Prof. Dr. rer. nat. Rüdiger Tiemann
Profil
Forschungsthemen17
Ark of Inquiry: Inquiry Activities for Youth over Europe
Quelle ↗Zeitraum: 03/2014 - 02/2018 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
Erfassung naturwissenschaftlicher Kompetenz durch Experimentieraufgaben
Quelle ↗Zeitraum: 11/2007 - 10/2010 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
Förderung von Transferkompetenz im Chemieunterricht
Quelle ↗Förderer: DFG Sachbeihilfe Zeitraum: 12/2007 - 05/2011 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
Humboldt-Bayer-Mobil: Teilprojekt Chemie
Quelle ↗Zeitraum: 07/2010 - 04/2013 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
Humboldt-ProMINT-Kolleg: Teilprojekt Chemie
Quelle ↗Zeitraum: 08/2010 - 07/2016 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann, Prof. Dr. Annette Upmeier zu Belzen, Prof. Dr. Burkhard Priemer
Jahrestagung "Gesellschaft für Didaktik der Chemie und Physik" 2015
Quelle ↗Zeitraum: 03/2015 - 10/2015 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
Ko-WADiS — Kompetenzmodellierung und -erfassung zum Wissenschaftsverständnis über naturwissenschaftliche Arbeits- und Denkweisen bei Studierenden (Lehramt) in den drei naturwissenschaftlichen Fächern Biologie, Chemie und Physik
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 11/2011 - 10/2015 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
Quelle ↗Zeitraum: 04/2013 - 07/2016 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
LD-Skills: Development of learning design skills for enhancing students´ key competencies
Quelle ↗Zeitraum: 01/2011 - 12/2012 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
Modellierung dynamischer Problemlösekompetenz im Chemieunterricht
Quelle ↗Zeitraum: 04/2006 - 03/2009 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
Modellierung und Diagnose horizontaler Vernetzung im Chemie- und Biologieunterricht
Quelle ↗Förderer: DFG Sachbeihilfe Zeitraum: 05/2009 - 10/2012 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
STE(A)M Learning Ecologies (SLEs)
Quelle ↗Förderer: Horizon Europe: Coordination and Support Action (CSA) Zeitraum: 01/2023 - 12/2025 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
The Pathway to Inquiry Based Science Teaching
Quelle ↗Zeitraum: 01/2011 - 12/2013 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
T!Raum - GreenCHEM - GreenCHEM-L1; TP3: Entwicklung Rechtsform und Geschäftsmodell sowie die Formatentwicklung, Optimierung und kontinuierliche Weiterentwicklung im Verbundprojekt GreenCHem
Quelle ↗Förderer: Bundesministerium für Forschung, Technologie und Raumfahrt Zeitraum: 03/2023 - 02/2026 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
VA: GDCP 2015 Sponsoring
Quelle ↗Zeitraum: 03/2015 - 10/2015 Projektleitung: Prof. Dr. rer. nat. Rüdiger Tiemann
Mögliche Industrie-Partner10
Stand: 26.4.2026, 19:48:44 (Top-K=20, Min-Cosine=0.4)
- 31 Treffer85.0%
- The Pathway to Inquiry Based Science TeachingK85.0%
- The Pathway to Inquiry Based Science Teaching
- Ark of Inquiry: Inquiry Activities for Youth over EuropeK85.0%
- Ark of Inquiry: Inquiry Activities for Youth over Europe
- 1 Treffer85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary SchoolsK85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
- 3 Treffer85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary SchoolsK85.0%
- SKILLAB: Monitoring The Demand And Supply Of Skills In The European Labour MarketK85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
- 1 Treffer85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary SchoolsK85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
- 1 Treffer85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary SchoolsK85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
- 4 Treffer85.0%
- Ark of Inquiry: Inquiry Activities for Youth over EuropeK85.0%
- Ark of Inquiry: Inquiry Activities for Youth over Europe
- 1 Treffer85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary SchoolsK85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
- 6 Treffer85.0%
- Ark of Inquiry: Inquiry Activities for Youth over EuropeK85.0%
- Ark of Inquiry: Inquiry Activities for Youth over Europe
- 1 Treffer85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary SchoolsK85.0%
- Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
Publikationen25
Top 25 nach Zitationen — Quelle: OpenAlex (BAAI/bge-m3 embedded für Matching).
Computers & Education · 70 Zitationen · DOI
Journal of Science Teacher Education · 41 Zitationen · 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.
