DFG Forschergruppe 2385 Förderung von Diagnosekompetenzen in simulationsbasierten Lernumgebungen an der Hochschule
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Veröffentlichungen in Fachzeitschriften

2023

  • Fink, M.C., Heitzmann, N., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M. (2023). Diagnosing virtual patients: the interplay between knowledge and diagnostic activities. Advances in Health Sciences Education, 1-20. https://doi.org/10.1007/s10459-023-10211-4 
  • Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A., Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2023). Learners’ adjustment strategies following impasses in simulations - Effects of prior knowledge. Learning and Instruction, 83, 101632. https://doi.org/10.1016/j.learninstruc.2022.101632 
  • Nickl, M., Sommerhoff, D., Böheim, R., Ufer, S., & Seidel, T. (2023). Fostering pre-service teachers' assessment skills in a video simulation: Differential effects of a utility value intervention and conceptual knowledge prompts. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000362 
  • Radkowitsch, A., Sommerhoff, D., Nickl, M., Codreanu, E., Ufer, S., Seidel, T. (2023). Exploring the diagnostic process of pre-service teachers using a simulation – A latent profile approach. Teaching and Teacher Evaluation, 130, [104172]. https://doi.org/10.1016/j.tate.2023.104172 
  • Richters, C., Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2023). Who is on the right track? Behavior-based prediction of diagnostic success in a collaborative diagnostic reasoning simulation. Large-Scale Assessments in Education, 11(1). https://doi.org/10.1186/s40536-023-00151-1 
  • Sommerhoff, D., Codreanu, E., Nickl, M., Ufer, S., & Seidel, T. (2023). Pre-service teachers’ learning of diagnostic skills in a video-based simulation: Effects of conceptual vs. interconnecting prompts on judgment accuracy and the diagnostic process. Learning and Instruction, 83, [101689]. https://doi.org/10.1016/j.learninstruc.2022.101689

2022

  • Bauer, E., Heitzmann, N., & Fischer, F. (2022). Simulation-based learning in higher education and professional training: Approximations of practice through representational scaffolding. Studies in Educational Evaluation, 75, Article 101213. https://doi.org/10.1016/j.stueduc.2022.101213
  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2022). Diagnostic argumentation in teacher education: Making the case for justification, disconfirmation, and transparency. Frontiers in Education, 7, Article 977631. https://doi.org/10.3389/feduc.2022.977631
  • Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Sommerhoff, D., Ufer, S., Kuhn, J., Küchemann, S., Sailer, M., Koenen, J., Gartmeier, M., Berberat, P., Frenzel, A., Heitzmann, N., Holzberger, D., Pfeffer, J., Lewalter, D., Niklas, F., Schmidt-Hertha, B., Gollwitzer, M., Vorholzer, A., Chernikova, O., Schons, C., Pickal, A. J., Bannert, M., Michaeli, T., Stadler, M., & Fischer, M. R. (2022). Representational scaffolding in digital simulations – learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645-665. https://doi.org/10.1108/ILS-06-2022-0076
  • Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A, Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2022). Learners’ adjustment strategies following impasses in simulations – effects of prior knowledge. Learning and Instruction, Article 101632. https://doi.org/10.1016/j.learninstruc.2022.101632
  • Irmer, M., Traub, D., Kramer, M., Förtsch, C., & Neuhaus, B. J. (2022). Scaffolding pre-service biology teachers’ diagnostic competences in a video-based Learning environment: Measuring the effect of different types of scaffolds. International Journal of Science Education, 44(9), 1506–1526. https://doi.org/10.1080/09500693.2022.2083253
  • Nickl, M., Huber, S.A., Sommerhoff, Codreanu, D., Ufer, S., & Seidel, T. (2022). Video-based simulations in teacher education: The role of learner characteristics as capacities for positive learning experiences and high performance. International Journal of Educational Technology in Higher Education, 19, 45. https://doi.org/10.1186/s41239-022-00351-9
  • Kron, S., Sommerhoff, D., Achtner, M. Stürmer, K, Wecker, C., Siebeck, M., & Ufer, S. (2022). Cognitive and Motivational Person Characteristics as Predictors of Diagnostic Performance: Combined Effects on Pre-Service Teachers’ Diagnostic Task Selection and Accuracy. Journal für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00200-2 https://doi.org/10.1007/s13138-022-00200-2
  • Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. (2022). Developing a Simulation to Foster Prospective Mathematics Teachers’ Diagnostic Competencies: the Effects of Scaffolding. Journal für Mathematik-Didaktik. 1-24. https://doi.org/10.1007/s13138-022-00210-0 
2021
  • Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2021). Simulation-Based Learning of Complex Skills: Predicting Performance With Theoretically Derived Process Features. Psychological Test and Assessment Modeling, 63(4), 542-560. https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/ptam-2021-4/PTAM__4-2021_6_kor.pdf
  • Codreanu, E., Sommerhoff, D., Huber, S., Ufer, S., & Seidel, T. (2021). Exploring the Process of Preservice Teachers’ Diagnostic Activities in a Video-Based Simulation. Frontiers in Education. https://doi.org/10.3389/feduc.2021.626666
  • Fink, M. C., Heitzmann, N., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Learning to diagnose accurately through virtual patients: Do reflection phases have an added benefit? BMC medical education, 21, 523. https://doi.org/10.1186/s12909-021-02937-9 
  • Fink, M. C., Reitmeier, V., Stadler, M., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Assessment of diagnostic competences with standardized patients versus virtual patients: Experimental study in the context of history taking. Journal of Medical Internet Research. https://doi.org/10.2196/21196
  • Heitzmann, N., Opitz, A., Stadler, M., Sommerhoff, D., Fink, M. C., Obersteiner, A., Schmidmaier, R., Neuhaus, B. J., Ufer, S., Seidel, T., Fischer, M. R., & Fischer, F. (2021). Cross-Disciplinary Research on Learning and Instruction – Coming to Terms. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.562658
  • Kramer, M., Förtsch, C., & Neuhaus, B. J. (2021) Can Pre-Service Biology teachers’ Professional Knowledge and Diagnostic Activities Be Fostered by Self-Directed Knowledge Acquisition via Texts? Education Sciences, 11(5), 244. https://doi.org/10.3390/educsci11050244.
  • Kramer, M., Förtsch, C., & Neuhaus, B. J. (2021). Integrating or Not-Integrating—That is the Question. Effects of Integrated Instruction on the Development of Pre-Service Biology Teachers’ Professional Knowledge. Frontiers in Education, 6, 1259. https://doi.org/10.3389/feduc.2021.645227.
  • Kramer, M., Förtsch, C., Boone, W.J., Seidel, T., & Neuhaus, B.J. (2021). Investigating Pre-Service Biology Teachers’ Diagnostic Competences: Relationships between Professional Knowledge, Diagnostic Activities, and Diagnostic Accuracy. Education Sciences 2021, 11, 89. https://doi.org/10.3390/educsci11030089
  • Kramer, M., Förtsch, C., Seidel, T., & Neuhaus, B. J. (2021). Comparing two constructs for describing and analyzing teachers’ diagnostic processes. Studies in Educational Evaluation, 28. https://doi.org/10.1016/j.stueduc.2020.100973
  • Kron, S., Sommerhoff, D., Achtner, M., & Ufer, S. (2021). Selecting Mathematical Tasks for Assessing Student’s Understanding: Pre-Service Teachers’ Sensitivity to and Adaptive Use of Diagnostic Task Potential in Simulated Diagnostic One-To-One Interviews. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.604568
  • Radkowitsch, A., Sailer, M., Schmidmaier, R., Fischer, M.R., & Fischer, F. (2021). Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations. Learning and Instruction, 75. https://doi.org/10.1016/j.learninstruc.2021.101487
  • Stadler M., Graesser A., & Fischer F. (2021). Editorial: Transdisciplinary Research on Learning and Teaching: Chances and Challenges. Frontiers in Psychology, 12:696219. https://doi.org/10.3389/fpsyg.2021.696219

