Prof. Dr. rer. nat. Rüdiger Tiemann

Profil

Zusammenfassung

Rüdiger Tiemann forscht zu Lehr- und Lernprozessen in den Naturwissenschaften, insbesondere Chemie. Seine Expertise liegt in der Erfassung und Förderung von Schülerkompetenzen wie Problemlösen, wissenschaftliches Denken und Experimentieren — sowohl durch empirische Studien als auch durch die Gestaltung von Lernumgebungen (digital und analog). Seine Arbeiten verbinden fachdidaktische Forschung mit praktischen Konzepten für den Unterricht.

Skills

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

E-Mail

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Telefon

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HU-FIS-Profil

Quelle ↗

Zuletzt gescrapt

28.6.2026, 01:13:40

• 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

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

  2012

  Computers & Education · 71 Zitationen · DOI

• Framework for Empirical Research on Science Teaching and Learning

  2005

  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.

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

  2014

  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.

• Anotati Scholi Pedagogikis & Technologikis Ekpedefsis

  The Pathway to Inquiry Based Science Teaching

  other

• Audiovisual Technologies, Informatics and Telecommunications

  Large Scale Experimentation Scenarios to Mainstream eLearning in Science, Mathematics and Technology in Primary and Secondary Schools

  other

• Bahcesehir Egitim Kurumlari Anonim Sirketi

  Ark of Inquiry: Inquiry Activities for Youth over Europe

  other