Unsere Publikationen
2025
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
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 K. Tammets, S. Sosnovsky, R. Ferreira Mello, G. Pishtari, & T. Nazaretsky (Hrsg.), Two Decades of TEL. From Lessons Learnt to Challenges Ahead - 20th European Conference on Technology Enhanced Learning, EC-TEL 2025, Proceedings: 20th European Conference on Technology Enhanced Learning, EC-TEL 2025 Newcastle upon Tyne and Durham, UK, September 15–19, 2025 Proceedings, Part II (S. 126-131). (Lecture Notes in Computer Science; Band 16064 LNCS). 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. Vorzeitige Online-Publikation. 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
Michelsen, M. C. (2025). Digitale Lernumgebungen kognitionslinguistisch rekonstruiert: Lernprozesse verstehen zu Fotosynthese, Evolutionstheorie und Artenkenntnis. [Dissertation, Gottfried Wilhelm Leibniz Universität Hannover]. Leibniz Universität Hannover. https://doi.org/10.15488/19285
Fleischer, H., Noglik, A., Borchers, C., & Schanze, S. (2025). Does Student Learning Rate Depend on Feedback Type and Prior Knowledge? in C. Mills, G. Alexandron, D. Taibi, G. Lo Bosco, & L. Paquette (Hrsg.), Proceedings of the 18th International Conference on Educational Data Mining, EDM 2025 (S. 571-577). (Proceedings of the International Conference on Educational Data Mining). International Educational Data Mining Society. https://doi.org/10.5281/zenodo.15870227, https://doi.org/10.31234/osf.io/an3bx_v1
Vollmer, S. C. (2025). Individuelle Förderung durch multiprofessionelle Kooperation (gestalten): Erfassung, Typisierung und Reflexion an berufsbildenden Schulen. (1 Aufl.) (Berufsbildung, Arbeit und Innovation - Dissertationen und Habilitationen; Band 81). wbv Media GmbH.
van Hove, T. J., Koch, J. S., & Meyer, C. (2025). Smart Mobility und soziale Exklusion aus der Perspektive von Jugendlichen. Zeitschrift für Geographiedidaktik (online), 2025(53), 33-47. https://doi.org/10.60511/53472
Johann, L., Gross, J., & Rusk, F. (2025). Static compartmentalisation vs. dynamic molecular interaction: On the significance of student conceptions for upper secondary cell membrane biology education. Nordic Studies in Science Education, 21(1), 21-38. https://doi.org/10.5617/nordina.9912
