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Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation

International journal of science and mathematics education, 2020-12, Vol.18 (8), p.1635-1654

2020

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Engaging Young Women in Physics: An Intervention to Support Young Women's Physics Identity Development

Physical review. Physics education research, 2018-11, Vol.14 (2), p.020113, Article 020113

2018

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Editorial: AI for tackling STEM education challenges

Frontiers in education (Lausanne), 2023-03, Vol.8

2023

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Fields in Middle School Energy Instruction to Support Continued Learning of Energy

Physical Review Physics Education Research, 2023-01, Vol.19 (1), p.010122, Article 010122

2023

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Stereotypes in the German Physics Olympiad - Hurdle or no Harm at all?

Frontiers in education (Lausanne), 2022-12, Vol.7

2022

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Positioning responsible learning analytics in the context of STEM identities of under-served students

Frontiers in education (Lausanne), 2023-01, Vol.7 (online first, 09 January 2023), p.12-7:online first, 09 January 2023<12

2023

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Designing e-learning courses for classroom and distance learning in physics: The role of learning tasks

Physical review. Physics education research, 2024-02, Vol.20 (1), p.010107, Article 010107

2024

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The digitalization of science education: Déjà vu all over again?

Journal of research in science teaching, 2020-11, Vol.57 (9), p.1519-1528

2020

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Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

Education sciences, 2020-01, Vol.10 (1), p.20

2020

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Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design

Frontiers in education (Lausanne), 2022-08, Vol.7

2022

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Students' Energy Concepts at the Transition Between Primary and Secondary School

Research in science education (Australasian Science Education Research Association), 2015-10, Vol.45 (5), p.691-715

2015

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21st‐century science education digital ecologies: Technology, technique, shoelaces, promise, and pitfalls?

Journal of research in science teaching, 2020-11, Vol.57 (9), p.1313-1321

2020

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Comparing different approaches to visualizing light waves: An experimental study on teaching wave optics

Physical review. Physics education research, 2016-01, Vol.12 (1), p.010135-1-010135-18, Article 010135

2016

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Probing the amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge

International journal of science education, 2019-05, Vol.41 (7), p.847-861

2019

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Call for Papers: Science teaching, learning, and assessment with 21st century, cutting‐edge digital ecologies

Journal of research in science teaching, 2019-02, Vol.56 (2), p.115-117

2019

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Maintaining Item Banks with the Rasch Model: An Example from Wave Optics

Physical review. Physics education research, 2021-02, Vol.17 (1), p.010105, Article 010105

2021

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Measuring Students' Conceptual Understanding of Wave Optics: A Rasch Modeling Approach

Physical review. Physics education research, 2019-02, Vol.15 (1), p.010115, Article 010115

2019

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The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

Journal of research in science teaching, 2017-05, Vol.54 (5), p.586-614

2017

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Structure and development of pre-service physics teachers' professional knowledge

International journal of science education, 2019-05, Vol.41 (7), p.862-889

2019

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Middle school students' use of the energy concept to engage in new learning: What ideas matter?

Journal of research in science teaching, 2024-05

2024

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Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers' content knowledge development?

Studies in higher education (Dorchester-on-Thames), 2021-10, Vol.46 (10), p.2022-2034

2021

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Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics

International journal of science education, 2024-01, p.1-25

2024

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Towards a learning progression of energy

Journal of research in science teaching, 2013-02, Vol.50 (2), p.162-188

2013

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Evaluating Instrument Quality in Science Education: Rasch-based analyses of a Nature of Science test

International journal of science education, 2011-07, Vol.33 (10), p.1373-1405

2011

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A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

Journal of research in science teaching, 2023-01, Vol.60 (1), p.136-163

2023

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Supporting Students in Using Energy Ideas to Interpret Phenomena: The Role of an Energy Representation

Engaging Young Women in Physics: An Intervention to Support Young Women's Physics Identity Development

Editorial: AI for tackling STEM education challenges

Fields in Middle School Energy Instruction to Support Continued Learning of Energy

Stereotypes in the German Physics Olympiad - Hurdle or no Harm at all?

Positioning responsible learning analytics in the context of STEM identities of under-served students

Designing e-learning courses for classroom and distance learning in physics: The role of learning tasks

The digitalization of science education: Déjà vu all over again?

Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization

Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design

Students' Energy Concepts at the Transition Between Primary and Secondary School

21st‐century science education digital ecologies: Technology, technique, shoelaces, promise, and pitfalls?

Comparing different approaches to visualizing light waves: An experimental study on teaching wave optics

Probing the amalgam: the relationship between science teachers' content, pedagogical and pedagogical content knowledge

Call for Papers: Science teaching, learning, and assessment with 21st century, cutting‐edge digital ecologies

Maintaining Item Banks with the Rasch Model: An Example from Wave Optics

Measuring Students' Conceptual Understanding of Wave Optics: A Rasch Modeling Approach

The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest

Structure and development of pre-service physics teachers' professional knowledge

Middle school students' use of the energy concept to engage in new learning: What ideas matter?

Promoting progression in higher education teacher training: how does cognitive support enhance student physics teachers' content knowledge development?

Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics

Towards a learning progression of energy

Evaluating Instrument Quality in Science Education: Rasch-based analyses of a Nature of Science test

A proficiency model for pre‐service physics teachers' pedagogical content knowledge (PCK)—What constitutes high‐level PCK?

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