International Journal of STEM Education · 27 Zitationen · 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.
Thinking Skills and Creativity · 27 Zitationen · DOI
Pedocs (German Institute for International Educational Research) · 20 Zitationen · DOI
Fachdidaktische und allgemeindidaktische Forschung in den letzten Jahren lassen es sinnvoll erscheinen, eine Positions- und Trendbeschreibung für Lehr-Lernforschung zumindest für die naturwissenschaftlichen Fächer vorzunehmen. Aus Sicht einer interdisziplinären Zusammenarbeit der drei naturwissenschaftlichen Fachdidaktiken (Biologie, Chemie und Physik) sowie der Empirischen Bildungsforschung und der Lehr- Lernpsychologie werden die Ergebnisse der für diese Domänen relevanten Forschung als Defizitanalyse der schulischen Ausbildung in den Fächern beschrieben und mittel- und längerfristige Forschungsziele entwickelt. Durch die international vergleichenden Schulleistungsstudien wurden Probleme des naturwissenschaftlichen Unterrichts aufgezeigt, die unter Berücksichtigung der normativen Ziele der entsprechenden Konsortien (IGLU, PISA, TIMSS) weiteren Erkenntnisbedarf im Bereich der lernprozessorientierten Organisation von Unterricht deutlich machen (Baumert, Klieme, Neubrand, Prenzel, Schiefele, Schneider, Tillmann & Weiß, 2001; Bos, Lankes, Prenzel, Schwippert, Walther & Valtin, 2003). Es werden Erkenntnisse über Bedingungen des Schulsystems und der Organisation der Einzelschule, über Bedingungen und Formen der Unterrichtsgestaltung, über die Wirkung von Lehrerfortbildung und über individuelle Lernbedingungen benötigt. Dazu bedarf es zunächst vorwiegend deskriptiv orientierter Forschung zur weiteren Klärung der Probleme und ihrer Bedingungsgefüge. Parallel können die gewonnenen Erkenntnisse in konkrete Interventionsansätze umgesetzt und empirisch erprobt werden. Danach sollten die Ergebnisse dieser präskriptiv orientierten Interventionsforschung zu Implementationsforschung in der ersten und zweiten Phase der Lehrerbildung sowie in der Lehrerfortbildung führen. (DIPF/Orig.)
Interactive Learning Environments · 19 Zitationen · DOI
This paper proposes a framework for designing digital environments and illustrates this framework using the example of a video game (Alchemist). The increasing importance of digital environments for educational systems (e.g. for teaching and assessing twenty-first century skills) makes it necessary to have standards for their quality. These environments should enable an individual discussion of the learning content, give individual feedback for learners and consist of motivational elements. The framework consists of the steps "Analysis", "Design", "Development", "Quality Assurance" and "Evaluation & Implementation". Each of these steps is characterized by a defined milestone, which, together with a cycle between crucial and non-arbitrary steps, indicates a product and goal orientation for development that distinguishes the model from conventional approaches. This should significantly promote the actual completion of a first product and thus the implementation of a project idea, since otherwise development processes, in particular, are quickly stuck in several, sometimes small-step loops until the initial impulse is lost.
Journal of Chemical Education · 16 Zitationen · DOI
A multiday laboratory experiment was designed to integrate inductively coupled plasma–mass spectrometry (ICP–MS) in the context of protein quantification into an advanced practical course in analytical and environmental chemistry. Graduate students were familiar with the analytical methods employed, whereas the combination of bioanalytical assays with ICP–MS is rare. Small groups of graduate students quantified ovalbumin in hen egg white using metal-coded affinity tagging (MeCAT). Proteins were covalently labeled with lanthanide chelate complexes and quantified according to the lanthanide content by ICP–MS using internal and external standards. The results were in good agreement with reference values. As an alternative approach, a Bradford assay was used for determination of the ovalbumin content of the internal standard. The chosen workflow provides hands-on experiences for the students in principles of analytical chemistry, quantitative protein analyses, gel electrophoresis, ICP–MS, calibration, and data handling. The experiment constitutes a research-oriented approach as students apply their knowledge and skills in new contexts.
