Dr. Tino Endres
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Lehre:
B.Sc.
WiSe: Seminar Entwicklungspsychologie Ilias
SoSe: Seminar Pädagogische Psychologie Ilias
M.Sc.
SoSe: Lernen langfristig festigen Ilias
SoSe: DIY Fragebogen Ilias
WiSe: Strategietrainings Ilias
Mögliche Abschlussarbeiten
Forschungsinteressen:
§ Lernen durch Gedächtnisabruf - Retrieval Practice/Testing Effect
- Gedächtnisabruf in Verbindung mit anderen lernförderlichen Prozessen
- Adaptives Nutzen von Gedächtnisabruf
- Mechanismen des Testing Effekt
§ Emotionales Design
§ Selbstreguliertes Lernen
§ Lernen durch Fragengenerieren
§ Veränderungen von Mindsets
Publikationen
Endres, T., Lovell, O., Morkunas, D., Rieß, W.; & Renkl, A. (2022). Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load. British Journal of Educational Psychology, online first. https://doi.org/10.1111/bjep.12563
Richter, T., Berger, R., Eitel, A., Endres, T., Ferri, B. R., Ebersbach, M., Hänze, M., Lachner, A., Leutner, D., Lipowsky, F., Nemeth, L., Renkl, A., von Aufschnaiter, C., & Vorholzer, A. (2022). How to Promote Lasting Learning in Schools. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 54 (4), 135-141. https://doi.org/10.1026/0049-8637/a000258
Roelle, J., Schweppe J., Endres, T., Lachner, A., von Aufschnaiter, C., Renkl, A., Eitel. A., Leutner D., Rummer R., Scheiter, K., & Vorholzer, A., (2022) Combining Retrieval Practice and Generative Learning in Educational Contexts: Promises and Challenges. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie,54 (4), 142 - 150. .https://doi.org/10.1026/0049-8637/a000261
Eitel, A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Applied Cognitive Psychology, 36(5), 996– 1008. https://doi.org/10.1002/acp.3984
Endres, T. (in press). Adaptive Blended Learning to Foster Self-Regulated Learning – A Principle-Based Explanation of a Self-Regulated Learning Training. In C. E. Overson, C. M. Hakala, L. L. Kordonowy, & V. A. Benassi (Eds.). In their own words: What scholars want you to know about why and how to apply the science of learning in your academic setting (pp. xxx-xxx). Society for the Teaching of Psychology. URL for ebook not yet created.
Roelle, J., Endres, T., & Renkl, A. (2022). Wie können Abrufübungen (nicht) für das Lernen in Schule und Hochschule relevant gemacht werden? Unterrichtswissenschaft, 50 (1), 1-15. https://link.springer.com/article/10.1007/s42010-021-00139-2
Endres, T., & Renkl, A. (2022). Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt. Unterrichtswissenschaft, 50 (1), 75-98. https://link.springer.com/article/10.1007/s42010-021-00140-9
Endres, T., Leber, J., Böttger, C. Rovers, S., & Renkl, A. (2021). Improving life-long learning by fostering students' learning strategies at university. Psychology Learning and Teaching, 20 (1). 144-160. https://doi.org/10.1177/1475725720952025
Endres, Kranzdorf, Schneider & Renkl (2020). It matters how to recall – task differences in retrieval practice. Instructional Science, 48, 699 - 728. https://doi.org/10.1007/s11251-020-09526-1
Eitel, A., Endres, T., & Renkl, A., (2020). Self-management as a bridge between cognitive load and self-regulated learning: The illustrative case of seductive details. Educational Psychology Review, 32, 1073–1087. https://link.springer.com/article/10.1007/s10648-020-09559-5
Carpenter S., Endres, T., & Hui, L., (2020). Students’ Use of Retrieval in Self-Regulated Learning: Implications for Monitoring and Regulating Effortful Learning Experiences. Educational Psychology Review, volume 32, 1029–1054. https://link.springer.com/article/10.1007/s10648-020-09562-w
Endres, T., Weyreter S., Renkl, A., & Eitel A. (2020). When and Why does Emotional Design Foster Learning? Evidence for Situational Interest as a Mediator of Sustained Learning. Journal of Computer Assisted Learning, 36 (4), 514 - 525. https://onlinelibrary.wiley.com/doi/full/10.1111/jcal.12418
Endres, T., Leber, J., & Renkl, A. (2018). Successful Learning at University–an Adaptive Online Learning Strategies Training for Freshmen. In Conference Proceedings. The Future of Education(p. 124). libreriauniversitaria. it Edizioni. pdf video
Endres, T., Carpenter, S., Martin, A., & Renkl, A. (2017). Enhancing learning by retrieval: Enriching free recall with elaborative prompting. Learning and Instruction, 49, 13–20. http://doi.org/10.1016/j.learninstruc.2016.11.010
Endres, T., & Renkl, A. (2015). Mechanisms behind the testing effect -An empirical investigation of retrieval practice in meaningful learning. Frontiers in Psychology, 54. http://dx.doi.org/10.3389/fpsyg.2015.01054
Preise
Instructional Development Award (IDA) - Universität Freiburg – BMBF
Short List for the best paper presentation at the EARLI SIG 6 & 7 Conference - Dijon
Best Paper Award - JURE 2017 - Tampere
Graduate Travel Award - Psychonomics 2019 - Montréal
Sontige wissenschaftliche Aufgaben
Editorial Assistent bei Unterrichtswissenschaft
Reviewer Tätigkeiten: Learning & Instruction, Journal of Educational Psychology , Instructional Sience, Memory & Cognition, Applied Cognitive Psychology, Computer & Education, Discourse Processes, Anatomical Sciences Education, Empirical Research in Vocational Education and Training, Psychologie Learning and Teaching,
Mitglied der EARLI Emerging Field Group (EFG) Unifying Cognitive Load and Self-Regulated Learning Research: Monitoring and Regulation of Effort
Aufgaben in der Selbstverwaltung
Vorstand im Promovierendenkonvent der Wirtschafts- & Verhaltenswirtschaftlichen Fakultät bis 2020
Lernstrategietraining ELIS
zum Tool: link
Lehrentwicklung: link
Hochschuldidaktik: link