-solving performance in elementary school students. Journal of Experimental Child Psychology, 244, 105962. doi:10.1016/j.jecp.2024.105962
  • Weber, A. M., Bobrowicz, K., Greiff, S., & Leuchter, M. (2024). Mental rotation is supported by block play in boys and girls. Journal of Applied Developmental Psychology, 91, 101630. doi:10.1016/j.appdev.2023.101630