[{"abstract":[{"lang":"eng","text":"<jats:p>\r\n                    There is a contradiction between seven meta-analyses, all of which indicate a substantial benefit of the flipped classroom (FC) method for K-12 teaching and some larger study that found no such benefit when compared to “traditional” teaching. In the theoretical part of the paper, we shed light on this contradiction by consulting general literature on meta-analyses. Ranking the 50 included FC studies by the number of classes per experimental condition, we found a negative correlation between the “size” of a study and the effect in favor of FC. In the empirical part, we present an FC study with three conditions concerning mathematical teaching, based on\r\n                    <jats:italic>n</jats:italic>\r\n                     = 950 students aged 11–13, in which many relevant covariates (e.g., quality of instruction) were addressed. One FC condition was based on students’ knowledge acquisition through instructional videos at home (FCn:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 12 classes). Considering that self-regulation support might play a crucial role especially for young students working at home, another FC condition (FCS:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 12 classes) was implemented, in which students could learn additional math-free strategies concerning watching instructional videos. Both FC-conditions were experimentally compared with a control group of traditional teaching (TT:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 13 classes). No significant effect on learning gains was found between FCn and TT, indicating that “flipping” alone may not be more effective per se. However, a significant difference was found between FCS and FCn. Thus, supporting students’ self-regulation in addition may in indeed open the door to successful FC, even with very young students.\r\n                  </jats:p>"}],"status":"public","publication":"Frontiers in Education","type":"journal_article","article_number":"1741733","language":[{"iso":"eng"}],"_id":"64580","user_id":"83381","year":"2026","intvolume":"        11","citation":{"chicago":"Wiesner, Patrick, Stefan Krauss, Nathalie Stegmüller, and Karin Binder. “Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">https://doi.org/10.3389/feduc.2026.1741733</a>.","ieee":"P. Wiesner, S. Krauss, N. Stegmüller, and K. Binder, “Is flipped classroom really superior?—Questioning the flip in K-12 teaching,” <i>Frontiers in Education</i>, vol. 11, Art. no. 1741733, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>.","ama":"Wiesner P, Krauss S, Stegmüller N, Binder K. Is flipped classroom really superior?—Questioning the flip in K-12 teaching. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>","bibtex":"@article{Wiesner_Krauss_Stegmüller_Binder_2026, title={Is flipped classroom really superior?—Questioning the flip in K-12 teaching}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>}, number={1741733}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Wiesner, Patrick and Krauss, Stefan and Stegmüller, Nathalie and Binder, Karin}, year={2026} }","mla":"Wiesner, Patrick, et al. “Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.” <i>Frontiers in Education</i>, vol. 11, 1741733, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>.","short":"P. Wiesner, S. Krauss, N. Stegmüller, K. Binder, Frontiers in Education 11 (2026).","apa":"Wiesner, P., Krauss, S., Stegmüller, N., &#38; Binder, K. (2026). Is flipped classroom really superior?—Questioning the flip in K-12 teaching. <i>Frontiers in Education</i>, <i>11</i>, Article 1741733. <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">https://doi.org/10.3389/feduc.2026.1741733</a>"},"publication_identifier":{"issn":["2504-284X"]},"publication_status":"published","title":"Is flipped classroom really superior?—Questioning the flip in K-12 teaching","doi":"10.3389/feduc.2026.1741733","publisher":"Frontiers Media SA","date_updated":"2026-02-21T08:08:54Z","volume":11,"author":[{"first_name":"Patrick","last_name":"Wiesner","full_name":"Wiesner, Patrick"},{"full_name":"Krauss, Stefan","last_name":"Krauss","first_name":"Stefan"},{"last_name":"Stegmüller","full_name":"Stegmüller, Nathalie","first_name":"Nathalie"},{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"}],"date_created":"2026-02-21T08:08:32Z"},{"publication_status":"published","citation":{"ama":"Binder K, Schnaitmann S, Erickson T. Effects of a simulation-based training on students conceptual understanding of the Binomial test. In: Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>","ieee":"K. Binder, S. Schnaitmann, and T. Erickson, “Effects of a simulation-based training on students conceptual understanding of the Binomial test,” in <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, 2026, doi: <a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>.","chicago":"Binder, Karin, Stephan Schnaitmann, and Tim Erickson. “Effects of a Simulation-Based Training on Students Conceptual Understanding of the Binomial Test.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier. International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.106\">https://doi.org/10.52041/iase25.106</a>.","apa":"Binder, K., Schnaitmann, S., &#38; Erickson, T. (2026). Effects of a simulation-based training on students conceptual understanding of the Binomial test. In L. Birk, G. Loth, L. Jotzo, K. Binder, &#38; D. Frischemeier (Eds.), <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education. <a href=\"https://doi.org/10.52041/iase25.106\">https://doi.org/10.52041/iase25.106</a>","short":"K. Binder, S. Schnaitmann, T. Erickson, in: L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier (Eds.), Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM, International Association for Statistics Education, 2026.","mla":"Binder, Karin, et al. “Effects of a Simulation-Based Training on Students Conceptual Understanding of the Binomial Test.” <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk et al., International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>.","bibtex":"@inproceedings{Binder_Schnaitmann_Erickson_2026, title={Effects of a simulation-based training on students conceptual understanding of the Binomial test}, DOI={<a href=\"https://doi.org/10.52041/iase25.106\">10.52041/iase25.106</a>}, booktitle={Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}, publisher={International Association for Statistics Education}, author={Binder, Karin and Schnaitmann, Stephan and Erickson, Tim}, editor={Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}, year={2026} }"},"year":"2026","author":[{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"first_name":"Stephan","full_name":"Schnaitmann, Stephan","last_name":"Schnaitmann"},{"first_name":"Tim","last_name":"Erickson","full_name":"Erickson, Tim"}],"date_created":"2026-02-21T15:10:45Z","publisher":"International