International Journal of Science and Mathematics Education · 13 Zitationen · DOI
Chemistry Education Research and Practice · 13 Zitationen · DOI
We investigate the efficiency of domain-specific heuristic strategies in mastering and predicting pericyclic six-electron rearrangements. Based on recent research findings on these types of reactions a new concept has been developed that should help students identify and describe six-electron rearrangements more readily in complex molecules. The goal of this qualitative study with chemistry majors is to understand the way students cope with this new concept depending on their prior knowledge, and to reveal the merits and limitations of this approach. The results suggest that the use of domain-specific heuristic strategies provides the students with process-orientated thinking skills to identify six-electron rearrangements and to determine as well as predict reaction mechanisms and outcomes. The explicit emphasis on recurrent patterns and structure–property relationship fosters the conceptual thinking of the learner.
Teaching Patterns of Scientific Inquiry: A Video Study of Chemistry Lessons in Germany and Sweden
2013edoc Publication server (Humboldt University of Berlin) · 9 Zitationen · DOI
Despite the central role of Scientific Inquiry within science education, this topic is rarely focused upon during science lessons in Germany. A comparison with a school system that emphasises Scientific Inquiry in a stronger way (such as the Swedish system) would enable the identification of culturespecific teaching patterns in terms of the instruction of Scientific Inquiry. For this reason, such a comparison has been made within this study. This study has been undertaken as a low- and middle-inferent video analysis. The study provides information concerning culture-specific teaching patterns in Germany and Sweden on the level of general (organisational) teaching processes and of the phases of Scientific Inquiry. The study was carried out with ten German und nine Swedish video-recorded chemistry lessons. The results, presented in this paper, show that German chemistry lessons are organised in a more product-oriented way than the Swedish chemistry lessons.
Procedia - Social and Behavioral Sciences · 5 Zitationen · DOI
The ability to solve complex problems is one of the key competencies in science. But until now, little research on students’ progressions in scientific problem solving has been conducted. This study addresses the following research question: Which factors can be distinguished in order to describe the structure of the ability to solve scientific problems and how does this ability develop across grade levels? Within a cross-sectional survey, we used computer-based assessment tools to capture students’ problem-solving abilities in grades 8, 10, and 12 (N=1,487). Based on four key dimensions, a vertical scale has been established by using an IRT modeling approach. This model was tested for measurement invariance as a prerequisite for comparing different grade levels and was, finally, validated by multilevel regression analyses. Our results showed that the ability to solve interactive scientific problems can be described by four cognitive factors. Based on a vertical scale, this structure held across grade levels and revealed significant progressions. Finally, different developmental patterns were found, which were related to reasoning, strategy knowledge, and domain knowledge. We conclude that our model of scientific problem solving can be used to capture students’ interindividual progressions.
5 Zitationen · DOI
Education Sciences · 4 Zitationen · DOI
Collaborative problem-solving (CPS) skills are recognized as an essential aspect of 21st-century skills and STEM education. This study investigates the CPS skills of high school students from Germany and China within the context of chemistry. A total of 594 students, aged 15, were selected, comprising 249 females and 345 males. The German participants were drawn from five public high schools in Berlin, while the Chinese participants were selected from two high schools in Zhejiang. The assessment tool, developed based on the PISA frameworks and refined through pilot testing, was used to assess students’ CPS skills. The study found that Chinese students significantly outperformed their German counterparts in CPS tasks, exhibiting higher average scores and more consistent performance levels. Gender differences were also noted, with female students in both countries outperforming males. The analysis highlighted cultural influences on education, with the collectivist culture in China fostering stronger CPS skills compared to the individualistic tendencies in Germany. These findings suggest that cultural and gender differences need to be taken into account when developing and improving CPS skills. Future research will explore additional factors influencing CPS skills, such as student interest and motivation, to further understand and improve educational practices globally.
Journal of Chemical Education · 3 Zitationen · DOI
The acquisition of scientific knowledge through problem solving offers the possibility to consider different requirements for inclusive chemistry lessons. The architecture of the “model for inclusive chemistry teaching” (MiC) is designed in a way that teachers can derive concrete, planning-guiding assistance from it. Following this model, we designed a learning environment “Fire & Flame” with real experiments, an interactive Multitouch Learning Book (a dynamic, web-based platform that allows the instructor to combine, for example, texts, videos, or learning games), and a paper-based workbook. The teaching unit was quantitatively evaluated with 165 students (aged 11–12) from different types of schools. Questionnaires and video recordings were used to assess the perceived fit of the teaching offer with the individual performance of students, supplemented by questionnaires for teachers. We showed that even students with a low interest in natural sciences answered all tasks in the knowledge test at a very high level. The use of the clickables in the Multitouch Learning Book did not differ significantly for the different types of schools. Significant differences emerge for the school types with regard to the other interactive offers: Secondary school students make greater use of the learning and language aids, grammar school students are more interested in the additional offers and information, and primary school students click more on the exercises with gaming character.
