Prof. Dr. rer. nat. Rüdiger Tiemann

Prof. Tiemann erforscht derzeit, wie Schüler und Studierende naturwissenschaftliche Kompetenzen entwickeln — insbesondere kollaboratives Problemlösen, kritisches Denken und Verständnis für nachhaltige Chemie. Seine aktuelle Arbeit konzentriert sich auf die Gestaltung von Lernumgebungen (digitale Spiele, modifizierte Laboranleitungen, projektbasiertes Lernen), die diese Fähigkeiten fördern, sowie auf deren Messung und Validierung durch Assessmenttools. Für Schulen und Hochschulen bietet er Erkenntnisse, wie Unterricht und Laborpraktika so gestaltet werden können, dass Studierende und Schüler nicht nur Wissen erwerben, sondern auch die Fähigkeiten trainieren, die in modernen Berufen verlangt werden. Seine Forschung ist relevant für Lehrerausbildung, Schulentwicklung und die Integration von Nachhaltigkeit (Green Chemistry) in Lehrpläne.

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• Modellierung dynamischer Problemlösekompetenz im Chemieunterricht

  Quelle ↗

  Zeitraum: 04/2006 - 03/2009 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann

• Handlungsmuster im Chemieunterricht - eine Videostudie

  Quelle ↗

  Zeitraum: 08/2006 - 07/2009 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann

• Förderung des Mentoringprojektes: Einrichtung eines Experimentierkurses

  Quelle ↗

  Zeitraum: 08/2007 - 09/2008 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann

• Factors of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge about strategies

  2012

  Computers & Education · DOI

• Framework for Empirical Research on Science Teaching and Learning

  2005

  Journal of Science Teacher Education · DOI

  In view of the research on education—and subject-related education in particular—that has been conducted in recent years, it would seem useful to describe the current state and future trends of research on science teaching and learning. In the present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.

• Developing a computer-based assessment of complex problem solving in Chemistry

  2014

  International Journal of STEM Education · DOI

  Complex problem-solving competence is regarded as a key construct in science education. But due to the necessity of using interactive and intransparent assessment procedures, appropriate measures of the construct are rare. This paper consequently presents the development and validation of a computer-based problem-solving environment, which can be used to assess students' performance on complex problems in Chemistry. The test consists of four scales, namely, understanding and characterizing the problem, representing the problem, solving the problem, and reflecting and communicating the solution. Based on this four-dimensional framework, the computer-based assessment has been evaluated with the data of N = 395 10th grade high school students. Result showed that students' complex problem-solving competence could be modelled by four related but empirically distinct factors with moderate to high intercorrelations. The construct showed substantial relations with fluid intelligence and prior domain knowledge in Chemistry, indicating that construct validity and domain specificity were given. Processes of understanding and characterizing the problem were substantially related to subsequent processes in complex problem solving. Due to the complexity of complex problem-solving processes in Chemistry, multidimensionality of the construct could be assumed. Consequently, science educators should take into account abilities of understanding, representing, solving the problem, and finally reflecting and communicating the solution when developing instructional approaches and valid computer-based assessments.