@article{60194,
  author       = {{Peeters, Hendrik and Hansel, Jan-Luca and Graute, André and Fischer, Matthias and Weinberger, Christian and Neiske, Iris and Fechner, Sabine}},
  journal      = {{Laborpraxis}},
  number       = {{5-6}},
  pages        = {{22--25}},
  title        = {{{Virtual Reality trifft Künstliche Intelligenz. KI unterstützt bei virtueller Praktikumsvorbereitung}}},
  year         = {{2025}},
}

@inproceedings{62924,
  author       = {{Wittkopp, Laura and Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V. (GDCP)}},
  location     = {{Frankfurt am Main}},
  title        = {{{Effekte nachhaltigkeitsbezogener Kontexte beim Chemielernen}}},
  year         = {{2025}},
}

@inproceedings{55042,
  author       = {{Ponath, Jonas and Bohrmann-Linde, Claudia and Rubner, Isabel and Sommer, Katrin and Fechner, Sabine}},
  booktitle    = {{Frühe naturwissenschaftliche Bildung}},
  editor       = {{van Vorst, Helena}},
  location     = {{Hamburg}},
  pages        = {{878--881}},
  title        = {{{Digitalisierungsbezogene Kompetenzen (angehender) Chemielehrkräfte}}},
  volume       = {{44}},
  year         = {{2024}},
}

@inbook{57767,
  author       = {{Pollmeier, Pascal and Stroop, Dietlinde and Fechner, Sabine}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt - Zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franszika and Schulze, Johanna and Niemann, Jan}},
  pages        = {{53--64}},
  publisher    = {{Waxmann}},
  title        = {{{Digitale Messwerterfassung im Chemieunterricht}}},
  year         = {{2024}},
}

@inbook{57769,
  author       = {{Peeters, Hendrik and Graute, André and Hansel, Jan-Luca and Fischer, Matthias and Fechner, Sabine}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt - Zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}},
  pages        = {{241--252}},
  publisher    = {{Waxmann}},
  title        = {{{VirtuChemLab - Ein VR-Unterstützungsformat zur Vorbereitung auf das reale Chemielabor}}},
  doi          = {{https://www.waxmann.com/shop/download?tx_p2waxmann_download%5Baction%5D=download&tx_p2waxmann_download%5Bbuchnr%5D=4837&tx_p2waxmann_download%5Bcontroller%5D=Zeitschrift&cHash=8a25fe58c1166ed639ec8ef14076a936}},
  volume       = {{1}},
  year         = {{2024}},
}

@inbook{58258,
  author       = {{Fechner, Sabine}},
  booktitle    = {{Wissenschaftsdidaktik als kritische Kommunikationsanalyse - Ein Sammelwerk zur Weiterführung eines Gedankens von Ludwig Huber}},
  editor       = {{Scharlau, Ingrid and Jenert, Tobias}},
  pages        = {{29--44}},
  publisher    = {{Budrich}},
  title        = {{{"Das ist einfach so!" - Eine kritische Analyse von Lehrwerken der Chemie in der Studieneingangsphase}}},
  year         = {{2024}},
}

@inproceedings{54828,
  author       = {{Fröhleke, Christoph and Janke, Salome and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Frühe naturwissenschaftliche Bildung}},
  editor       = {{van Vorst, Helena}},
  location     = {{Hamburg}},
  pages        = {{642--645}},
  title        = {{{Evaluation eines digitalen Tools zur Laborpraktikumsvorbereitung}}},
  volume       = {{44}},
  year         = {{2024}},
}

@inproceedings{54725,
  author       = {{Wedekind, Lisa and Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Frühe naturwissenschaftliche Bildung}},
  editor       = {{van Vorst, Helena}},
  location     = {{Hamburg}},
  pages        = {{754--757}},
  title        = {{{Analyse der Analogiebildung in kontextorientierten Lernumgebungen}}},
  volume       = {{44}},
  year         = {{2024}},
}

@inbook{56162,
  abstract     = {{<jats:p>Die Autorinnen untersuchen im Rahmen ihrer Prä-Post-Studie mit Viertklässlern, ob der Modellierungsprozess durch analoges Schließen zwischen mehreren Phänomenen unterstützt werden kann, und ob chemische Konzepte zum Thema Löslichkeit erlernt werden können. Die Ergebnisse zeigen, dass Grundschüler*innen ihre mentalen Modelle in einem Modell ausdrücken und teilweise revidieren können. In einigen Fällen werden die Modelle reflektiert und Grenzen erkannt. (DIPF/Orig.)</jats:p>}},
  author       = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}},
  booktitle    = {{In Alternativen denken - Kritik, Reflexion und Transformation im Sachunterricht}},
  editor       = {{Egger, Christina and Neureiter, Herbert and Peschel, Markus and Goll, Thomas}},
  isbn         = {{9783781526235}},
  pages        = {{83--92}},
  publisher    = {{Verlag Julius Klinkhardt}},
  title        = {{{Analyse des Modellierprozesses von Grundschüler*innen zum Thema Löslichkeit}}},
  doi          = {{10.35468/6077-08}},
  year         = {{2024}},
}