2020

  • Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-Based Learning in Higher Education: A Meta-Analysis. Review of Educational Research, 20(10), 1-43. https://doi.org/10.3102/0034654320933544
  • Codreanu, E., Sommerhoff, D., Huber, S., Ufer, S., & Seidel, T. (2020). Between authenticity and cognitive demand: Finding a balance in designing a video-based simulation in the context of mathematics teacher education. Teaching and Teacher Education, 95, 1-12. https://doi.org/10.1016/j.tate.2020.103146
  • Fink, M.C., Radkowitsch, A., Bauer, E., Sailer, M., Kiesewetter, J., Schmidmaier, R., Siebeck, M., Fischer, F. & Fischer, M. (2020). Simulation research and design: a dual-level framework for multi-project research programs. Educational Technology Research and Development, 68(6). https://doi.org/10.1007/s11423-020-09876-0
  • Kramer, M., Förtsch, C., Stürmer, J., Förtsch, S., Seidel, T. & Neuhaus, B. J. (2020). Measuring biology teachers’ professional vision: Development and validation of a video-based assessment tool. Cogent Journal, 7(1), 1-28. https://www.tandfonline.com/doi/pdf/10.1080/2331186X.2020.1823155
  • Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2020). Learning to diagnose collaboratively: validating a simulation for medical students. GMS Journal for Medical Education, 37(5). doi: 10.3205/zma001344
  • Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for Learning, bad for Motivation? A Meta-Analysis on the Effects of Computer-Supported Collaboration Scripts. International Journal of Computer-Supported Collaborative Learning, 15, 5-47 https://doi.org/10.1007/s11412-020-09316-4
  • Stadler, M., Sailer, M., & Fischer, F. (2020). Knowledge as a formative construct: A good alpha is not always better. New Ideas in Psychology, 60(2021). https://authors.elsevier.com/a/1bsPH,GfNqYjxx
  • Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M., & Fischer, F. (2020). Take your time: Invariance of time on-task in problem solving tasks across expertise levels. Psychological Test and Assessment Modeling, 62(4), 517-525. [online]
  • Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment. ZDM Mathematics Education, 52(2), 241-254. [online]

2019

  • Chernikova, O., Heitzmann, N., Fink, M., Timothy, V., Seidel, T. & Fischer, F. (2019). Facilitating Diagnostic Competences in Higher Education - A Meta-analysis in Medical and Teacher Education. Educational Psychology Review, 1-40. https://doi.org/10.1007/s10648-019-09492-2  
  • Heitzmann, N., Seidel, T., Opitz. A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R., & Fischer, F. (2019). Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education. Frontline Learning Research, 7(4), 1-24. https://doi.org/10.14786/flr.v7i4.384
  • Sommerhoff, D., & Ufer, S. (2019). Acceptance criteria for validating mathematical proofs used by school students, university students, and mathematicians in the context of teaching. ZDM Mathematics Education, 51(5), 717-730. https://doi.org/10.1007/s11858-019-01039-7
  • Stadler, M., Fischer, F., & Greiff, S. (2019). Taking a closer look: An exploratory analysis of successful and unsuccessful strategy use in complex problems. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00777
2018
  • Dorfner, T., Förtsch, C., Germ, M., & Neuhaus, B. J. (2018). Biology instruction using a generic framework of scientific reasoning and argumentation with suggested lessons. Teaching and Teacher Education, 75, 232-243. https://doi.org/10.1016/j.tate.2018.07.003
  • Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., Stürmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, C., & Neuhaus, B. J. (2018). Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences, 8(4), 207. https://doi.org/10.3390/educsci8040207