CHEMKON · 3 Zitationen · DOI
Abstract Die Fähigkeit zu Bewerten ist einer von vier Kompetenzbereichen der nationalen Bildungsstandards. Sie umfasst die Kompetenz von Lernenden, zu naturwissenschaftlichen Problemstellungen, die auch eine gesellschaftliche Relevanz haben, eine Position beziehen zu können. Als eine Heranführungsweise an Bewertungsthemen wird in diesem Artikel die Einbindung in einen Problemlösekontext aufgezeigt, in dem Lernende fachspezifisches Wissen und Erkenntnisse erarbeiten. Von Interesse ist dabei, inwieweit Schülerinnen und Schüler der zehnten Jahrgangsstufe naturwissenschaftliche Bewertungskriterien für ihre Urteile einsetzen. Neben der Darstellung der theoretischen Grundlagen zu diesem Kompetenzbereich werden daher auch Schülerurteile aus Testaufgaben zur Diagnose der Bewertungskompetenz diesbezüglich analysiert.
The International Journal of Education and Development using Information and Communication Technology (The University of the West Indies) · 2 Zitationen
In this study we used a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived of as 'talking through' a lesson in which a teacher supports inquiry with technology. By subsequently coding these narratives, we studied the functions that tools can fulfill related to certain learning activities and instructional settings. We created a template by distilling the coded functions of these tools. This template can be used to find alternative pedagogical functions for tools, alternative learning activities to support with a tool, and alternative instructional settings for use of the tool as educational support. Our template can support the alignment of these different aspects of tool-supported, inquiry-based learning by presenting them in a structured way.
edoc Publication server (Humboldt University of Berlin) · 2 Zitationen · DOI
The ability to solve complex and real-life problems is one of the key competencies in science education. Different studies analyzed the relationships between complex problem solving (CPS) and covariates such as intelligence, prior knowledge, and motivational constructs on a manifest level. Additionally, research findings indicate that intelligence and prior knowledge are substantial predictors of CPS. Due to the interconnections between covariates, the relationships between CPS and covariates are quite complex. Therefore, we propose a model which describes these relations by taking direct and indirect effects into account. All analyses are based on structural equation modeling. Results show that the proposed model represents the data with substantial goodness-of-fit statistics and explanation of variance. Intelligence, domain-specific prior knowledge, computer familiarity, and attendance in advanced chemistry courses are direct predictors of CPS, while interest and scientific self-concept show indirect effects.
Chemistry Education Research and Practice · 1 Zitationen · DOI
The purpose of this systematic literature review is to analyze the use and impact of game-based approaches in secondary school chemistry education between 2014 and 2024. More specifically, it examines the impact of gamification, game-based learning, and serious games on student academic achievement, motivation, and engagement. Based on defined inclusion criteria, 52 peer-reviewed studies were identified through a structured database search. In the past decade, there has been a significant increase in research interest in this area. In a study of three approaches, game-based learning was the most commonly employed method. The three methods, game-based learning, gamification, and serious games, were found to have a positive impact on student outcomes, particularly in terms of motivation and engagement. Furthermore, positive effects were observed on learning outcomes, especially among students with lower prior knowledge or lower academic performance. This review provides an overview of recent research on game-based learning in chemistry education and highlights its growing relevance. In the future, researchers should investigate additional variables, such as self-efficacy, emotional responses, and problem-solving skills, and investigate how different student populations may benefit from game-based strategies. Practical implications for educators are also discussed, emphasizing the need for well-planned and context-sensitive implementation in the classroom.
ChemRxiv · 1 Zitationen · DOI
Background: Assessing Critical Thinking (CT) performance in authentic settings remains challenging, particularly in laboratory courses. Aim: This study examines the impact of modified laboratory manuals (LM) embedding cognitive prompts, relevant knowledge activation, and defined learning objectives through CT immersion approach in fostering CT in a physical chemistry laboratory course. Sample: 31 second-year undergraduate chemistry students were randomly divided into experimental group (n=11), using the modified LMs, and control group (n=20) following the original ones. Methods: The study employed a domain-specific analysis using the Contextual Critical Thinking Coding Manual (CCTCM) to assess CT in students' verbal interactions during lab-sessions. Results: In-depth analysis for six cases involving fourteen students (seven from each group) revealed increases in frequency and diversity of CT skills among the experimental group. Dominant CT skills were identified in both groups, such as Categorization and Querying Evidence, while others were dominant in the experimental group, such as Clarifying Meaning, Analyzing Arguments, Stating Results & Describing Methods, and Self-Examination. Contextual analysis revealed that the intervention group focused primarily on advanced experimental-topics when applying CT. Conclusions: While general measures showed non-sensitivity to the within-discipline CT development, the contextualized analysis using the CCTCM, even with small samples, highlighted differences in CT skills utilization, emphasizing the positive effect of the modified LMs in strengthening meaningful CT behaviors and advanced scientific discourse in authentic lab settings. The CCTCM enables instructors to identify frequent and underutilized CT skills, offering an opportunity for targeted instructional strategies that promote deeper engagement and CT in laboratory courses.
