Kulgemeyer, C., Hörnlein, M., &; Sterzing, F. (2022). Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding. International Journal of Science Education, 44(11), 1855–1875.https://doi.org/10.1080/09500693.2022.2100507 
LibreCat: /record/35760
DOI: 10.1080/09500693.2022.2100507

Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &; Vogelsang, C. (2021). Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035–3057.https://doi.org/10.1080/09500693.2021.2006820 
LibreCat: /record/35526
DOI: 10.1080/09500693.2021.2006820

Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &; Vogelsang, C. (2021). Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035–3057.https://doi.org/10.1080/09500693.2021.2006820 
LibreCat: /record/45177
DOI: 10.1080/09500693.2021.2006820

Habig, S., Blankenburg, J., van Vorst, H., Fechner, S., Parchmann, I., &; Sumfleth, E. (2018). Context characteristics and their effects on students’ situational interest in chemistry. International Journal of Science Education, 40(10), 1154–1175.https://doi.org/10.1080/09500693.2018.1470349 
LibreCat: /record/23773
DOI: 10.1080/09500693.2018.1470349