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review

2022

  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Gurevych, I. Fischer, M.R., & Fischer, F. (2022). Learning to Diagnose Students’ Behavioral, Developmental and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers. In F. Fischer & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_8 
  • Chernikova O., Heitzmann N., Opitz A., Seidel T., & Fischer F. (2022). A Theoretical Framework for Fostering Diagnostic Competences with Simulations in Higher Education. In: Fischer F., Opitz A. (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_2 
  • Codreanu E. et al. (2022). Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers. In: Fischer F., Opitz A. (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_4 
  • Fink M.C., Reitmeier V., Siebeck M., Fischer F., & Fischer M.R. (2022). Live and Video Simulations of Medical History-Taking: Theoretical Background, Design, Development, and Validation of a Learning Environment. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_9 
  • Fischer, F., Chernikova, O., & Opitz, A. (2022). Learning to Diagnose with Simulations: Introduction. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_1 
    • Kramer M., Stürmer, J., Förtsch, C., Seidel, T., Ufer, S., Fischer, M.R., & Neuhaus, B.J. (2022). Diagnosing the Instructional Quality of Biology Lessons Based on Staged Videos: Developing DiKoBi, A Video-Based Simulation. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_6 
    • Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., Ufer, S. (2021). The accuracy of pre-service teachers' diagnosis and its relation to professional knowledge. In: Inprasitha, M, Changsri, N., & Boonsena, N. (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, p. 159. Khon Kaen, Thailand: PME.
      • Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., Ufer, S. (2022). Simulation-based learning environments: Do they affect learners'relevant interests? Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, p. 67. Alicante, Spain: PME.
      • Kron, S., Sommerhoff, D., Achtner, M., Wecker, C., Siebeck, M., Stürmer, K., Ufer, S. (2022). Design of simulation-based learning environments: Does it affect pre-service teachers' interests? EARLI SIG 11 Conference - Digital Transformation in Teaching and Teacher Education. Oldenburg, Germany.
      • Marczynski, B., Kaltefleiter, L.J., Siebeck, M., Wecker, C., Stürmer, K., & Ufer, S. (2022). Diagnosing 6th Graders´ Understanding of Decimal Fractions - Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-to-One Interviews. In F. Fischer & A. Opitz (Eds.). In F. Fischer & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_5 
        • Opitz, A., Fischer, M. R., Seidel, T., & Fischer, F. (2022). Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Education. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://link.springer.com/chapter/10.1007/978-3-030-89147-3_11 
          • Pickal, A. J., Engelmann, K., Girwidz, R., Neuhaus, B. J., & Wecker, C. (2022). Using simulations to foster pre-service teachers’ diagnostic competences: What aspect of authenticity matters?. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 1353-1356). Hiroshima, Japan: International Society of the Learning Sciences.
          • Pickal A.J., Wecker C., Neuhaus B.J., & Girwidz R. (2022). Learning to Diagnose Secondary School Students’ Scientific Reasoning Skills in Physics and Biology: Video-Based Simulations for Pre-Service Teachers. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_7 
          • Radkowitsch A., Sailer M., Fischer M.R., Schmidmaier R., & Fischer F. (2022). Diagnosing Collaboratively: A Theoretical Model and a Simulation-Based Learning Environment. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_10 
          • Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022). Making the rich even richer? Interaction of structured reflection with prior knowledge in collaborative medical simulations. In A. Weinberger, W. Chen, D. Hernández-Leo, & B.Che (Eds.), Proceedings of the 15th International Conference on Computer-Supported Collaborative Learning - CSCL 2022 (pp. 155-162). International Society of the Learning Sciences. https://2022.isls.org/proceedings/ --> Best Paper Award
          • Schons, C., Obersteiner, A., Fischer, F., & Reiss, K. (2022). Pre-service teachers‘ task selections for assessing students’ misconceptions. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.). Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 403). PME.
          • Wildgans-Lang A., Scheuerer S., Obersteiner A., Fischer F., & Reiss K. (2022). Learning to Diagnose Primary Students’ Mathematical Competence Levels and Misconceptions in Document-Based Simulations. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3_3 