Disciplinary and Interdisciplinary Science Education Research · 1 Zitationen · DOI
Abstract Collaborative problem-solving (CPS) skills are recognised as an essential aspect of 21st century skills and STEM education. In the STEM framework, students’ CPS skills in the learning process need to be appropriately monitored, yet assessment tools for students’ CPS skills are currently not widely developed in chemistry. This study aimed to develop and validate the assessment tool for measuring high school students’ collaborative problem-solving skills in chemistry (CPS-C). Fifty-two students participated in the assessment, which included tasks on Coke Titration, Fruit Battery, and Soap Making. The data were analyzed using Multidimensional Item Response Theory (MIRT) models and the Generalized Partial Credit Model (GPCM). The results indicated that the CPS-C tool showed good internal consistency and item fit. Additionally, ten students were interviewed, and the interview content was analyzed using MAXQDA, emphasizing the importance of providing clear and concise instructions, reducing the number of tasks, and offering meaningful and relevant options. Moreover, this study also validated the reliability of cognitive ability tests, mental load and effort tests, and interest and motivation tests. The results showed satisfactory reliability for all tests except for the mental load and effort tests, which had a lower reliability coefficient of 0.68. Despite some limitations, the CPS-C tool showed great potential for effectively assessing CPS skills. Further research is needed to validate the tool’s effectiveness and reliability across larger, more diverse samples and different cultural contexts.
1 Zitationen · DOI
Zusammenfassung Die Teilhabe an der zunehmend digitalisierten Welt erfordert den Erwerb und die Vermittlung neuer Fähigkeiten. Zu diesen häufig als Key Competencie s for Lifelong Learning oder 21 st Century Skills bezeichneten Fähigkeiten, gehören unter anderem auch Problemlösen und Critical Thinking. Die Vermittlung dieser Fähigkeiten stellt aufgrund der Komplexität aktueller Probleme nicht nur inhaltlich eine große Herausforderung dar, sondern auch in Bezug auf die Motivation der Lernenden. Um dieser Problematik zu begegnen, haben wir die digitale Spielumgebung „MINT-Town“ entwickelt, welche durch die gezielte Einbettung von Gamification-Elementen motivierend wirkt und zur Vermittlung von Problemlösen und Critical Thinking genutzt werden kann. In diesem Kapitel stellen wir die Umgebung mit ihren bislang zwei Szenarien mit dem Schwerpunkt Chemie und einem einführenden Tutorial vor. Die mit RPG-Maker MV gestalteten Lernumgebungen sind im Retrodesign gehalten und orientieren sich an frühen Adventure-Games mit Dialogformaten. Sie sind bislang in Vorstudien durch erste Expertenratings evaluiert und weiterentwickelt worden; die Hauptstudie ist zum jetzigen Zeitpunkt für das Frühjahr 2023 vorgesehen.
Assessing Problem Solving Competence through Inquiry-Based Teaching in School Science Education.
2015International Association for Development of the Information Society · 1 Zitationen
Nowadays, there is a consensus that inquiry-based learning contributes to developing students’ scientific literacy in schools. Inquiry-based teaching strategies are promoted for the development (among others) of the cognitive processes that cultivate problem solving (PS) competence. The build up of PS competence is a central objective for most compulsory education (K-12) curricula and a critical competence for both professional career readiness and effective citizenship. A widely accepted framework for assessing individual students’ PS competence at large scale is PISA 2012 Problem Solving Framework (PSF). Nevertheless, PISA 2012 PS competence assessment is primarily summative (one-off assessment) and disconnected from the daily school science teaching practice. Within this context, the aim of this paper is to address this issue by proposing a framework for incorporating assessment tasks of PISA 2012 PSF to the various phases of an inquiry teaching model. This framework sets the ground for supporting domain specific assessment of students’ problem solving competence during day-to-day school science teaching practice.