Association for Statistics Education","date_updated":"2026-02-21T15:12:29Z","doi":"10.52041/iase25.106","title":"Effects of a simulation-based training on students conceptual understanding of the Binomial test","publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM","type":"conference","status":"public","editor":[{"full_name":"Birk, Lisa","last_name":"Birk","first_name":"Lisa"},{"last_name":"Loth","full_name":"Loth, Gerrit","first_name":"Gerrit"},{"full_name":"Jotzo, Luca","last_name":"Jotzo","first_name":"Luca"},{"first_name":"Karin","full_name":"Binder, Karin","last_name":"Binder"},{"first_name":"Daniel","last_name":"Frischemeier","full_name":"Frischemeier, Daniel"}],"user_id":"83381","_id":"64581","language":[{"iso":"eng"}]},{"publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM","type":"conference","editor":[{"first_name":"Lisa","full_name":"Birk, Lisa","last_name":"Birk"},{"full_name":"Loth, Gerrit","last_name":"Loth","first_name":"Gerrit"},{"first_name":"Luca","full_name":"Jotzo, Luca","last_name":"Jotzo"},{"first_name":"Karin","full_name":"Binder, Karin","last_name":"Binder"},{"first_name":"Daniel","last_name":"Frischemeier","full_name":"Frischemeier, Daniel"}],"status":"public","_id":"64583","user_id":"83381","language":[{"iso":"eng"}],"publication_status":"published","year":"2026","citation":{"ieee":"T. Büchter, K. Binder, and A. Eichler, “The integration of probability-based arguments in risk-related contexts,” in <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, 2026, doi: <a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>.","chicago":"Büchter, Theresa, Karin Binder, and Andreas Eichler. “The Integration of Probability-Based Arguments in Risk-Related Contexts.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier. International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.125\">https://doi.org/10.52041/iase25.125</a>.","apa":"Büchter, T., Binder, K., &#38; Eichler, A. (2026). The integration of probability-based arguments in risk-related contexts. In L. Birk, G. Loth, L. Jotzo, K. Binder, &#38; D. Frischemeier (Eds.), <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education. <a href=\"https://doi.org/10.52041/iase25.125\">https://doi.org/10.52041/iase25.125</a>","ama":"Büchter T, Binder K, Eichler A. The integration of probability-based arguments in risk-related contexts. In: Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>","bibtex":"@inproceedings{Büchter_Binder_Eichler_2026, title={The integration of probability-based arguments in risk-related contexts}, DOI={<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>}, booktitle={Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}, publisher={International Association for Statistics Education}, author={Büchter, Theresa and Binder, Karin and Eichler, Andreas}, editor={Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}, year={2026} }","mla":"Büchter, Theresa, et al. “The Integration of Probability-Based Arguments in Risk-Related Contexts.” <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk et al., International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>.","short":"T. Büchter, K. Binder, A. Eichler, in: L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier (Eds.), Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM, International Association for Statistics Education, 2026."},"publisher":"International Association for Statistics Education","date_updated":"2026-02-22T10:01:33Z","date_created":"2026-02-22T10:00:03Z","author":[{"last_name":"Büchter","full_name":"Büchter, Theresa","first_name":"Theresa"},{"first_name":"Karin","last_name":"Binder","id":"83381","full_name":"Binder, Karin"},{"first_name":"Andreas","full_name":"Eichler, Andreas","last_name":"Eichler"}],"title":"The integration of probability-based arguments in risk-related contexts","doi":"10.52041/iase25.125"},{"_id":"64797","user_id":"88811","department":[{"_id":"979"}],"language":[{"iso":"eng"}],"type":"conference","publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM","status":"public","date_updated":"2026-03-17T10:19:16Z","publisher":"International Association for Statistics Education","date_created":"2026-03-01T13:18:24Z","author":[{"first_name":"Lisa","full_name":"Birk, Lisa","last_name":"Birk"},{"first_name":"Gerrit","full_name":"Loth, Gerrit","last_name":"Loth"},{"last_name":"Jotzo","orcid":"0009-0003-1440-6466","id":"88811","full_name":"Jotzo, Luca","first_name":"Luca"},{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"}],"title":"Editorial","doi":"10.52041/iase25.158","publication_status":"published","year":"2026","citation":{"apa":"Birk, L., Loth, G., Jotzo, L., Binder, K., &#38; Frischemeier, D. (2026). Editorial. <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. <a href=\"https://doi.org/10.52041/iase25.158\">https://doi.org/10.52041/iase25.158</a>","bibtex":"@inproceedings{Birk_Loth_Jotzo_Binder_Frischemeier_2026, title={Editorial}, DOI={<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>}, booktitle={Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}, publisher={International Association for Statistics Education}, author={Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}, year={2026} }","short":"L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier, in: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM, International Association for Statistics Education, 2026.","mla":"Birk, Lisa, et al. “Editorial.” <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>.","ama":"Birk L, Loth G, Jotzo L, Binder K, Frischemeier D. Editorial. In: <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>","ieee":"L. Birk, G. Loth, L. Jotzo, K. Binder, and D. Frischemeier, “Editorial,” 2026, doi: <a href=\"https://doi.org/10.52041/iase25.158\">10.52041/iase25.158</a>.","chicago":"Birk, Lisa, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier. “Editorial.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.158\">https://doi.org/10.52041/iase25.158</a>."}},{"citation":{"short":"M. Rößner, K. Binder, C. Geier, S. Krauss, Educational Studies in Mathematics (2025).","mla":"Rößner, Michael, et al. “Students’ Performance and Typical Errors in Filling Empty Probabilistic Visualizations with Probabilities or Frequencies.” <i>Educational Studies in Mathematics</i>, Springer Science and Business Media LLC, 2025, doi:<a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>.","bibtex":"@article{Rößner_Binder_Geier_Krauss_2025, title={Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies}, DOI={<a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Rößner, Michael and Binder, Karin and Geier, Corbinian and Krauss, Stefan}, year={2025} }","apa":"Rößner, M., Binder, K., Geier, C., &#38; Krauss, S. (2025). Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies. <i>Educational Studies in Mathematics</i>. <a href=\"https://doi.org/10.1007/s10649-024-10372-y\">https://doi.org/10.1007/s10649-024-10372-y</a>","chicago":"Rößner, Michael, Karin Binder, Corbinian Geier, and Stefan Krauss. “Students’ Performance and Typical Errors in Filling Empty Probabilistic Visualizations with Probabilities or Frequencies.” <i>Educational Studies in Mathematics</i>, 2025. <a href=\"https://doi.org/10.1007/s10649-024-10372-y\">https://doi.org/10.1007/s10649-024-10372-y</a>.","ieee":"M. Rößner, K. Binder, C. Geier, and S. Krauss, “Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies,” <i>Educational Studies in Mathematics</i>, 2025, doi: <a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>.","ama":"Rößner M, Binder K, Geier C, Krauss S. Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies. <i>Educational Studies in Mathematics</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1007/s10649-024-10372-y\">10.1007/s10649-024-10372-y</a>"},"year":"2025","publication_identifier":{"issn":["0013-1954","1573-0816"]},"publication_status":"published","doi":"10.1007/s10649-024-10372-y","title":"Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies","author":[{"full_name":"Rößner, Michael","last_name":"Rößner","first_name":"Michael"},{"first_name":"Karin","last_name":"Binder","id":"83381","full_name":"Binder, Karin"},{"first_name":"Corbinian","full_name":"Geier, Corbinian","last_name":"Geier"},{"last_name":"Krauss","full_name":"Krauss, Stefan","first_name":"Stefan"}],"date_created":"2025-04-08T11:35:36Z","date_updated":"2025-05-17T18:05:23Z","publisher":"Springer Science and Business Media LLC","status":"public","file":[{"file_id":"59926","file_name":"Rößner et al. 2025 Typical student errors.pdf","access_level":"closed","file_size":2982734,"creator":"binder","date_created":"2025-05-17T18:05:03Z","date_updated":"2025-05-17T18:05:03Z","relation":"main_file","success":1,"content_type":"application/pdf"}],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n          <jats:p>It has been established that, in Bayesian tasks, performance and typical errors in <jats:italic>reading</jats:italic> information from filled visualizations depend both on the type of the provided visualization and information format. However, apart from reading visualizations, students should also be able to create visualizations on their own and successfully use them as heuristic tools in modeling tasks. In this paper, we first want to broaden the view on Bayesian reasoning to probabilistic tasks with two binary events in general and embed the whole process of solving these tasks using probabilistic visualizations in a modified modeling framework. Thereby, it becomes apparent that most of the steps remained untouched by existing research. Second, in the present empirical study, we focused on one part of the largely unexplored creation process and examined <jats:italic>entering</jats:italic> statistical information into empty visualizations as heuristic tools. <jats:italic>N</jats:italic> = 172 participants had to enter conditional and joint probabilities or the corresponding frequencies into empty visualizations in a paper-and-pencil test. We analyze (a) students’ performance when entering information in visualizations and (b) typical errors, both dependent on the <jats:italic>information format</jats:italic> (probabilities vs. natural frequencies), which <jats:italic>empty visualization structure</jats:italic> (2⨯2 table, double tree, net diagram) was provided, and <jats:italic>type of information</jats:italic> (conditional vs. joint information). The well-known positive effect of natural frequencies on participants’ performance was evident when entering conditional information into 2⨯2 tables and net diagrams. However, with respect to joint information, no superior effect of frequencies was observed. Furthermore, the theoretical implementation of our research in a modeling cycle allows us to identify desiderata for future research.</jats:p>"}],"publication":"Educational Studies in Mathematics","type":"journal_article","language":[{"iso":"eng"}],"file_date_updated":"2025-05-17T18:05:03Z","ddc":["370"],"user_id":"83381","_id":"59438"},{"has_accepted_license":"1","year":"2025","citation":{"apa":"Binder, K., &#38; Vogel, M. (2025). <i>Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung</i>. LibreCat University. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">https://doi.org/10.18716/OJS/MD/2025.2300</a>","short":"K. Binder, M. Vogel, Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung, LibreCat University, 2025.","bibtex":"@book{Binder_Vogel_2025, title={Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung}, DOI={<a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">10.18716/OJS/MD/2025.2300</a>}, publisher={LibreCat University}, author={Binder, Karin and Vogel, Markus}, year={2025} }","mla":"Binder, Karin, and Markus Vogel. <i>Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung</i>. LibreCat University, 2025, doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">10.18716/OJS/MD/2025.2300</a>.","ama":"Binder K, Vogel M. <i>Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">10.18716/OJS/MD/2025.2300</a>","ieee":"K. Binder and M. Vogel, <i>Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung</i>. LibreCat University, 2025.","chicago":"Binder, Karin, and Markus Vogel. <i>Data Literacy Im Wissenschaftsjournalismus – Facetten Journalistischer Datenkompetenz Und Fortbildungsbausteine Zu Deren Schulung</i>. LibreCat University, 2025. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2300\">https://doi.org/10.18716/OJS/MD/2025.2300</a>."},"date_updated":"2026-02-21T08:06:57Z","publisher":"LibreCat University","author":[{"first_name":"Karin","full_name":"Binder, Karin","id":"83381","last_name":"Binder"},{"first_name":"Markus","last_name":"Vogel","full_name":"Vogel, Markus"}],"date_created":"2026-01-26T16:45:27Z","title":"Data Literacy im Wissenschaftsjournalismus – Facetten journalistischer Datenkompetenz und Fortbildungsbausteine zu deren Schulung","doi":"10.18716/OJS/MD/2025.2300","type":"research_data","file":[{"date_updated":"2026-01-26T16:50:49Z","date_created":"2026-01-26T16:50:49Z","creator":"binder","file_size":640001,"access_level":"closed","file_name":"MD2025_Binder_Vogel_data-literacy.pdf","file_id":"63750","content_type":"application/pdf","success":1,"relation":"main_file"}],"status":"public","_id":"63746","user_id":"83381","file_date_updated":"2026-01-26T16:50:49Z"},{"has_accepted_license":"1","year":"2025","citation":{"apa":"Rößner, M., Binder, K., &#38; Ufer, S. (2025). <i>Simulationsbasiert Signifikanztests verstehen</i>. LibreCat University. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">https://doi.org/10.18716/OJS/MD/2025.2296</a>","short":"M. Rößner, K. Binder, S. Ufer, Simulationsbasiert Signifikanztests Verstehen, LibreCat University, 2025.","bibtex":"@book{Rößner_Binder_Ufer_2025, title={Simulationsbasiert Signifikanztests verstehen}, DOI={<a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">10.18716/OJS/MD/2025.2296</a>}, publisher={LibreCat University}, author={Rößner, Michael and Binder, Karin and Ufer, Stefan}, year={2025} }","mla":"Rößner, Michael, et al. <i>Simulationsbasiert Signifikanztests Verstehen</i>. LibreCat University, 2025, doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">10.18716/OJS/MD/2025.2296</a>.","chicago":"Rößner, Michael, Karin Binder, and Stefan Ufer. <i>Simulationsbasiert Signifikanztests Verstehen</i>. LibreCat University, 2025. <a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">https://doi.org/10.18716/OJS/MD/2025.2296</a>.","ieee":"M. Rößner, K. Binder, and S. Ufer, <i>Simulationsbasiert Signifikanztests verstehen</i>. LibreCat University, 2025.","ama":"Rößner M, Binder K, Ufer S. <i>Simulationsbasiert Signifikanztests Verstehen</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.18716/OJS/MD/2025.2296\">10.18716/OJS/MD/2025.2296</a>"},"date_updated":"2026-02-21T08:07:14Z","publisher":"LibreCat University","date_created":"2026-01-26T16:45:47Z","author":[{"first_name":"Michael","full_name":"Rößner, Michael","id":"87801","last_name":"Rößner"},{"id":"83381","full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin"},{"full_name":"Ufer, Stefan","last_name":"Ufer","first_name":"Stefan"}],"title":"Simulationsbasiert Signifikanztests verstehen","doi":"10.18716/OJS/MD/2025.2296","type":"research_data","file":[{"date_created":"2026-01-26T16:49:59Z","creator":"binder","date_updated":"2026-01-26T16:49:59Z","file_name":"md2025_Rössner_et_al.pdf","access_level":"closed","file_id":"63749","file_size":1058530,"content_type":"application/pdf","relation":"main_file","success":1}],"status":"public","_id":"63747","user_id":"83381","file_date_updated":"2026-01-26T16:49:59Z"},{"year":"2024","issue":"3","title":"Covariational reasoning in Bayesian situations","publisher":"Springer Science and Business Media LLC","date_created":"2025-04-08T11:34:19Z","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Previous studies on Bayesian situations, in which probabilistic information is used to update the probability of a hypothesis, have often focused on the calculation of a posterior probability. We argue that for an in-depth understanding of Bayesian situations, it is (apart from mere calculation) also necessary to be able to evaluate the effect of <jats:italic>changes of parameters</jats:italic> in the Bayesian situation and the consequences, e.g., for the posterior probability. Thus, by understanding Bayes’ formula as a function, the concept of covariation is introduced as an extension of conventional Bayesian reasoning, and <jats:italic>covariational reasoning</jats:italic> in Bayesian situations is studied. Prospective teachers (<jats:italic>N</jats:italic>=173) for primary (<jats:italic>N</jats:italic>=112) and secondary (<jats:italic>N</jats:italic>=61) school from two German universities participated in the study and reasoned about covariation in Bayesian situations. In a mixed-methods approach, firstly, the elaborateness of prospective teachers’ covariational reasoning is assessed by analysing the arguments qualitatively, using an adaption of the Structure of Observed Learning Outcome (SOLO) taxonomy. Secondly, the influence of possibly supportive variables on covariational reasoning is analysed quantitatively by checking whether (i) the changed parameter in the Bayesian situation (false-positive rate, true-positive rate or base rate), (ii) the visualisation depicting the Bayesian situation (double-tree vs. unit square) or (iii) the calculation (correct or incorrect) influences the SOLO level. The results show that among these three variables, only the changed parameter seems to influence the covariational reasoning. Implications are discussed.</jats:p>","lang":"eng"}],"file":[{"content_type":"application/pdf","relation":"main_file","success":1,"date_created":"2025-05-17T18:20:24Z","creator":"binder","date_updated":"2025-05-17T18:20:24Z","file_name":"Büchter et al. 2024 Covariational reasoning.pdf","file_id":"59929","access_level":"closed","file_size":2193461}],"publication":"Educational Studies in Mathematics","ddc":["370"],"language":[{"iso":"eng"}],"citation":{"short":"T. Büchter, A. Eichler, K. Böcherer-Linder, M. Vogel, K. Binder, S. Krauss, N. Steib, Educational Studies in Mathematics 115 (2024) 481–505.","bibtex":"@article{Büchter_Eichler_Böcherer-Linder_Vogel_Binder_Krauss_Steib_2024, title={Covariational reasoning in Bayesian situations}, volume={115}, DOI={<a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>}, number={3}, journal={Educational Studies in Mathematics}, publisher={Springer Science and Business Media LLC}, author={Büchter, Theresa and Eichler, Andreas and Böcherer-Linder, Katharina and Vogel, Markus and Binder, Karin and Krauss, Stefan and Steib, Nicole}, year={2024}, pages={481–505} }","mla":"Büchter, Theresa, et al. “Covariational Reasoning in Bayesian Situations.” <i>Educational Studies in Mathematics</i>, vol. 115, no. 3, Springer Science and Business Media LLC, 2024, pp. 481–505, doi:<a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>.","apa":"Büchter, T., Eichler, A., Böcherer-Linder, K., Vogel, M., Binder, K., Krauss, S., &#38; Steib, N. (2024). Covariational reasoning in Bayesian situations. <i>Educational Studies in Mathematics</i>, <i>115</i>(3), 481–505. <a href=\"https://doi.org/10.1007/s10649-023-10274-5\">https://doi.org/10.1007/s10649-023-10274-5</a>","chicago":"Büchter, Theresa, Andreas Eichler, Katharina Böcherer-Linder, Markus Vogel, Karin Binder, Stefan Krauss, and Nicole Steib. “Covariational Reasoning in Bayesian Situations.” <i>Educational Studies in Mathematics</i> 115, no. 3 (2024): 481–505. <a href=\"https://doi.org/10.1007/s10649-023-10274-5\">https://doi.org/10.1007/s10649-023-10274-5</a>.","ieee":"T. Büchter <i>et al.</i>, “Covariational reasoning in Bayesian situations,” <i>Educational Studies in Mathematics</i>, vol. 115, no. 3, pp. 481–505, 2024, doi: <a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>.","ama":"Büchter T, Eichler A, Böcherer-Linder K, et al. Covariational reasoning in Bayesian situations. <i>Educational Studies in Mathematics</i>. 