          2021
          • Kramer, M., Traub, D., Förtsch, C., & Neuhaus, B.J. (2021, September). Videobasierte Lernumgebungen als Messinstrument. Testeffekte von DiKoBi Assess auf das Professionswissen angehender Biologielehrkräfte In D. Traub & C. Förtsch, Simulationsbasierte Mess- und Lernumgebungen in der Biologie. Presentation in Symposium, FDdB (online).
          • Kron, S., Sommerhoff, D., Achtner, M., Wecker, C., Siebeck, M., Stürmer, K., Ufer, S. (2021). Sensitivity to diagnostic task potential: pre-service teachers' task selection during diagnosis. EARLI 2021 (online).
          • Irmer, M., Traub, D., Kramer, M., Förtsch, C., & Neuhaus, B.J. (2021, August). Effects of different scaffolds in a video-based learning environment for pre-service teachers. Paper presented at EARLI, Göteborg (online).
          • Irmer, M., Traub, D., Förtsch, C., & Neuhaus, B.J. (2021, September). Scaffolding als instruktionale Unterstützungsmaßnahme in simulationsbasierten online-Lernumgebungen. In M. Nickl, D. Sommerhoff, T. Seidel (Chair), Gestaltungsmerkmale digitaler simulationsbasierter Lernumgebungen in der Lehrerbildung. Presentation in Symposium, digiGEBF (online).
          • Irmer, M., Traub, D., Förtsch, C., & Neuhaus, B.J. (2021, September). Effekte verschiedener Scaffolds auf die Diagnosekompetenzen angehender Biologielehrkräfte in einer videobasierten Simulationsumgebung. In D. Traub & C. Förtsch, Simulationsbasierte Mess- und Lernumgebungen in der Biologie. Presentation in Symposium, FDdB (online).
          • Stürmer, K., Marczynski, B., Wecker, C., Siebeck, M., & Ufer, S. (2021). Praxisnahe Lerngelegenheiten in der Lehrerausbildung - Validierung der simulationsbasierten Lernumgebung DiMaL zur Förderung diagnostischer Kompetenz von angehenden Mathematiklehrpersonen. In N. Beck, T. Bohl, & S. Meissner (Eds.), Vielfältig herausgefordert. Forschungs- und Entwicklungsfelder der Lehrerbildung auf dem Prüfstand (pp. 57-72). Tübingen: Tübingen University Press. doi: http://dx.doi.org/10.15496/publikation-52641
          2020 
          • Pickal, A. J., Chinn, C., Girwidz, R., Neuhaus, B. J., & Wecker, C. (2020). Diagnosing scientific reasoning skills in inquiry settings: The role of pre-service teachers’ professional knowledge. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 4, pp. 2265-2268). Nashville, Tennessee: International Society of the Learning Sciences.
          • Rojowiec, R., Fink, M., & Roth, B. (2020). Intent recognition in doctor-patient interviews. In N. Calzolari, F. Béchet, P. Blache, K. Choukri, C. Cieri, T. Declerck, . . . S. Piperidis (Chairs), Proceedings of the 12th Language Resources and Evaluation Conference (pp. 702-709). Marseille, France: European Language Resources Association. [online]
          2019
          • Reiss, K., & Obersteiner, A. (2019). Competence models as a basis for defining, understanding, and diagnosing students’ mathematical competences. In A. Fritz, V. G. Haase, & P. Räsänen (Eds.), International handbook of mathematical learning difficulties. From the laboratory to the classroom (pp. 43-56). Springer.
          2018
          • Ufer, S., Neumann, K. (2018). Measuring Competencies. In F. Fischer, C. Hmelo-Silver, S. Goldman, P. Reimann (Eds.), International Handbook of the Learning Sciences (pp. 433-443). Routledge.
          • Wecker, C. & Hetmanek, A. (2018). Obstacles to the use of learning strategies after training (and some approaches to overcome them). In E. Manalo, Y. Uesaka & C. A. Chinn (Eds.), Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice (pp. 77-88). Routledge.
          Herausgeberwerke / edited volumes