@inproceedings{62954,
  author       = {{Ponath, Jonas and Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V.}},
  keywords     = {{Digital, Digitalisierung, Künstliche Intelligenz, KI, Messsensoren, Lehrkräfte, Chemie, Kompetenzen}},
  location     = {{Bochum}},
  title        = {{{Erhebung und Förderung digitalisierungsbezogener Kompetenzen von Chemielehrkräften}}},
  year         = {{2024}},
}

@techreport{62908,
  author       = {{Buhl, Heike M. and Fechner, Sabine and Herzig, Bardo and Jenert, Tobias and Kremer, H. - Hugo and Rohlfing, Katharina Justine and Vogelsang, Christoph}},
  title        = {{{Leitbild des Profibereichs Transformation und Bildung}}},
  year         = {{2024}},
}

@inbook{57768,
  author       = {{Elsner, Julia and Buyken, Anette E. and Schulte, Eva Andrea and Fechner, Sabine}},
  booktitle    = {{Lehkräftebildung in der digitalen Welt - Zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franszika and Schulze, Johanna and Niemann, Jan}},
  pages        = {{191--202}},
  publisher    = {{Waxmann}},
  title        = {{{Der digitale Erste-Hilfe-Koffer - Unterstützung von Studierenden der Ernährungslehre im Bereich Chemie}}},
  volume       = {{1}},
  year         = {{2024}},
}

@inproceedings{45371,
  author       = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}},
  booktitle    = {{Lernen, Lehren und Forschen in einer digital geprägten Welt}},
  editor       = {{van Vorst, Helena}},
  pages        = {{925--928}},
  title        = {{{Videoanalyse des Modellierprozesses von Grundschüler*innen}}},
  volume       = {{43}},
  year         = {{2023}},
}

@inproceedings{62963,
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{15th Conference of The European Science Education Research Association (ESERA)}},
  keywords     = {{Daten, anomale Daten, Auswertung, Umgang mit Daten, Experiment}},
  location     = {{Cappadocia}},
  title        = {{{Depicting the confrontation with anomalous data in Models of Data}}},
  year         = {{2023}},
}

@inproceedings{62955,
  author       = {{Fechner, Sabine and Stroop, Dietlinde and Ponath, Jonas and Pollmeier, Pascal}},
  booktitle    = {{Herbsttagung des Deutscher Verein zur Förderung des mathematischen und naturwissenschaftlichen Unterrichts (MNU) }},
  keywords     = {{Digital, Digitalisierung, Messsensoren, Lehrkräfte, Chemie, Nachhaltigkeit, Bildung für nachhaltige Entwicklung, BNE}},
  location     = {{Dortmund}},
  title        = {{{Digitale Messwerterfassung im Chemieunterricht – Einblicke in die Entwicklung von Lernumgebungen und digitale Netzwerke}}},
  year         = {{2023}},
}

@article{37613,
  abstract     = {{<jats:p>Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.</jats:p>}},
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  issn         = {{2414-4088}},
  journal      = {{Multimodal Technologies and Interaction}},
  keywords     = {{augmented reality, chemistry education, models, experiment, cognitive load}},
  number       = {{2}},
  publisher    = {{MDPI AG}},
  title        = {{{Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning}}},
  doi          = {{10.3390/mti7020009}},
  volume       = {{7}},
  year         = {{2023}},
}

@inproceedings{63010,
  author       = {{Wedekind, Lisa and Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{15th Conference of the European Science Education Research Association (ESERA 2023)}},
  location     = {{Cappadocia, Türkiye}},
  title        = {{{Making use of analogical transfer in context-based learning}}},
  year         = {{2023}},
}

@inproceedings{62969,
  author       = {{Pollmeier, Pascal and Vogelsang, Christoph and Fechner, Sabine}},
  booktitle    = {{15th Conference of the European Science Education Research Association (ESERA)}},
  keywords     = {{Epistemologie, Evidenzen, Daten, Umgang mit Daten, Kompetenzen, Studierende, pre-service teachers}},
  location     = {{Cappadocia}},
  title        = {{{Evidence based practice of pre-service teachers}}},
  year         = {{2023}},
}

@inproceedings{33559,
  author       = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}},
  booktitle    = {{Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen}},
  editor       = {{Habig, Sebastian and van Vorst, Helena}},
  pages        = {{500--503}},
  title        = {{{Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht}}},
  volume       = {{42}},
  year         = {{2022}},
}

@inproceedings{35830,
  author       = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}},
  booktitle    = {{Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)}},
  editor       = {{Carvalho, Graça S. and Afonso, Ana Sofia and Anastácio, Zélia}},
  pages        = {{1241--1249}},
  publisher    = {{CIEC, University of Minho}},
  title        = {{{Modeling-based learning about chemical phenomena in primary education}}},
  year         = {{2022}},
}