2024;115(3):481-505. doi:<a href=\"https://doi.org/10.1007/s10649-023-10274-5\">10.1007/s10649-023-10274-5</a>"},"page":"481-505","intvolume":"       115","publication_status":"published","publication_identifier":{"issn":["0013-1954","1573-0816"]},"doi":"10.1007/s10649-023-10274-5","date_updated":"2025-05-17T18:20:59Z","author":[{"last_name":"Büchter","full_name":"Büchter, Theresa","first_name":"Theresa"},{"first_name":"Andreas","last_name":"Eichler","full_name":"Eichler, Andreas"},{"last_name":"Böcherer-Linder","full_name":"Böcherer-Linder, Katharina","first_name":"Katharina"},{"first_name":"Markus","last_name":"Vogel","full_name":"Vogel, Markus"},{"last_name":"Binder","id":"83381","full_name":"Binder, Karin","first_name":"Karin"},{"first_name":"Stefan","last_name":"Krauss","full_name":"Krauss, Stefan"},{"first_name":"Nicole","full_name":"Steib, Nicole","last_name":"Steib"}],"volume":115,"status":"public","type":"journal_article","article_type":"original","file_date_updated":"2025-05-17T18:20:24Z","_id":"59435","user_id":"83381"},{"title":"How to teach Bayesian reasoning: An empirical study comparing four different probability training courses","publisher":"Elsevier BV","date_created":"2025-04-08T11:35:09Z","year":"2024","ddc":["370"],"language":[{"iso":"eng"}],"file":[{"file_id":"59927","file_name":"Steib et al 2025 How to train Bayesian reasoning.pdf","access_level":"closed","file_size":13811141,"date_created":"2025-05-17T18:13:26Z","creator":"binder","date_updated":"2025-05-17T18:13:26Z","relation":"main_file","success":1,"content_type":"application/pdf"}],"publication":"Learning and Instruction","doi":"10.1016/j.learninstruc.2024.102032","date_updated":"2025-05-17T18:14:24Z","volume":95,"author":[{"last_name":"Steib","full_name":"Steib, Nicole","first_name":"Nicole"},{"first_name":"Theresa","full_name":"Büchter, Theresa","last_name":"Büchter"},{"last_name":"Eichler","full_name":"Eichler, Andreas","first_name":"Andreas"},{"first_name":"Karin","id":"83381","full_name":"Binder, Karin","last_name":"Binder"},{"first_name":"Stefan","full_name":"Krauss, Stefan","last_name":"Krauss"},{"first_name":"Katharina","full_name":"Böcherer-Linder, Katharina","last_name":"Böcherer-Linder"},{"first_name":"Markus","full_name":"Vogel, Markus","last_name":"Vogel"},{"first_name":"Sven","full_name":"Hilbert, Sven","last_name":"Hilbert"}],"intvolume":"        95","citation":{"ieee":"N. Steib <i>et al.</i>, “How to teach Bayesian reasoning: An empirical study comparing four different probability training courses,” <i>Learning and Instruction</i>, vol. 95, Art. no. 102032, 2024, doi: <a href=\"https://doi.org/10.1016/j.learninstruc.2024.102032\">10.1016/j.learninstruc.2024.102032</a>.","chicago":"Steib, Nicole, Theresa Büchter, Andreas Eichler, Karin Binder, Stefan Krauss, Katharina Böcherer-Linder, Markus Vogel, and Sven Hilbert. “How to Teach Bayesian Reasoning: An Empirical Study Comparing Four Different Probability Training Courses.” <i>Learning and Instruction</i> 95 (2024). <a href=\"https://doi.org/10.1016/j.learninstruc.2024.102032\">https://doi.org/10.1016/j.learninstruc.2024.102032</a>.","ama":"Steib N, Büchter T, Eichler A, et al. How to teach Bayesian reasoning: An empirical study comparing four different probability training courses. <i>Learning and Instruction</i>. 2024;95. doi:<a href=\"https://doi.org/10.1016/j.learninstruc.2024.102032\">10.1016/j.learninstruc.2024.102032</a>","bibtex":"@article{Steib_Büchter_Eichler_Binder_Krauss_Böcherer-Linder_Vogel_Hilbert_2024, title={How to teach Bayesian reasoning: An empirical study comparing four different probability training courses}, volume={95}, DOI={<a href=\"https://doi.org/10.1016/j.learninstruc.2024.102032\">10.1016/j.learninstruc.2024.102032</a>}, number={102032}, journal={Learning and Instruction}, publisher={Elsevier BV}, author={Steib, Nicole and Büchter, Theresa and Eichler, Andreas and Binder, Karin and Krauss, Stefan and Böcherer-Linder, Katharina and Vogel, Markus and Hilbert, Sven}, year={2024} }","short":"N. Steib, T. Büchter, A. Eichler, K. Binder, S. Krauss, K. Böcherer-Linder, M. Vogel, S. Hilbert, Learning and Instruction 95 (2024).","mla":"Steib, Nicole, et al. “How to Teach Bayesian Reasoning: An Empirical Study Comparing Four Different Probability Training Courses.” <i>Learning and Instruction</i>, vol. 95, 102032, Elsevier BV, 2024, doi:<a href=\"https://doi.org/10.1016/j.learninstruc.2024.102032\">10.1016/j.learninstruc.2024.102032</a>.","apa":"Steib, N., Büchter, T., Eichler, A., Binder, K., Krauss, S., Böcherer-Linder, K., Vogel, M., &#38; Hilbert, S. (2024). How to teach Bayesian reasoning: An empirical study comparing four different probability training courses. <i>Learning and Instruction</i>, <i>95</i>, Article 102032. <a href=\"https://doi.org/10.1016/j.learninstruc.2024.102032\">https://doi.org/10.1016/j.learninstruc.2024.102032</a>"},"publication_identifier":{"issn":["0959-4752"]},"publication_status":"published","article_number":"102032","file_date_updated":"2025-05-17T18:13:26Z","_id":"59437","user_id":"83381","status":"public","type":"journal_article"},{"citation":{"ieee":"S. F. Brose, K. Binder, M. R. Fischer, M. Reincke, L. T. Braun, and R. Schmidmaier, “Bayesian versus diagnostic information in physician-patient communication: Effects of direction of statistical information and presentation of visualization,” <i>PLOS ONE</i>, vol. 18, no. 6, Art. no. e0283947, 2023, doi: <a href=\"https://doi.org/10.1371/journal.pone.0283947\">10.1371/journal.pone.0283947</a>.","chicago":"Brose, Sarah Frederike, Karin Binder, Martin R. Fischer, Martin Reincke, Leah T. Braun, and Ralf Schmidmaier. “Bayesian versus Diagnostic Information in Physician-Patient Communication: Effects of Direction of Statistical Information and Presentation of Visualization.” <i>PLOS ONE</i> 18, no. 6 (2023). <a href=\"https://doi.org/10.1371/journal.pone.0283947\">https://doi.org/10.1371/journal.pone.0283947</a>.","ama":"Brose SF, Binder K, Fischer MR, Reincke M, Braun LT, Schmidmaier R. Bayesian versus diagnostic information in physician-patient communication: Effects of direction of statistical information and presentation of visualization. <i>PLOS ONE</i>. 