          Konferenzbeiträge

          2023
          • Kron, S., & Ufer, S. (2023). Messung von Indikatoren Diagnostischer Kompetenz im Rahmen simulierter Diagnoseinterviews. Vortrag auf der Herbsttagung des Arbeitskreises Psychologie und Mathematikdidaktik der GDM 2023. Jena, Deutschland.
          • Kron, S., Sommerhoff, D., & Ufer, S. (2023). Entwicklung diagnostischer Kompetenz zur Dezimalbruchrechnung: Akkuratheit, Sensitivität und Spezifität von Diagnosen in einer simulationsbasierten Lernumgebung. Vortrag auf der GEBF 2023 (Gesellschaft für empirische Bildungsforschung). Essen, Deutschland.
          • Kron, S., Sommerhoff, D., & Ufer, S. (2023). Pre-service Teachers' Diagnostic Competence: Development of Accuracy, Sensitivity, and Specificity. Poster Präsentation auf der EARLI 2023 (European Association for Research on Learning and Instruction). Thessaloniki, Griechenland.
          • Kron, S., Sommerhoff, D., Wecker, C., & Ufer, S. (2023). Judgement Accuracy: Comparing Open Reports and Ratings as Indicators of Diagnostic Competence. In M. Ayalon, B. Koichu, R. Leikin, L. Rubel, & M. Tabach (Eds.), Proceedings of the 46th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 227-234). PME. https://www.igpme.org/wp-content/uploads/2023/08/PME-46-Vol-3-RR_H-O-1.pdf
          • Nickl, M., Sommerhoff, D., Codreanu, E., Ufer, S., Seidel, T. (2023). Measuring assessment skills in simulations: Influence of pre-service teacher characteristics. Beitrag in Symposium. EARLI 2023, Thessaloniki, Griechenland. Nickl, M. (2023). Fostering Pre-service Teachers’ Assessment Skills: Establishing Adaptivity in a Video Simulation. Poster. EARLI 2023, Thessaloniki, Griechenland. 
          • Nickl, M.; Sommerhoff, D.; Codreanu, E.; Ufer, S.; Seidel, T. (2023). The Role of Teachers’ Person Characteristics for Assessing Students’ Proof Skills. Research Report. 46th Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel. 
          • Nickl, M.; Sommerhoff, D.; Codreanu, E.; Ufer, S.; Seidel, T. (2023). Erfassung von Diagnosekompetenzen in Simulationen: Einfluss der Charakteristika des Diagnostizierenden. Beitrag in Symposium. 10. Tagung der GEBF, Duisburg-Essen.
          • Richters, C., Stadler, M., Brandl, L., Radkowitsch, A., Schmidmaier, R., Fischer, M.R., Fischer, F. (2023). Reflection on collaborative action: Fostering collaborative diagnostic reasoning in an agent-based medical simulation. Proceedings of Computer Supported Collaborative Learning (CSCL) 2023. Montreal, Canada: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2023.596913
          • Ufer, S., & Kron, S. (2023). Adaptive prompting in simulation-based learning: Designing rationales for real-time adaptation. In J. Bahnmueller, K. Cipora, M. Inglis, E. James-Brabham, & M. Mistry (Eds.), MCLS CONFERENCE 2023 (pp. 28-29). The Mathematical Cognition and Learning Society. https://www.the-mcls.org/fileadmin/mcls/storage/conferences/2023_Loughborogh/20230526MCLS2023Programme_long_version7.pdf 
          2022
          • Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2022, August/September). Complex Skills in Simulations: Predicting Performance with Theoretically Derived Process Features. Paper presented at EARLI SIG 27 Conference, Southampton, England
          • Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2022, September). Komplexes Problemlösen in Simulationen: Vorhersage von Performanz anhand theoriebasierter Prozessmerkmale. Paper presented at DGPS 2022, Hildesheim, Deutschland
          • Chernikova, O., Stadler, M., Sommerhoff, D., Schons, C., Heitzmann, N., Holzberger, D., Seidel, T., Richters, C., Pickal, A.J., Wecker, C., Nickl, M., Codreanu, E., Ufer, S., Kron, S., Corves, C., Fischer, M., Fischer, F. (2022, April). Relationship between Learners´ Experience and Diagnostic Accuracy in Simulations: Insights from Medical and Teacher Education [Poster session]. 2022 AERA Annual Meeting, San-Diego, CA, United States. https://doi.org/10.3102/IP.22.1890383
          • Darcourt, A., Chernikova, O. (2022, July). Assessment Methods and Simulation-Based Learning Outcomes: A Meta-analysis. [Paper session]. JURE 2022, Porto, Portugal
          • Koivula, S., Catmak, F.S., Chernikova, O. (2022, July). Social Aspects of Learning and Instruction in Simulation-based Learning: a Meta-analysis. [Paper session]. JURE 2022, Porto, Portugal
          • Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., Ufer, S. (2022): Simulationsbasierte Lernumgebungen: Beeinflussen diese das Interesse der Lernenden? Vortrag auf der 56. Jahrestagung der Gesellschaft für Didaktik der Mathematik.
          • Irmer, M., Traub, D., Förtsch, C., & Neuhaus, B.J. (2022, March). Measuring the effects of scaffolds in a video-based learning environment for pre-service biology teachers. Paper presented at NARST, Vancouver.
          • Irmer, M., Traub, D., Förtsch, C., & Neuhaus, B.J. (2022, August). An approach to adaptive Scaffolding in a simulation-based learning environment. Paper presented at JURE, Porto.
          • Pickal, A. J., Engelmann, K., Girwidz R., Neuhaus, B. J. & Wecker, C. (2022, September). Simulationen zur Förderung von Diagnosekompetenzen bei Lehrkräften: Die Bedeutung einer authentischen Lernumgebung. Vortrag presented at DGPs, Hildesheim.
          • Richters, C., Stadler, M., Radkowitsch, A., Behrmann, F., Weidenbusch, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022, August 22-24). Learning to diagnose cases collaboratively in medicine: Who benefits from structured reflection and collaboration scripts in simulations? [Poster presentation]. EARLI Sig 6/7 --> Nominierung Best Poster Award
          • Richters, C., Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M.R., & Fischer, F.
            (2021, April 8-12). It Only Takes Two Minutes: Predicting Successful Diagnoses in Medical Training Simulations Based on Task Behavior [Poster presentation]. American Educational Research Association (AERA) Virtual Annual Meeting. https://aera21-aera.ipostersessions.com/default.aspx?s=89-F5-1A-4B-E8-C2-29-85-75-63-61-20-AB-C5-48-D1&guestview=true
          2021
          • Chernikova, O., Melev, I., Fischer, F. (2021, August). Using machine learning to support study selection for a meta-analysis on simulation-based learning [Paper session]. 2021 EARLI conference, Belgium (online).
          • Chernikova, O., Stadler, M., Heitzmann, N., Melev, I., Holzberger, D., Seidel, T., Fischer F. (2021, June). Simulation-Based Learning in Higher Education: A Meta-Analysis on Adapting Instructional Support [Poster session]. ISLS conference, Bochum, Germany (online).
          • Chernikova, O., Fischer, F. (2021, April). Effective Instructional Support in Simulation-Based Learning Environments: A Meta-Analysis [Paper session]. 2021 AERA Annual Meeting, San-Francisco, CA, United States (online). Available at: https://aera21-aera.ipostersessions.com/default.aspx?s=84-F5-83-E1-AC-2E-E9-65-96-88-D6-1C-27-2D-B5-AC
          • Chernikova, O., Heitzmann, N., Seidel, T., Fischer, F. (2021, September) Effekte von Simulationen auf den Lernerfolg an der Hochschule: Metaanalyse zur Rolle von Authentizität und Salienz. [Symposiumbeitrag]. PaePsy 2021, online
          • Kron, S., Sommerhoff, D., Achtner, M., Wecker, C., Siebeck, M., Stürmer, K., Ufer, S. (2021): Aufgabenauswahl im diagnostischen Prozess: sind Lehramtsstudierende sensitiv für das diagnostische Potential von Aufgaben und wählen sie Aufgaben adaptiv aus? Vortrag im Rahmen des "GDM-Monats" der Gesellschaft für Didaktik der Mathematik.
          • Pickal, A. J., Girwidz R., Neuhaus, B. J. & Wecker, C. (2021, August). How professional knowledge affects teachers’ diagnoses of students’ scientific reasoning skills. Vortrag presented at EARLI, Goetheborg.

