@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}},
}

@inproceedings{62967,
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Conference of National Association for Research in Science Teaching (NARST)}},
  keywords     = {{Epistemologie, Evidenzen, Daten, Umgang mit Daten, Kompetenzen, Studierende}},
  location     = {{Vancouver}},
  title        = {{{Preservice science teachers‘ competences in evidence based practice a longitudinal case study}}},
  year         = {{2022}},
}

@inproceedings{33224,
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen}},
  editor       = {{Habig, Sebastian and van Vorst, Helena}},
  keywords     = {{augmented reality, modelle, digitale Medien}},
  pages        = {{788--791}},
  title        = {{{Einbettung von Augmented Reality in den Experimentierprozess}}},
  volume       = {{42}},
  year         = {{2022}},
}

@inproceedings{62966,
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V.}},
  keywords     = {{Epistemologie, Evidenzen, Daten, Umgang mit Daten}},
  location     = {{Aachen}},
  title        = {{{Einfluss des Praxissemesters auf den Umgang mit Evidenzen im Unterricht}}},
  year         = {{2022}},
}

@inproceedings{26718,
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}},
  editor       = {{Habig, Sebastian}},
  location     = {{virtuell}},
  pages        = {{605--608}},
  publisher    = {{Universität Duisburg-Essen}},
  title        = {{{ Erweiterung des epistemologischen Verständnisses durch Konfrontation mit anomalen Daten.}}},
  year         = {{2021}},
}

@inproceedings{33545,
  author       = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}},
  editor       = {{Habig, Sebastian}},
  pages        = {{609--612}},
  title        = {{{Unterstützung des Modellierungsprozesses durch Analogiebildung im Sachunterricht}}},
  volume       = {{41}},
  year         = {{2021}},
}

@inbook{23733,
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Lehrkräftebildung neu gedacht. Ein Praxishandbuch für die Lehre in den Naturwissenschaften und deren Didaktiken}},
  editor       = {{Kubsch, Marcus and Sorge, Stefan and Arnold, Julia and Graulich, Nicole}},
  isbn         = {{9783830943495}},
  pages        = {{150--154}},
  publisher    = {{Waxmann}},
  title        = {{{Förderung angehender Lehrkräfte im Umgang mit Evidenzen für den naturwissenschaftlichen Unterricht}}},
  doi          = {{10.31244/9783830993490}},
  year         = {{2021}},
}

@inbook{27071,
  author       = {{Pollmeier, Pascal and Fechner, Sabine}},
  booktitle    = {{Theorie und Praxis in der Lehrerbildung - Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken}},
  editor       = {{Caruso, Carina and Harteis, Christian  and Gröschner, Alexander}},
  issn         = {{2524-8677}},
  publisher    = {{Springer Fachmedien}},
  title        = {{{Zwischen den Stühlen? – Verknüpfung von Erfahrungen des Praxissemesters mit Theorien im Lehramtsstudium Chemie. Sukzessiven Kompetenzaufbau nach dem Praxissemester gestalten}}},
  doi          = {{10.1007/978-3-658-32568-8_16}},
  year         = {{2021}},
}

@inbook{24935,
  author       = {{Bauer, Anna and Sacher, Marc and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Hochschule auf Abstand. Ein multiperspektivischer Zugang zur digitalen Lehre}},
  editor       = {{Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}},
  pages        = {{155--168}},
  publisher    = {{ transcript Verlag}},
  title        = {{{Laborpraktika auf Distanz. Ansätze in den Naturwissenschaften}}},
  doi          = {{DOI: 10.14361/9783839456903-011}},
  volume       = {{3}},
  year         = {{2021}},
}

@inproceedings{23758,
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}},
  editor       = {{Habig, Sebastian}},
  keywords     = {{digitale Medien}},
  pages        = {{613--616}},
  title        = {{{Augmented Reality als Experimentierhilfe bei Beobachtung und Deutung}}},
  volume       = {{41}},
  year         = {{2021}},
}

@proceedings{35618,
  editor       = {{Fechner, Sabine and Verhoeff, Roald}},
  location     = {{Bologna, Italy}},
  pages        = {{301--302}},
  publisher    = {{University of Bologna}},
  title        = {{{Science Teaching Processes (strand 3). In Levrini, O. & Tasquier, G. (eds.), The beauty and pleasure of understanding: engaging with contemporary challenges through science education. Electronic Proceedings of the ESERA 2019 Conference. }}},
  year         = {{2020}},
}

@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}},
}

@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}},
}