2023;18(6). doi:<a href=\"https://doi.org/10.1371/journal.pone.0283947\">10.1371/journal.pone.0283947</a>","mla":"Brose, Sarah Frederike, et al. “Bayesian versus Diagnostic Information in Physician-Patient Communication: Effects of Direction of Statistical Information and Presentation of Visualization.” <i>PLOS ONE</i>, vol. 18, no. 6, e0283947, Public Library of Science (PLoS), 2023, doi:<a href=\"https://doi.org/10.1371/journal.pone.0283947\">10.1371/journal.pone.0283947</a>.","short":"S.F. Brose, K. Binder, M.R. Fischer, M. Reincke, L.T. Braun, R. Schmidmaier, PLOS ONE 18 (2023).","bibtex":"@article{Brose_Binder_Fischer_Reincke_Braun_Schmidmaier_2023, title={Bayesian versus diagnostic information in physician-patient communication: Effects of direction of statistical information and presentation of visualization}, volume={18}, DOI={<a href=\"https://doi.org/10.1371/journal.pone.0283947\">10.1371/journal.pone.0283947</a>}, number={6e0283947}, journal={PLOS ONE}, publisher={Public Library of Science (PLoS)}, author={Brose, Sarah Frederike and Binder, Karin and Fischer, Martin R. and Reincke, Martin and Braun, Leah T. and Schmidmaier, Ralf}, year={2023} }","apa":"Brose, S. F., Binder, K., Fischer, M. R., Reincke, M., Braun, L. T., &#38; Schmidmaier, R. (2023). Bayesian versus diagnostic information in physician-patient communication: Effects of direction of statistical information and presentation of visualization. <i>PLOS ONE</i>, <i>18</i>(6), Article e0283947. <a href=\"https://doi.org/10.1371/journal.pone.0283947\">https://doi.org/10.1371/journal.pone.0283947</a>"},"intvolume":"        18","publication_status":"published","publication_identifier":{"issn":["1932-6203"]},"doi":"10.1371/journal.pone.0283947","date_updated":"2025-05-17T18:15:35Z","author":[{"full_name":"Brose, Sarah Frederike","last_name":"Brose","first_name":"Sarah Frederike"},{"last_name":"Binder","full_name":"Binder, Karin","id":"83381","first_name":"Karin"},{"last_name":"Fischer","full_name":"Fischer, Martin R.","first_name":"Martin R."},{"full_name":"Reincke, Martin","last_name":"Reincke","first_name":"Martin"},{"first_name":"Leah T.","full_name":"Braun, Leah T.","last_name":"Braun"},{"first_name":"Ralf","full_name":"Schmidmaier, Ralf","last_name":"Schmidmaier"}],"volume":18,"status":"public","type":"journal_article","article_number":"e0283947","file_date_updated":"2025-05-17T18:15:18Z","_id":"59436","user_id":"83381","year":"2023","issue":"6","title":"Bayesian versus diagnostic information in physician-patient communication: Effects of direction of statistical information and presentation of visualization","publisher":"Public Library of Science (PLoS)","date_created":"2025-04-08T11:34:41Z","abstract":[{"text":"<jats:sec id=\"sec001\"><jats:title>Background</jats:title><jats:p>Communicating well with patients is a competence central to everyday clinical practice, and communicating statistical information, especially in Bayesian reasoning tasks, can be challenging. In Bayesian reasoning tasks, information can be communicated in two different ways (which we call<jats:italic>directions of information</jats:italic>): The direction of<jats:italic>Bayesian information</jats:italic>(e.g., proportion of people tested positive among those with the disease) and the direction of<jats:italic>diagnostic information</jats:italic>(e.g., the proportion of people having the disease among those tested positive). The purpose of this study was to analyze the impact of both the direction of the information presented and whether a visualization (frequency net) is presented with it on patient’s ability to quantify a positive predictive value.</jats:p></jats:sec><jats:sec id=\"sec002\"><jats:title>Material and methods</jats:title><jats:p>109 participants completed four different medical cases (2⨯2⨯4 design) that were presented in a video; a physician communicated frequencies using different directions of information (Bayesian information vs. diagnostic information). In half of the cases for each direction, participants were given a frequency net. After watching the video, participants stated a positive predictive value. Accuracy and speed of response were analyzed.</jats:p></jats:sec><jats:sec id=\"sec003\"><jats:title>Results</jats:title><jats:p>Communicating with Bayesian information led to participant performance of only 10% (without frequency net) and 37% (with frequency net) accuracy. The tasks communicated with diagnostic information but without a frequency net were correctly solved by 72% of participants, but accuracy rate decreased to 61% when participants were given a frequency net. Participants with correct responses in the Bayesian information version without visualization took longest to complete the tasks (median of 106 seconds; median of 13.5, 14.0, and 14.5 seconds in other versions).</jats:p></jats:sec><jats:sec id=\"sec004\"><jats:title>Discussion</jats:title><jats:p>Communicating with diagnostic information rather than Bayesian information helps patients to understand specific information better and more quickly. Patients’ understanding of the relevance of test results is strongly dependent on the way the information is presented.</jats:p></jats:sec>","lang":"eng"}],"file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2025-05-17T18:15:18Z","creator":"binder","date_created":"2025-05-17T18:15:18Z","file_size":2010557,"access_level":"closed","file_name":"Brose, Binder, Fischer, Reincke, Braun, Schmidmaier 2023 Bayesian versus diagnostic information.pdf","file_id":"59928"}],"publication":"PLOS ONE","ddc":["360"],"language":[{"iso":"eng"}]},{"publication":"MDM Policy &amp; Practice","type":"journal_article","status":"public","file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2025-05-17T18:22:12Z","creator":"binder","date_created":"2025-05-17T18:22:12Z","file_size":1131713,"access_level":"closed","file_id":"59930","file_name":"Kunzelmann Binder Fischer Reincke Braun Schmidmaier_2022_Improving diagnostic efficiency_MDM_PP.pdf"}],"abstract":[{"text":"<jats:p> Background. Medical students often have problems with Bayesian reasoning situations. Representing statistical information as natural frequencies (instead of probabilities) and visualizing them (e.g., with double-trees or net diagrams) leads to higher accuracy in solving these tasks. However, double-trees and net diagrams (which already contain the correct solution of the task, so that the solution could be read of the diagrams) have not yet been studied in medical education. This study examined the influence of information format (probabilities v. frequencies) and visualization (double-tree v. net diagram) on the accuracy and speed of Bayesian judgments. Methods. A total of 142 medical students at different university medical schools (Munich, Kiel, Goettingen, Erlangen, Nuremberg, Berlin, Regensburg) in Germany predicted posterior probabilities in 4 different medical Bayesian reasoning tasks, resulting in a 3-factorial 2 × 2 × 4 design. The diagnostic efficiency for the different versions was represented as the median time divided by the percentage of correct inferences. Results. Frequency visualizations led to a significantly higher accuracy and faster judgments than did probability visualizations. Participants solved 80% of the tasks correctly in the frequency double-tree and the frequency net diagram. Visualizations with probabilities also led to relatively high performance rates: 73% in the probability double-tree and 70% in the probability net diagram. The median time for a correct inference was fastest with the frequency