          2020
          • Chernikova, O., Heitzmann, N., Stadler, M., Seidel, T., Fischer, F. (2020, June). Effects of the Prior Knowledge and Scaffolding in Facilitating Complex Skills through Simulations: A Meta-Analysis [Poster session]. ICLS 2020, online
          • Chernikova, O., Heitzmann, N., Seidel, T., Fischer, F. (2020, April). Facilitating Complex Cognitive Skills Through Simulations: A Meta-Analysis on Effects of Scaffolding and Technology. [Paper session]. 2020 AERA Annual Meeting, online.
          • Kron, S., Achtner, M., Sommerhoff, D., Siebeck, M., Stürmer, K., Wecker, C., & Ufer, S. (2020, September). Rollenspielbasierte simulierte Diagnoseinterviews in der Lehramtsausbildung. Vortrag presented at GDM-Onlinetagung. 
          • Schons, C., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Förderung von Diagnosekompetenzen durch Scaffolding. H.-S. Siller, W. Weigel & J. F. Wörler (Hrsg.), Beiträge zum Mathematikunterricht 2020 (S. 1535). Münster: WTM-Verlag. http://dx.doi.org/10.17877/DE290R-21544
          2019
          • Blochum, T., Förtsch, C., & Neuhaus., B. J. (2019, März). Vergleich professioneller Unterrichtswahrnehmung von Experten und Novizen mittels einer simulationsbasierten Lernumgebung. Poster auf der 19. Frühjahrsschule der Fachsektion Didaktik der Biologie im VBIO, Bonn.
          • Chernikova, O., Heitzmann, N., Fink, M. C., Timothy, V. A., Seidel, T., & Fischer, F. (2019, April). Facilitating diagnostic competences in Higher Education: A meta-analysis on different types of scaffolding. Paper presented at the AERA, Toronto.
          • Chernikova, O., Heitzmann, N.,  Fink, M., C., Timothy V. A., Seidel, T., & Fischer, F. (2019, August). Scaffolding to Develop Diagnostic Competences in Medical and Teacher Education: A Meta-analysis. Vortrag presented at EARLI, Aachen.
          • Codreanu E., Huber, S., Sommerhoff, D., Ufer, S., & Seidel, T. (2019, Februar). Developing a video-based simulation for pre-service teachers’ diagnostic skills concerning mathematical argumentation. Vortrag presented at REASON Winter School, München.
          • Codreanu E. , Huber, S., Sommerhoff, D., Ufer, S., & Seidel, T. (2019, Februar). Entwicklung einer Simulation zur Erfassung von Diagnosekompetenzen beim mathematischen Argumentieren von Schüler*innen.Vortrag presented at GEBF, Köln.
          • Codreanu E., Huber, S., Sommerhoff, D., Ufer, S., & Seidel, T. (2019, April). Developing a video-based simulation to investigate preservice teachers’ diagnostic skills concerning mathematical argumentation. Poster presented at AERA, Toronto, Kanada.
          • Fink, M. C., Reitmeier, V., Fischer, F., Siebeck, M., & Fischer, M. R. (2019, September). Diagnosekompetenzmessung mit standardisierten Patienten und interaktiven Videosimulationen: Ergebnisse aus einer Studie zum Anamnesegespräch[Assessment of diagnostic competences with standardized patients and interactive video simulations: Results from a study on history-taking]. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Frankfurt.
          • Fink, M. C., Fischer, F., Siebeck, M., Gerstenkorn, H., & Fischer, M. R. (2018, September). Diagnoseakkuratheit und Authentizität in Live- und Videosimulationen von Anamnesegesprächen: Ergebnisse einer Pilotstudie. Vortrag presented at GMA, Wien.
          • Fink, M. C., Fischer, F., Siebeck, M., & Fischer, M. R. (2019, Mai). Assessing diagnostic competencies with standardized patients and interactive video simulations: Results from a study on history taking. Paper presented at the RIME, Kopenhagen.
          • Förtsch, C., Neuhaus, B. J., & Nehring A. (2019, September). Naturwissenschaftsdidaktische Unterrichtsqualitätsforschung zwischen fachspezifischen und generischen Merkmalen. Symposium presented at FDdB/GCDP, Wien.