SAGE Open · 1 Zitationen · DOI
In this study, we developed a new test on scientific strategy knowledge and investigated the construct validity of the resulting test scores. Moreover, measurement invariance across grade levels has been analyzed to ensure the generalizability of the assessment. Furthermore, convergent and discriminant validity were investigated. A total of N = 1,182 German high school students of Grade Levels 8, 10, and 12 completed tasks on strategy knowledge, fluid intelligence, content knowledge, interest in science, and scientific self-concept within a cross-sectional study. Multigroup confirmatory factor analysis was used to check for measurement invariance. Our results show that scalar invariance holds across grades and that there are significant differences in performance favoring students of higher grade levels. Furthermore, fluid intelligence and content knowledge are relevant predictors of strategy knowledge, whereas gender and motivational constructs do not show significant effects. Implications for developmental studies on strategy knowledge and assessment practice are discussed.
edoc Publication server (Humboldt University of Berlin) · 1 Zitationen · DOI
We constructed paper-and-pencil test-items to assess chemistry student teachers’ scientific inquiry competencies. We focused on the inquiry method experiment, divided into three reasoning steps (question & hypothesis; planning & performing; analysis & reflection). Test revision resulted in a test of 20 items, which was applied to a sample of undergraduate and graduate chemistry student teachers. The first explorative assessment (N = 89) based on that instrument (1) revealed acceptable item characteristics, such as an appropriate range of item difficulties (.48 < Pi < .84) and only slightly unsatisfactory item discrimination parameters (.19 < rit < .65). The study (2) obtained preliminary information on the high prognostic potential of the planned degree.
Fresenius Zeitschrift für Analytische Chemie · 1 Zitationen · DOI
Kooperationen60
Bestätigte Forscher↔Partner-Paare aus HU-FIS — Gold-Standard-Positive für das Matching.
The Pathway to Inquiry Based Science Teaching
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
The Pathway to Inquiry Based Science Teaching
other
The Pathway to Inquiry Based Science Teaching
other
The Pathway to Inquiry Based Science Teaching
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
The Pathway to Inquiry Based Science Teaching
other
The Pathway to Inquiry Based Science Teaching
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
T!Raum - GreenCHEM - GreenCHEM-L1; TP3: Entwicklung Rechtsform und Geschäftsmodell sowie die Formatentwicklung, Optimierung und kontinuierliche Weiterentwicklung im Verbundprojekt GreenCHem
university
The Pathway to Inquiry Based Science Teaching
foundation
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
The Pathway to Inquiry Based Science Teaching
university
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
Moscow Institute for Open Education
The Pathway to Inquiry Based Science Teaching
other
The Pathway to Inquiry Based Science Teaching
other
The Pathway to Inquiry Based Science Teaching
foundation
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
The Pathway to Inquiry Based Science Teaching
university
The Pathway to Inquiry Based Science Teaching
other
The Pathway to Inquiry Based Science Teaching
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
The Pathway to Inquiry Based Science Teaching
foundation
Ark of Inquiry: Inquiry Activities for Youth over Europe
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
The Pathway to Inquiry Based Science Teaching
university
Ark of Inquiry: Inquiry Activities for Youth over Europe
university
T!Raum - GreenCHEM - GreenCHEM-L1; TP3: Entwicklung Rechtsform und Geschäftsmodell sowie die Formatentwicklung, Optimierung und kontinuierliche Weiterentwicklung im Verbundprojekt GreenCHem
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Ark of Inquiry: Inquiry Activities for Youth over Europe
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
The Pathway to Inquiry Based Science Teaching
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
The Pathway to Inquiry Based Science Teaching
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Ark of Inquiry: Inquiry Activities for Youth over Europe
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
Ark of Inquiry: Inquiry Activities for Youth over Europe
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
university
The Pathway to Inquiry Based Science Teaching
university
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools
other
Stammdaten
Identität, Organisation und Kontakt aus HU-FIS.
- Name
- Prof. Dr. rer. nat. Rüdiger Tiemann
- Titel
- Prof. Dr. rer. nat.
- Fakultät
- Mathematisch-Naturwissenschaftliche Fakultät
- Institut
- Institut für Chemie
- Arbeitsgruppe
- Fachdidaktik und Lehr-/Lernforschung Chemie
- Telefon
- +49 30 2093-82682
- HU-FIS-Profil
- Quelle ↗
- Zuletzt gescrapt
- 26.4.2026, 01:13:08