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Publikationen 2018


Originalarbeiten in wissenschaftlichen Fachzeitschriften

  • Glogger-Frey I, Ampatziadis Y, Ohst A, & Renkl A (2018). Future teachers’ knowledge about learning strategies: Misconcepts and knowledge-in-pieces Think Skills Creat, 28, 41-55.
  • Glogger-Frey I, Deutscher M, & Renkl A (2018). Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies Teach Teach Educ, 76, 227-241.
  • Hefter M, Renkl A, Riess W, Schmid S, Fries S, & Berthold K (2018). Training interventions to foster skill and will of argumentative thinking J Exp Educ, 86, 325-343. http://DOI: 10.1080/00220973.2017.1363689.
  • Leber J, Renkl A, Nückles M, & Wäschle (2018). When the type of assessment counteracts teaching for understanding Learning: Research & Practice, 4, 161-179. http://10.1080/23735082.2017.1285422
  • Lindner M A, Eitel A, Barenthien, & Köller O (2018). An integrative study on learning and testing with multimedia: Effects on students' performance and metacognition Learn Instr, .
  • Richter J, Scheiter K, & Eitel (2018). Signaling text-picture relations in multimedia learning: The influence of prior knowledge J Educ Psychol, 110, 544-560.
  • Rieche H, Fischer A, Geißler C, Eitel A, Brunner G, & Renkl A (2018). Wenn Schülerinnen und Schüler glauben, unmusikalisch zu sein: Erkennen angehende Musik-Lehrkräfte solche Überzeugungen? Beiträge empirischer Musikpädagogik, 9, 1-23.
  • Schmidgall S P, Eitel A, & Scheiter K (2018). Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing Learn Instr, 60, 138-153.
  • Skuballa I, Dammert A, & Renkl A (2018). Two kinds of meaningful multimedia learning: Is cognitive activity alone as good as combined behavioral and cognitive activity? Learn Instr, 54, 35-46.

Buchbeiträge

  • Endres T, Leber J, & Renkl A (2018). Successful learning at university – an adaptive online learning strategies training for freshmen. In Pixel (Ed.), The future of Education (8th ed.) (pp.). Padova, I: libreriauniversitaria.it.
  • Renkl A (2018). Bildungsforschung: Die Perspektive der Forschung zu Lernen und Instruktion. In R. Tippelt & B. Schmidt-Hertha (Ed.), Handbuch Bildungsforschung (pp. 925-945). Cham, CH: Springer.
  • Renkl A (2018). Scientific reasoning and argumentation: Is there an over-emphasis on discipline specificity?. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne (Ed.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 194-200). New York,NY: Routledge.
  • Renkl A (2018). Lernen durch Lehren. In D. H. Rost, J. R. Sparfeldt, & S. R. Buch (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 445-550). Weinheim: Beltz.
  • Renkl A (2018). Träges Wissen. In D. H. Rost, J. R. Sparfeldt, & S. R. Buch (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 838-842). Weinheim: Beltz.
  • Renkl A (2018). Lernen durch Beispiele. In D. H. Rost, J. R. Sparfeldt, & S. R. Buch (Ed.), Handwörterbuch Pädagogische Psychologie (pp. 439-445). Weinheim: Beltz.

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