          • Kramer, M., Stürmer, J., Förtsch, C., Förtsch, S., & Neuhaus, B. J. (2019, März). Validierung einer simulationsbasierten Lernumgebung zur Erfassung professioneller Unterrichtswahrnehmung mittels Think-Aloud Interviews. Präsentation auf der 19. Frühjahrsschule der Fachsektion Didaktik der Biologie im VBIO, Bonn.
          • Kramer, M., Förtsch, C., Förtsch, S., & Neuhaus, B. J. (2019, Februar). Validierung einer simulationsbasierten Lernumgebung zur Erfassung und Förderung professioneller Unterrichtswahrnehmung und epistemisch-diagnostischer Aktivitäten von angehenden Biologielehrkräften. In F. Fischer & A. Opitz (Chair), Analyse und Förderung von Diagnosekompetenzen – Erstellung und Validierung von simulationsbasierten Lernumgebungen. Symposium auf der 7. Tagung der Gesellschaft für Empirische Bildungsforschung, Köln.
          • Kramer, M., Stürmer, J., Förtsch, C., Förtsch, S., & Neuhaus, B. J. (2019, Februar). Teachers’ knowledge as prerequisite for the diagnosis of biology instruction. Poster auf der REASON Winter School 2019, München.
          • Kramer, M., Stürmer, J., Förtsch, C., Förtsch, S., & Neuhaus, B. J. (2019, August). Validating a simulation based learning environment measuring biology teachers‘ professional vision. Vortrag presented at EARLI, Aachen.
          • Kramer, M., Förtsch, C., & Neuhaus, B. J. (2019, September). DiKoBi - Diagnose von Unterrichtsqualität im Fach Biologie. Symposium presented at FDdB/GCDP, Wien.
          • Opitz, A., Radkowitsch, A., Wildgans, A., Reiss, K., Fischer, M., Schmidmaier, R., … Fischer, F. (2019, April). Learning prerequisites of simulation-based trainings for diagnostic competences – An interdisciplinary study. Round-table presentation at the Annual Meeting of the American Educational Research Association. Toronto, Canada.
          • Pickal, A. J., Wecker, C., Neuhaus, B. J. & Girwidz R. (2019, August). Simulations to help pre-service teachers in diagnosing scientific reasoning in physics and biology. Poster presented at EARLI, Aachen.
          • Radkowitsch, A. , Fischer, M. R., Schmidmaier, R., Gerstenkorn, H., & Fischer, F. (2019, Februar). Kollaboratives Diagnostizieren: Validierung einer simulationsbasierten Lernumgebung für Medizinstudierende. Symposium presented at GEBF, Köln.
          • Radkowitsch, A. , Fischer, M. R., Schmidmaier, R., & Fischer, F. (2019, April). Learning to Diagnose Together: Validating a Simulation-based learning environment for Medical Students. Roundtable Discussion presented at AERA,Toronto.
          • Radkowitsch, A. , Vogel, F., & Fischer, F. (2019, April). Good for learning, bad for motivation? A follow-up meta-analysis on the effects of CSCL scripts. Vortrag presented at AERA, Toronto.
          • Radkowitsch, A. , Fischer, M. R., Schmidmaier, R., & Fischer, F. (2019, Juni). Learning to Diagnose Collaboratively: Validating a Simulation for Medical Students.Symposium presented at CSCL, Lyon.
          • Radkowitsch A. , Vogel, F., & Fischer, F. (2019, Juni). Good for learning, bad for motivation? A Meta-Analytic Counter-Argument on a Widespread Position Regarding CSCL Scripts. Symposium presented at CSCL, Lyon.
          • Schauberger, J. , Förtsch, C., & Neuhaus, B. J. (2018, Februar). Entwicklung und Validierung einer videobasierten Simulationsumgebung zur Messung von Kompetenzen der Unterrichtsdiagnose angehender Biologielehrkräfte. Symposium presented at GEBF, Basel.
          • Ufer, S. , Marczynski B. , Stürmer K., Wecker C., Siebeck M. (2019, August). Authenticity in a role-play simulation of diagnostic interviews for pre-service mathematics teachers. Poster presented at EARLI, Aachen.
          • Wildgans A. ,Obersteiner, A., Fischer, F., Reiss, K. (2019, März). Analyse der Diagnosekompetenzen von Studierenden des Grundschullehramtes in simulationsbasierten Lernumgebungen. Einzelvortrag presented at GDMV, Paderborn.
          • Wildgans A. ,Scheuerer, S., Obersteiner, A., Fischer, F., Reiss, K. (2019, März). Diagnosekompetenz – Die Relevanz eines strategischen Vorgehens bei der Diagnose. Poster presented at GDM, Regensburg.

