@article{23747,
  author       = {{Witte, Thomas and Hanemann, Stefan and Sommerfeld, Herbert and Temmen, Katrin and Fechner, Sabine}},
  issn         = {{0944-5846}},
  journal      = {{CHEMKON}},
  keywords     = {{digital, technology, teacher education}},
  number       = {{4}},
  pages        = {{193--198}},
  title        = {{{Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht}}},
  doi          = {{10.1002/ckon.201900026}},
  volume       = {{27}},
  year         = {{2020}},
}

@inproceedings{23762,
  author       = {{Schmitz, Lisa and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe}},
  editor       = {{Maurer, Christian}},
  pages        = {{225--228}},
  publisher    = {{Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung Kiel 2018}},
  title        = {{{Generierung von Schülerfragen in lebenweltlichen Kontexten}}},
  year         = {{2019}},
}

@inproceedings{23763,
  author       = {{Akman, Perihan and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Kiel 2018}},
  editor       = {{Maurer, Christian}},
  pages        = {{811--814}},
  publisher    = {{Universität Regensburg}},
  title        = {{{Die Wahrnehmung des Abstraktionsgrades von multiplen Repräsentationen}}},
  year         = {{2019}},
}

@inproceedings{23756,
  abstract     = {{Creativity is perceived to be one of the core competences to succeed in the modern world. It is
connected to art, music, dancing, etc., but there is just little insight into the role of creativity in
science. As data analysis plays a major role in science, creative thinking has to be used to form
theories out of observations. This study uses models-of-data to represent the mental model of
the students. Within models-of-data different observations and previous knowledge are linked
through different types of links, e.g. causal links. The goal of this study was to examine the
creative aspect of data evaluation in presence of anomalous data. The students were confronted
with two experiments which contradicted each other with regard to the underlying theory.
Afterwards the students were asked to decide about their favored theory and reasoning about
their choice in their lab reports. The model-of-data, which was reconstructed from the lab
reports of the students, was used to extract creative aspects in the mental modelling process.
Furthermore, a pre-post-questionnaire on epistemological beliefs of the students was
conducted. Students mostly acquired an unscientific view on epistemology in school. The
question was whether the confrontation with anomalous data and the triggering of creative
modelling processes have any influence on this.
The results show that most students did not take anomalous data into account in their modelling
processes. They did either not recognise or just ignore the data. Just a few students worked on
their theory because of the new, contradictory data. The students working on their theory
scored higher in the post-questionnaire, so a positive effect of creativity on scientific
epistemology can be assumed. Thus, creativity obviously gets a part of science and should be
taught in school science in order to make students aware of their own creative potential.}},
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{The beauty and pleasure of understanding: engaging with contemporary challenges through science education. Electronic Proceedings of the ESERA 2019 Conference. }},
  editor       = {{Levrini, Olivia and Tasquir, Giulia and Kaya, Ebru and Vesterinen, Veli-Matti}},
  keywords     = {{epistemology, conceptual change, anomalous data}},
  location     = {{Bologna}},
  pages        = {{751--759}},
  publisher    = {{ALMA MATER STUDIORUM - University of Bologna}},
  title        = {{{Creativity in data analysis through confrontation with anomalous data}}},
  year         = {{2019}},
}

@inproceedings{23764,
  author       = {{Kehne, Franziska and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Kiel 2018}},
  editor       = {{Maurer, Christian }},
  pages        = {{755--758}},
  publisher    = {{Universität Regensburg}},
  title        = {{{Enkodierung chemischer Konzepte aus lebenweltlichen Kontexten}}},
  year         = {{2019}},
}

@phdthesis{62824,
  author       = {{Kehne, Franziska}},
  publisher    = {{Logos Verlag}},
  title        = {{{Analyse des Transfers von kontextualisiert erworbenem Wissen im Fach Chemie}}},
  year         = {{2019}},
}

@inbook{23751,
  author       = {{Nitz, Sandra and Fechner, Sabine}},
  booktitle    = {{Theorien in der naturwissenschaftsdidaktischen Forschung}},
  editor       = {{Krüger, Dirk and Parchmann, Ilka and Schecker, Horst}},
  publisher    = {{Springer}},
  title        = {{{Mentale Modelle}}},
  doi          = {{10.1007/978-3-662-56320-5_5}},
  year         = {{2018}},
}

@inproceedings{23775,
  author       = {{Akman, Perihan and Fechner, Sabine}},
  booktitle    = {{Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Part 1 (co-ed. Finlayson, O. & Roser, P.)}},
  editor       = {{Finlayson, Odilla and McLoughlin, E. and Erduran, Sibel and Roser, Pinto}},
  pages        = {{65--72}},
  publisher    = {{Dublin City University}},
  title        = {{{Concrete and abstract external respresentations in chemistry education}}},
  year         = {{2018}},
}

@inproceedings{23776,
  author       = {{Schmitz, Lisa and Fechner, Sabine}},
  booktitle    = {{Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education, Part 2 (co-ed. Tytler, R. & Carvalho, G. S.)}},
  editor       = {{Finlayson, Odilla and McLoughlin, E. and Erduran, Sibel and Childs, Peter}},
  pages        = {{316--324}},
  publisher    = {{Dublin City University}},
  title        = {{{Identifiction of students‘ questions in context-based learning approaches}}},
  year         = {{2018}},
}