double tree (2:08 min) followed by the frequency net diagram and the probability double-tree (both 2:26 min) and probability net diagram (2:33 min). The type of visualization did not result in a significant difference. Discussion. Frequency double-trees and frequency net diagrams help answer Bayesian tasks more accurately and also more quickly than the respective probability visualizations. Surprisingly, the effect of information format (probabilities v. frequencies) on performance was higher in previous studies: medical students seem also quite capable of identifying the correct solution to the Bayesian task, among other probabilities in the probability visualizations. </jats:p><jats:sec><jats:title>Highlights</jats:title><jats:p> Frequency double-trees and frequency nets help answer Bayesian tasks not only more accurately but also more quickly than the respective probability visualizations. In double-trees and net diagrams, the effect of the information format (probabilities v. natural frequencies) on performance is remarkably lower in this high-performing sample than that shown in previous studies. </jats:p></jats:sec>","lang":"eng"}],"user_id":"83381","_id":"59434","language":[{"iso":"eng"}],"file_date_updated":"2025-05-17T18:22:12Z","article_type":"original","ddc":["370"],"issue":"1","publication_identifier":{"issn":["2381-4683","2381-4683"]},"publication_status":"published","intvolume":"         7","citation":{"apa":"Kunzelmann, A. K., Binder, K., Fischer, M. R., Reincke, M., Braun, L. T., &#38; Schmidmaier, R. (2022). Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning. <i>MDM Policy &#38;amp; Practice</i>, <i>7</i>(1). <a href=\"https://doi.org/10.1177/23814683221086623\">https://doi.org/10.1177/23814683221086623</a>","bibtex":"@article{Kunzelmann_Binder_Fischer_Reincke_Braun_Schmidmaier_2022, title={Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning}, volume={7}, DOI={<a href=\"https://doi.org/10.1177/23814683221086623\">10.1177/23814683221086623</a>}, number={1}, journal={MDM Policy &#38;amp; Practice}, publisher={SAGE Publications}, author={Kunzelmann, Alexandra K. and Binder, Karin and Fischer, Martin R. and Reincke, Martin and Braun, Leah T. and Schmidmaier, Ralf}, year={2022} }","mla":"Kunzelmann, Alexandra K., et al. “Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning.” <i>MDM Policy &#38;amp; Practice</i>, vol. 7, no. 1, SAGE Publications, 2022, doi:<a href=\"https://doi.org/10.1177/23814683221086623\">10.1177/23814683221086623</a>.","short":"A.K. Kunzelmann, K. Binder, M.R. Fischer, M. Reincke, L.T. Braun, R. Schmidmaier, MDM Policy &#38;amp; Practice 7 (2022).","ieee":"A. K. Kunzelmann, K. Binder, M. R. Fischer, M. Reincke, L. T. Braun, and R. Schmidmaier, “Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning,” <i>MDM Policy &#38;amp; Practice</i>, vol. 7, no. 1, 2022, doi: <a href=\"https://doi.org/10.1177/23814683221086623\">10.1177/23814683221086623</a>.","chicago":"Kunzelmann, Alexandra K., Karin Binder, Martin R. Fischer, Martin Reincke, Leah T. Braun, and Ralf Schmidmaier. “Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning.” <i>MDM Policy &#38;amp; Practice</i> 7, no. 1 (2022). <a href=\"https://doi.org/10.1177/23814683221086623\">https://doi.org/10.1177/23814683221086623</a>.","ama":"Kunzelmann AK, Binder K, Fischer MR, Reincke M, Braun LT, Schmidmaier R. Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning. <i>MDM Policy &#38;amp; Practice</i>. 2022;7(1). doi:<a href=\"https://doi.org/10.1177/23814683221086623\">10.1177/23814683221086623</a>"},"year":"2022","volume":7,"date_created":"2025-04-08T11:33:53Z","author":[{"full_name":"Kunzelmann, Alexandra K.","last_name":"Kunzelmann","first_name":"Alexandra K."},{"first_name":"Karin","full_name":"Binder, Karin","id":"83381","last_name":"Binder"},{"first_name":"Martin R.","last_name":"Fischer","full_name":"Fischer, Martin R."},{"first_name":"Martin","full_name":"Reincke, Martin","last_name":"Reincke"},{"last_name":"Braun","full_name":"Braun, Leah T.","first_name":"Leah T."},{"last_name":"Schmidmaier","full_name":"Schmidmaier, Ralf","first_name":"Ralf"}],"publisher":"SAGE Publications","date_updated":"2025-05-17T18:22:27Z","doi":"10.1177/23814683221086623","title":"Improving Diagnostic Efficiency with Frequency Double-Trees and Frequency Nets in Bayesian Reasoning"},{"type":"journal_article","status":"public","_id":"59432","user_id":"83381","article_type":"original","file_date_updated":"2025-05-17T18:37:16Z","publication_identifier":{"issn":["0173-5322","1869-2699"]},"publication_status":"published","page":"471-503","intvolume":"        44","citation":{"apa":"Binder, K., Steib, N., &#38; Krauss, S. (2022). Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? Moving from tree diagrams to double trees to net diagrams—cognitively overwhelming or educationally supportive? <i>Journal für Mathematik-Didaktik</i>, <i>44</i>(2), 471–503. <a href=\"https://doi.org/10.1007/s13138-022-00215-9\">https://doi.org/10.1007/s13138-022-00215-9</a>","mla":"Binder, Karin, et al. “Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? Moving from tree diagrams to double trees to net diagrams—cognitively overwhelming or educationally supportive?” <i>Journal für Mathematik-Didaktik</i>, vol. 44, no. 2, Springer Science and Business Media LLC, 2022, pp. 471–503, doi:<a href=\"https://doi.org/10.1007/s13138-022-00215-9\">10.1007/s13138-022-00215-9</a>.","short":"K. Binder, N. Steib, S. Krauss, Journal für Mathematik-Didaktik 44 (2022) 471–503.","bibtex":"@article{Binder_Steib_Krauss_2022, title={Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? Moving from tree diagrams to double trees to net diagrams—cognitively overwhelming or educationally supportive?}, volume={44}, DOI={<a href=\"https://doi.org/10.1007/s13138-022-00215-9\">10.1007/s13138-022-00215-9</a>}, number={2}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Binder, Karin and Steib, Nicole and Krauss, Stefan}, year={2022}, pages={471–503} }","ama":"Binder K, Steib N, Krauss S. Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? Moving from tree diagrams to double trees to net diagrams—cognitively overwhelming or educationally supportive? <i>Journal für Mathematik-Didaktik</i>. 2022;44(2):471-503. doi:<a href=\"https://doi.org/10.1007/s13138-022-00215-9\">10.1007/s13138-022-00215-9</a>","ieee":"K. Binder, N. Steib, and S. Krauss, “Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? Moving from tree diagrams to double trees to net diagrams—cognitively overwhelming or educationally supportive?,” <i>Journal für Mathematik-Didaktik</i>, vol. 44, no. 2, pp. 471–503, 2022, doi: <a href=\"https://doi.org/10.1007/s13138-022-00215-9\">10.1007/s13138-022-00215-9</a>.","chicago":"Binder, Karin, Nicole Steib, and Stefan Krauss. “Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? Moving from tree diagrams to double trees to net diagrams—cognitively overwhelming or educationally supportive?” <i>Journal für Mathematik-Didaktik</i> 44, no. 2 (2022): 471–503. <a href=\"https://doi.org/10.1007/s13138-022-00215-9\">https://doi.org/10.1007/s13138-022-00215-9</a>."