Unsere Publikationen
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2025
Navarrete, E., Nehring, A., Schanze, S., Ewerth, R., & Hoppe, A. (2025). A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness. International Journal of Artificial Intelligence in Education, 35(4), 1631-1694. https://doi.org/10.1007/s40593-025-00481-x, https://doi.org/10.48550/arXiv.2301.13617
Krause, A. (2025). Human Factors on Secret Security: Case Studies on Code Secret Leakage, Cryptographic Updates, and Password Update Procedures. [Dissertation, Gottfried Wilhelm Leibniz Universität Hannover]. Leibniz Universität Hannover. https://doi.org/10.15488/20056
Biermann, M., Brede, L. M., & Meyer, C. (2025). Low-Emission-Schools in Norddeutschland: Transformative Bildung projektbasiert an (Hoch-)Schulen umsetzen. In D. Pijetlovic, J. von Au, & V. A. N. (Hrsg.), Klimawandel und Bildung: Konzepte, Methoden und Perspektiven transformativer Klimabildung (S. 412-431). Oekom Verlag. https://doi.org/10.14512/9783987264818
Schrüfer, G., Meyer, C., & Raschke, N. (2025). Fachkapitel Geographie. Didaktisches Konzept. In Engagement Global gGmbH (Hrsg.), KMK/BMZ Orientierungsrahmen Globale Entwicklung – Bildung für nachhaltige Entwicklung in der gymnasialen Oberstufe (S. 211-216). Engagement gGmbH.
Schrüfer, G., Meyer, C., & Rostock, S. (2025). Fachkapitel Geographie. Verankerung von Bildung für nachhaltige Entwicklung (BNE) in Geographie. In Engagement Global gGmbH (Hrsg.), KMK/BMZ Orientierungsrahmen Globale Entwicklung – Bildung für nachhaltige Entwicklung in der gymnasialen Oberstufe (S. 204-206). Engagement gGmbH.
Borchers, C., Fleischer, H., Schanze, S., Scheiter, K., & Aleven, V. (2025). High Scaffolding of an Unfamiliar Strategy Improves Conceptual Learning but Reduces Enjoyment Compared to Low Scaffolding and Strategy Freedom. Computers & education, 236, Artikel 105364. https://doi.org/10.1016/j.compedu.2025.105364
Koch, J. S., van Hove, T. J., & Meyer, C. (2025). Critical Reflections on Smart Mobility: Raising the Awareness of Geography Educators for the Social Implications of a Digital Mobility Transition. In M. Hardouin, & C. Leininger-Frézal (Hrsg.), Curricular Changes in Geography Education: Meeting Social and Societal Challenges of Tomorrow (1 Aufl., S. 27-39). (International Perspectives on Geographical Education; Band Part F926). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-96551-7
Brede, L. M., Eberth, A., & Meyer, C. (2025). Post-Growth from the Perspective of Young People in Germany in the Context of Education for Sustainable Development. In M. Hardouin, & C. Leininger-Frézal (Hrsg.), Curricular Changes in Geography Education: Meeting Social and Societal Challenges of Tomorrow (1 Aufl., S. 13-25). Springer Nature Switzerland AG. https://doi.org/10.1007/978-3-031-96551-7_2
Krause, A., Polarz, S., Hoppe, A., Ewerth, R., & Nehring, A. (2025). Towards defining, assessing and modelling competency levels in stoichiometry. Chemistry Education Research and Practice. Vorabveröffentlichung online. https://doi.org/10.1039/D5RP00077G
Borchers, C., Zhang, J., Fleischer, H., Schanze, S., Aleven, V., & Baker, R. S. (2025). Large Language Models Generalize SRL Prediction to New Languages Within But Not Between Domains. Journal of Educational Data Mining, 17(2), 24-54. https://doi.org/10.5281/zenodo.17073680
Brender, R., Ünlü, S., Meyer, C., Röding, D., & Walter, U. (2025). Sustainable Development Goals in der lokalen Umsetzung: Whole School Approach FREI DAY. Public Health Forum, 33(3), 220-224. https://doi.org/10.1515/pubhef-2025-0067
Fleischer, H., Borchers, C., Schanze, S., & Aleven, V. (2025). Error Classification in Stoichiometry Tutoring Systems with Different Levels of Scaffolding: Comparing Rule-Based Classification and Machine Learning. In Two Decades of TEL From Lessons Learnt to Challenges Ahead: 20th European Conference on Technology Enhanced Learning, EC-TEL 2025 Newcastle upon Tyne and Durham, UK, September 15–19, 2025 Proceedings, Part II (S. 126-133) https://doi.org/10.1007/978-3-032-03873-9_12, https://doi.org/10.35542/osf.io/edpgk_v1
Stanja, J., Dannemann, S., Krugel, J., & Hoppe, A. (2025). Investigating evidence-oriented generation of synthetic text data with a generative large language model in science education. International Journal of Science Education. Vorabveröffentlichung online. https://doi.org/10.1080/09500693.2025.2538834
Koch, J. S., & Meyer, C. (2025). Nachhaltige Mobilität für alle: Vielfältige Mobilitätsbedürfnisse reflektieren. Grundschule Sachunterricht, 107, 22-27.
Nehring, A., & Schanze, S. (2025). Turning the Plurality of Chemistry into a Resource for Learning: A Core Competency of Chemistry Teachers. Science & education, 34(4), 2051-2078. https://doi.org/10.1007/s11191-025-00624-5
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