Sprechstunde

Sprechstunden finden nur nach Vereinbarung statt.

• Lehr-/Lernstrategien und Metakognition
• Systemdenken
• Lehrerprofessionsforschung
• Evolution unterrichten

Ausgewählte Veröffentlichungen

Lenski, S., & Großschedl, J. (2023). Emotional design pictures - Pleasant but too weak to evoke arousal and attract attention? Frontiers in Psychology, 13, 966287. doi: 10.3389/fpsyg.2022.966287

Aptyka, H., & Großschedl, J. (2022). Analyzing pre-service biology teachers’ intention to teach evolution using the theory of planned behavior. Evolution: Education and Outreach, 15, 16. doi: https://doi.org/10.1186/s12052-022-00175-1

Welter, V. D. E., Herzog, S., Harms, U., Steffensky, M., Großschedl, J. (2022). School subjects’ synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject? Journal of Research in Science Teaching, 59, 1-42. doi: 10.1002/tea.21728

Becker, L. B., Welter, V. D. E., Großschedl, J. (2021). Effects of strategy training and elaboration vs. retrieval settings on learning of cell biology using concept mapping. Education Sciences, 11(9), 530. doi. 10.3390/educsci11090530

Mustafa, M., Ioannidis, A., Ferreira González, L., Dabrowski, T., & Großschedl, J. (2021). Fostering learning with incremental scaffolds during chemical experimentation: A study on junior high school students working in peer-groups. International Journal of Innovation in Science and Mathematics Education, 29(2), 19-31.

Becker, L. B., Welter, V. D. E., Aschermann, E., & Großschedl, J. (2021). Comprehension-oriented learning of cell biology: Do different training conditions affect students’ learning success differentially? Education Sciences, 11, 438. doi: 10.3390/educsci11080438

Welter, V. D. E., Welter, N. G. E., & Großschedl, J. (2021). Experience and health‐related behavior in times of the Corona crisis in Germany: An exploratory psychological survey considering the identification of compliance‐enhancing strategies. International Journal of Environmental Research and Public Health, 18(3), 1-27. doi: 10.3390/ijerph18030933

Großschedl, J., Welter, V., & Harms, U. (2019). A new instrument for measuring pre‐service biology teachers' pedagogical content knowledge: The PCK‐IBI. Journal of Research in Science Teaching, 56(4), 402-439. doi: 10.1002/tea.21482

Mahler, D., Großschedl, J., & Harms, U. (2018). Does motivation matter? – The relationship between teachers’ self-efficacy and enthusiasm and students’ performance. PLoS ONE, 13(11), e0207252. doi: 10.1371/journal.pone.0207252

Großschedl, J., Mahler, D., & Harms, U. (2018). Construction and evaluation of an instrument to measure content knowledge in biology: The CK-IBI. Education Sciences, 8(3), 145. doi: 10.3390/educsci8030145

Großschedl, J., Seredszus, F., & Harms, U. (2018). Angehende Biologielehrkräfte: evolutionsbezogenes Wissen und Akzeptanz der Evolutionstheorie. Zeitschrift für Didaktik der Naturwissenschaften, 4. doi: 10.1007/s40573-018-0072-0

Paulick, I., Großschedl, J., Harms, U., & Möller, J. (2017). How teachers perceive their expertise: The role of dimensional and social comparisons. Contemporary Educational Psychology, 51, 114-122. doi: 10.1016/j.cedpsych.2017.06.00

Mahler, D., Großschedl, J., & Harms, U. (2017). Opportunities to Learn for Teachers’ Self-Efficacy and Enthusiasm. Education Research International. doi: doi.org/10.1155/2017/4698371

Mahler, D., Großschedl, J., & Harms, U. (2017). Using doubly-latent multilevel analysis to elucidate relationships between science teachers’ professional knowledge and students’ performance. International Journal of Science Education. doi: 10.1080/09500693.2016.1276641

Hier können Sie die vollständige Liste aller veröffentlichten Publikationen von Herrn Prof. Dr. Großschedl als PDF herunterladen.