Current Projects
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V(OER)KurseThe state of Lower Saxony considers promoting student success as an important task, as dropout rates are increasing, which has an extremely negative impact on teacher training and increases the existing problem of teacher shortage. In the project “V(OER)KURSE”, learning modules and test materials are being developed as Open Educational Resources (OER). These educational materials are flexibly adaptable and support students during the critical initial phase.Led by: Hendrik FleischerTeam:Year: 2025Funding: Studienqualitätsmittel der LSEDuration: 2025 - 2026
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VirtU-net Chemistry – Platform for virtual classroom observationsVirtU-net Chemistry focuses on the connection of the first and second phase of teacher education through the use of classroom video recordings. The platform allows to integrate real teaching situations with a more theory-based perspective into the courses at university and use the same recordings with the more practice-oriented perspective in pre-service teacher education seminars. This common basis facilitates a transfer of theory into practice, since it refers to an already familiar situation. The video recordings contain generic, as well as subject-specific aspects of teaching. The tasks for the video recordings are built on a common model for evaluations of instructional quality. This common basis allows a steady transition between the phases with a continuous increase in practice orientation. A special feature is the use of 360° videos.Led by: Prof. Dr. Andreas NehringYear: 2024
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Intelligent Tutorial Systems (ITS) for Stoichiometry ProblemsIn collaboration with Carnegie Mellon University and the University of Potsdam, joint research projects aim to optimize intelligent tutoring systems. By analyzing log data, the goal is to better identify learning behaviors and effectively enhance conceptual understanding through adaptive feedback. Two already developed tutoring systems, StoichTutor and ORCCA, are being examined for this purpose.Led by: Prof. Dr. Sascha Schanze & Hendrik Fleischer (LUH), AG Vincent Aleven, Conrad Borchers (CMU), AG Katharina Scheiter (Universität Potsdam)Year: 2022Duration: 2022 - heute
Completed projects
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NaWi fit? - Prepare yourself for a successful start to your studiesThe project "NaWi fit?" provides early content-related orientation on study goals and requirements in mathematics, physics, and chemistry. Potential students can test their skills in a web-based test environment using learning opportunities. Supported by the Lower Saxony Ministry of Science and Culture, it is part of an integrated preparatory course concept.Led by: Prof. Dr Sascha SchanzeTeam:Year: 2023Funding: Niedersächsischen Ministerium für Wissenschaft und KulturDuration: 2023 - 2024
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Design of e-learning units for the seminar on research methodologyIn the project, a traditional teaching approache is adapted into a consistent flipped classroom concept. Theoretical content is outsourced to online learning modules for asynchronous preparation. In the classroom practice, theory and practice are linked in depth and applied to concrete data sets using research methods. The main goal is to increase self-determined learning through individual preparation.Led by: Dr. Sarah HundertmarkTeam:Year: 2020Funding: MWK Innovation plusDuration: 04/2020 - 12/2021
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digiPro - Improving understanding Chemistry by using a digital problem-based learning environmentdigiPro provides both students and lecturers of chemistry-specific degree programmes with a practice-based digital learning environment based on the learning management system ILIAS. The research focus is on the design of suitable sample tasks (explanatory videos) or (collaborative) learning tasks to promote problem solving and representational competence.Led by: Prof. Dr. Sascha SchanzeTeam:Year: 2019Funding: MWK- Programms "Qualität plus-Programm zur Entwicklung des Studiums von morgen"Duration: 01/2019-12/2021
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Leibniz Prinzip II – field of action 2: Modern Formats of Learning - digital, reflective, didactically structured/teaching methodology structuredHigh-quality teaching focuses on the individual learning requirements of students and integrates digitally supported elements. The aim of this field of action is to promote digital competences for the reflection and design of student-oriented learning spaces among prospective teachers. To this end, teaching and learning spaces appropriate for the target group are digitally designed and supported in the university phase of teacher training.Led by: Prof. Dr. Sascha SchanzeTeam:Year: 2019Funding: BMBFDuration: 2019-2024
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Perception and Interpretation of instructional quality in different stages of pre-service teacher educationIn this PhD project, the perception and interpretation of instructional quality is researched with a special focus on the second phase of teacher education. For this purpose, the "science education perspectives" (SEP) framework was developed as a common basis of instructional quality. In the next step, a coding manual was derived from the SEP framework for the analysis of evaluations of instructional quality. The analyses show both similarities and differences in the evaluation by science pre-service teachers and their advisors. We highlighted existing problems in evaluations of instructional quality and offer possible solutions for improving teacher education in general. Especially, "cognitive activation" poses a significant challenge for pre-service teachers due to its difficult accessibility in evaluations.Led by: Prof. Dr. Andreas NehringTeam:Year: 2019Duration: 2019-2023
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KompE – Assessing and Fostering Competencies in the Field of ExperimentationThis PhD project aims to investigate how problem solutions emerge from underlying dispositions when undergraduate students engage in scientific inquiry through experimentation. For this purpose, a learning sequence including several instruments to assess different facets of the competencies in the field of experimentation is developed and implemented at the university.Led by: Prof. Dr. Andreas NehringTeam:Year: 2019Duration: 2019-2023
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Productive Failure: Conceptual Learning in Chemistry Classes through Problem Solving prior to instruction (PS-I)The aim is to adapt the productive failure approach for learning chemical concepts. Learners are confronted with a problem-solving situation for which no viable concepts are initially available and thus the learners are uncertain about their solution approaches. Subsequently, the corresponding chemical concept is first developed in the instructional phase. It is assumed that the preceding confrontation in the problem-solving situation supports the development of the concept understanding during the instruction.Led by: Dr. Sarah HundertmarkYear: 2018Funding: 07/2018 - 06/2019 Förderung durch das Hochschulbüro für Chancenvielfalt, LUHDuration: seit 2018
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Peer-Interaction-Methode (PIM)Promoting conceptual understanding through a collaborative task format: The Peer Interaction Method (PIM) is a two-phase collaborative learning form guided by work sheets to promote understanding of general chemical concepts. The research focus is on conditions for success in order to derive suitable instructions or recommendations for an adequate group composition.Led by: Prof. Dr. Sascha SchanzeTeam:Year: 2016
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