@proceedings{23777,
  editor       = {{Fechner, Sabine and Tiberghien, Andrée}},
  pages        = {{436--437}},
  publisher    = {{Dublin City University}},
  title        = {{{Science teaching processes (part 3). In Finlayson, O. E., McLoughlin, E., Erduran, S., Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration in Science Education}}},
  year         = {{2018}},
}

@article{23773,
  author       = {{Habig, Sebastian and Blankenburg, Janet and van Vorst, Helena and Fechner, Sabine and Parchmann, Ilka and Sumfleth, Elke}},
  issn         = {{0950-0693}},
  journal      = {{International Journal of Science Education}},
  number       = {{10}},
  pages        = {{1154--1175}},
  title        = {{{Context characteristics and their effects on students’ situational interest in chemistry}}},
  doi          = {{10.1080/09500693.2018.1470349}},
  volume       = {{40}},
  year         = {{2018}},
}

@inbook{23774,
  author       = {{Schmitz, Lisa and Fechner, Sabine}},
  booktitle    = {{Building bridges across disciplines for transformative eduction and a sustainable future}},
  editor       = {{Eilks, Ingo and Markic, Silvia and Ralle, Bernd}},
  keywords     = {{sustainability education, students' questions}},
  pages        = {{321--326}},
  publisher    = {{Shaker Verlag}},
  title        = {{{Generation of students' questions through real-life contexts and their potential use for sustainability issues in chemistry education}}},
  year         = {{2018}},
}

@article{23749,
  author       = {{van Vorst, Helena and Fechner, Sabine and Sumfleth, Elke}},
  issn         = {{0949-1147}},
  journal      = {{Zeitschrift für Didaktik der Naturwissenschaften}},
  number       = {{1}},
  pages        = {{167--181}},
  title        = {{{Unterscheidung von Kontexten für den Chemieunterricht}}},
  doi          = {{10.1007/s40573-018-0081-z}},
  volume       = {{24}},
  year         = {{2018}},
}

@phdthesis{62822,
  author       = {{Dettweiler, Yvone}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Enhancing students' knowledge by meta-conceptual instruction}}},
  year         = {{2017}},
}

@article{23754,
  author       = {{Fechner, Sabine and Dettweiler, Yvonne and Sieve, Bernhard and Ulrich, Nina and Böhm, Dominic and Schanze, Sascha}},
  issn         = {{0944-5846}},
  journal      = {{CHEMKON}},
  number       = {{2}},
  pages        = {{71--78}},
  title        = {{{Egg-races als gesellschaftsfähige naturwissenschaftliche Wettbewerbe für jedermann?}}},
  doi          = {{10.1002/ckon.201610270}},
  volume       = {{23}},
  year         = {{2016}},
}

@article{23765,
  author       = {{Becker, Hans-Jürgen and Fechner, Sabine and Brauckschulze, Lisa}},
  issn         = {{1439-9598}},
  journal      = {{Nachrichten aus der Chemie}},
  number       = {{3}},
  pages        = {{352--358}},
  title        = {{{Trendbericht Chemiedidaktik: Von Exklusion zur Inklusion}}},
  doi          = {{10.1002/nadc.20164047518}},
  volume       = {{64}},
  year         = {{2016}},
}

@proceedings{35619,
  editor       = {{Tiberghien, André and Fechner, Sabine}},
  location     = {{Helsinki, Finland}},
  publisher    = {{University of Helsinki}},
  title        = {{{Science teaching processes - Introduction to strand 3. In Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A., & Hahl, K. (eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future. }}},
  year         = {{2016}},
}

@article{23750,
  author       = {{Savelsbergh, Elwin R. and Prins, Gjalt T. and Rietbergen, Charlotte and Fechner, Sabine and Vaessen, Bram E. and Draijer, Jael M. and Bakker, Arthur}},
  issn         = {{1747-938X}},
  journal      = {{Educational Research Review}},
  keywords     = {{innovation, STEM education, science education, attitudes}},
  pages        = {{158--172}},
  title        = {{{Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study}}},
  doi          = {{10.1016/j.edurev.2016.07.003}},
  volume       = {{19}},
  year         = {{2016}},
}

@inbook{23753,
  author       = {{Fechner, Sabine and Sumfleth, Elke}},
  booktitle    = {{Teachers creating context-based learning environments in science}},
  editor       = {{Taconis, Ruurd and den Brok, Perry and Pilot, Albert}},
  pages        = {{59--70}},
  publisher    = {{Sense Publishers}},
  title        = {{{Science Kits: Learning chemistry in a context-oriented learning environment}}},
  doi          = {{10.1007/978-94-6300-684-2_4}},
  year         = {{2016}},
}

@inbook{23752,
  author       = {{Fechner, Sabine and Van Vorst, Helena and Kölbach, Eva and Sumfleth, Elke}},
  booktitle    = {{Affective Dimensions in Chemistry Education}},
  editor       = {{Kahveci, Murat and Orgill, MaryKay}},
  pages        = {{159--176}},
  publisher    = {{Springer}},
  title        = {{{It’s the situation that matters: Affective involvement in context-oriented learning tasks}}},
  doi          = {{10.1007/978-3-662-45085-7_8}},
  year         = {{2015}},
}