          2018

          • Codreanu E., Reinhold, S., Huber, S., Sommerhoff, D., Ufer, S., & Seidel, T. (2018, Februar). VISIT-Math - Entwicklung einer Simulation zur Erfassung von Diagnosekompetenzen beim mathematischen Argumentieren. Poster presented at GEBF, Basel.
          • Codreanu E., Reinhold, S., Huber, S., Sommerhoff, D., Ufer, S., & Seidel, T. (2018, März). VISIT-Math - Eine Simulation zur Erfassung von Diagnosekompetenzen beim mathematischen Argumentieren von Schülerinnen und Schülern. Vortrag presented at GDM/DMV (Gesellschaft für Didaktik der Mathematik/Deutsche Mathematiker Vereinigung), Paderborn.
          • Codreanu E. , Reinhold, S., Huber, S., Sommerhoff, D., Ufer, S., & Seidel, T. (2018, Juni). VISIT-Math - Development of a video-based simulation to investigate teachers' diagnostic competences. Poster presented at EARLI SIG 11, Kristiansand, Norwegen.
          • Fink, M. C., Fischer, F., Siebeck, M., Gerstenkorn, H., & Fischer, M. R. (2018, September). Diagnoseakkuratheit und Authentizität in Live- und Videosimulationen von Anamnesegesprächen: Ergebnisse einer Pilotstudie[Diagnostic accuracy and authenticity of live and video simulations of history-taking: Results of a pilot study]. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Wien. https://doi.org/10.3205/18gma196
          • Heitzmann N., Timothy V., & Fischer, F. (2018, Februar). Förderung von Diagnosekompetenzen Simulationen: Zwei Metaanalysen. Symposium presented at GEBF, Basel.
          • Radkowitsch, A., Codreanu, E., Fischer, F., Förtsch, C., Neuhaus, B., Schauberger, J., Seidel, T., Stürmer, K. & Forschergruppe COSIMA (2018, März). Validierung von simulationsbasierten Lernumgebungen zur Förderung von Diagnosekompetenzen. Die Wahrnehmung von Presence in simulierten Diagnosesituationen in verschiedenen Domänen. In N. Heitzmann & F. Fischer (Chair), Förderung von Diagnosekompetenzen mit Simulationen an der Hochschule. Symposium auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, Basel.
          • Radkowitsch, A., Vogel, F., & Fischer, F. (2018, September). Good for Learning, Bad for Motivation? A Follow-Up Meta-Analysis on the Effects of CSCL Scripts. [Gut fürs Lernen, schlecht für die Motivation? Eine Follow-Up Meta-Analyse zu den Effekten von CSCL Skripts.] Vortrag auf der EARLI SIG 20 und 26, Jerusalem, Israel.
          • Radkowitsch, A., Fischer, M., Schmidmaier, R., & Fischer, F. (2018, Oktober). Validating a Simulated Learning Environment to Foster Collaborative Clinical Reasoning. [Die Validierung einer Simulations-basierten Lernumgebung zur Förderung von kollaborativem klinischem Denken.] Poster präsentiert auf der EARLI SIG 20 und 26, Jerusalem, Israel.
          • Radkowitsch, A., Vogel, F., & Fischer, F. (2018, September). Good for Learning, Bad for Motivation? A Follow-Up Meta-Analysis on the Effects of CSCL Scripts. [Gut fürs Lernen, schlecht für die Motivation? Eine Follow-Up Meta-Analyse zu den Effekten von CSCL Skripts.] Vortrag auf dem 51. Kongress der DGP, Frankfurt a. M., Deutschland.
          • Radkowitsch, A., Fischer, F., Fischer, M., Schmidmaier, R., & Gerstenkorn, H. (2018, März). Fosering the Collaborative Diagnostic Competences of Medical Students by Using Simulations. [Die Förderung kollaborativer Diagnosekompetenzen von Medizinstudierenden durch Simulationen.] Poster präsentiert auf der REASON Spring School, München, Deutschland.
          • Schauberger, J., Förtsch, C. & Neuhaus, B. J. (2018, März). Entwicklung und Validierung einer videobasierten Simulationsumgebung zur Messung von Kompetenzen der Unterrichtsdiagnose angehender Biologielehrkräfte. Posterpräsentation auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung, Basel.
          • Schauberger, J., Förtsch, C. & Neuhaus, B. J. (2018, Februar). Entwicklung und Validierung einer videobasierten Simulationsumgebung zur Messung von Kompetenzen der Unterrichtsdiagnose angehender Biologielehrkräfte. Poster auf der 18. Frühjahrsschule der Fachsektion Didaktik der Biologie im VBIO, Köln.
          • Ufer S., Reiss K., Wildgans A., Codreanu E., Seidel T. (2018, März). Jenseits der Urteilsgenauigkeit: Modelle und Forschungsansätze zur Untersuchung diagnostischer Kompetenz von Lehrkräften. Symposium presented at GDM/DMV (Gesellschaft für Didaktik der Mathematik/Deutsche Mathematiker Vereinigung), Paderborn.
          • Ufer, S. (2018, Juli). The structure of teachers' student-related knowledge. Kurzbeitrag presented at PME (International Group for the Psychology of Mathematics Education), Umea.
          • Wildgans, A., Fink, M. C., Pickal, A. J., Weber, C., & DFG Forschergruppe FOR 2385 (2018, Februar). Erfassung der Diagnosequalität und des Diagnoseprozesses im Rahmen von simulationsbasierten Lernumgebungen. Paper presented at the GEBF, Basel.
          • Wildgans A., Reiss K., Obersteiner A., Fischer F. (2018, Februar). Analyse der Diagnosekompetenzen von Studierenden des Grundschullehramtes Mathematik in simulationsbasierten Lernumgebungen. Poster presented at GEBF, Basel.
          • Wildgans A., Obersteiner, A., Fischer, F., Reiss, K. (2018, September). Epistemisch-diagnostische Aktivitäten im Diagnoseprozess bei Lehrkräften im Mathematikunterricht. Symposium presented at AEPF, Lüneburg.
          • Wildgans, A., Obersteiner, A., Fischer, F.,  Reiss, K. (2018, März). Scaffolding beim Erwerb von Diagnosekompetenzen in einer simulationsbasierten Lernumgebung. Einzelvortrag presented at GDMV, Paderborn.

          2017
          • Heitzmann N., Fischer F., & Fischer M. (2017, September). Selbsterklärungsprompts bei Lösungsbeispielen mit integrierten Fehlern: Unerwartete Effekte und eine Spurensuche. Symposium presented at PAEPS, Münster.
          • Heitzmann N., Timothy V. A., Schwaighofer M., Girwidz R., Fischer F. (2017, September). Förderung von Diagnosekompetenzen: Eine Metaanalyse zu Interventionsstudien. Symposium presented at PAEPS, Münster.