},"date_updated":"2025-05-17T18:37:30Z","volume":44,"author":[{"first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin","id":"83381"},{"full_name":"Steib, Nicole","last_name":"Steib","first_name":"Nicole"},{"first_name":"Stefan","last_name":"Krauss","full_name":"Krauss, Stefan"}],"doi":"10.1007/s13138-022-00215-9","publication":"Journal für Mathematik-Didaktik","abstract":[{"text":"<jats:title>Zusammenfassung</jats:title><jats:p>In stochastischen Situationen mit zwei dichotomen Merkmalen erlauben weder die schulüblichen Baumdiagramme noch Vierfeldertafeln die simultane Darstellung sämtlicher in der Situation möglicher Wahrscheinlichkeiten. Das im vorliegenden Beitrag vorgestellte Netz hat die Kapazität, alle vier möglichen Randwahrscheinlichkeiten, alle vier Schnittwahrscheinlichkeiten sowie alle acht bedingten Wahrscheinlichkeiten<jats:italic> gleichzeitig</jats:italic> darzustellen. Darüber hinaus ist – aufgrund der Knoten-Ast-Struktur des Netzes – die simultane Darstellung von Wahrscheinlichkeiten <jats:italic>und</jats:italic> absoluten Häufigkeiten mit dieser Visualisierung ebenfalls möglich. Bei der sukzessiven Erweiterung des typischen Baumdiagramms zunächst zum Doppelbaum und schließlich zum Netz sinkt der Inferenzgrad (d. h. weniger kognitive Schritte sind erforderlich) z. B. für Fragen nach bedingten Wahrscheinlichkeiten, aber gleichzeitig steigt die Komplexität der Darstellung und somit die extrinsische kognitive Belastung. Im vorliegenden Artikel erfolgt zunächst ein theoretischer Vergleich dieser Knoten-Ast-Strukturen. Eine anschließende Studie illustriert, dass sich die sukzessive Erweiterung bereits vollständig ausgefüllter Diagramme positiv auf die Performanz von <jats:italic>N</jats:italic> = 269 Schülerinnen und Schülern auswirkt. Obwohl <jats:italic>Häufigkeitsdoppelbäume</jats:italic> und <jats:italic>Häufigkeitsnetze </jats:italic>den Schülerinnen und Schülern gänzlich unbekannt waren, unterstützten diese Visualisierungen die Schülerinnen und Schüler bei der Bearbeitung der Aufgaben am meisten.</jats:p>","lang":"eng"}],"file":[{"content_type":"application/pdf","relation":"main_file","success":1,"date_created":"2025-05-17T18:37:16Z","creator":"binder","date_updated":"2025-05-17T18:37:16Z","file_name":"Binder Steib Krauss 2023 Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen - JMD.pdf","access_level":"closed","file_id":"59933","file_size":3105846}],"ddc":["370"],"language":[{"iso":"ger"}],"issue":"2","year":"2022","publisher":"Springer Science and Business Media LLC","date_created":"2025-04-08T11:32:04Z","title":"Von Baumdiagrammen über Doppelbäume zu Häufigkeitsnetzen – kognitive Überlastung oder didaktische Unterstützung? Moving from tree diagrams to double trees to net diagrams—cognitively overwhelming or educationally supportive?"},{"date_created":"2025-04-08T11:29:50Z","author":[{"first_name":"Georg","full_name":"Bruckmaier, Georg","last_name":"Bruckmaier"},{"last_name":"Krauss","full_name":"Krauss, Stefan","first_name":"Stefan"},{"last_name":"Binder","id":"83381","full_name":"Binder, Karin","first_name":"Karin"},{"first_name":"Sven","full_name":"Hilbert, Sven","last_name":"Hilbert"},{"first_name":"Martin","full_name":"Brunner, Martin","last_name":"Brunner"}],"volume":12,"date_updated":"2025-04-12T18:11:23Z","publisher":"Frontiers Media SA","doi":"10.3389/fpsyg.2021.584689","title":"Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?","publication_status":"published","publication_identifier":{"issn":["1664-1078"]},"citation":{"short":"G. Bruckmaier, S. Krauss, K. Binder, S. Hilbert, M. Brunner, Frontiers in Psychology 12 (2021).","mla":"Bruckmaier, Georg, et al. “Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?” <i>Frontiers in Psychology</i>, vol. 12, Frontiers Media SA, 2021, doi:<a href=\"https://doi.org/10.3389/fpsyg.2021.584689\">10.3389/fpsyg.2021.584689</a>.","bibtex":"@article{Bruckmaier_Krauss_Binder_Hilbert_Brunner_2021, title={Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?}, volume={12}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2021.584689\">10.3389/fpsyg.2021.584689</a>}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Bruckmaier, Georg and Krauss, Stefan and Binder, Karin and Hilbert, Sven and Brunner, Martin}, year={2021} }","apa":"Bruckmaier, G., Krauss, S., Binder, K., Hilbert, S., &#38; Brunner, M. (2021). Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why? <i>Frontiers in Psychology</i>, <i>12</i>. <a href=\"https://doi.org/10.3389/fpsyg.2021.584689\">https://doi.org/10.3389/fpsyg.2021.584689</a>","ama":"Bruckmaier G, Krauss S, Binder K, Hilbert S, Brunner M. Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why? <i>Frontiers in Psychology</i>. 2021;12. doi:<a href=\"https://doi.org/10.3389/fpsyg.2021.584689\">10.3389/fpsyg.2021.584689</a>","ieee":"G. Bruckmaier, S. Krauss, K. Binder, S. Hilbert, and M. Brunner, “Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?,” <i>Frontiers in Psychology</i>, vol. 12, 2021, doi: <a href=\"https://doi.org/10.3389/fpsyg.2021.584689\">10.3389/fpsyg.2021.584689</a>.","chicago":"Bruckmaier, Georg, Stefan Krauss, Karin Binder, Sven Hilbert, and Martin Brunner. “Tversky and Kahneman’s Cognitive Illusions: Who Can Solve Them, and Why?” <i>Frontiers in Psychology</i> 12 (2021). <a href=\"https://doi.org/10.3389/fpsyg.2021.584689\">https://doi.org/10.3389/fpsyg.2021.584689</a>."},"intvolume":"        12","year":"2021","user_id":"83381","_id":"59429","language":[{"iso":"eng"}],"type":"journal_article","publication":"Frontiers in Psychology","status":"public","abstract":[{"lang":"eng","text":"<jats:p>In the present paper we empirically investigate the psychometric properties of some of the most famous statistical and logical cognitive illusions from the “heuristics and biases” research program by Daniel Kahneman and Amos Tversky, who nearly 50 years ago introduced fascinating brain teasers such as the famous Linda problem, the Wason card selection task, and so-called Bayesian reasoning problems (e.g., the mammography task). In the meantime, a great number of articles has been published that empirically examine single cognitive illusions, theoretically explaining people’s faulty thinking, or proposing and experimentally implementing measures to foster insight and to make these problems accessible to the human mind. Yet these problems have thus far usually been empirically analyzed on an individual-item level only (e.g., by experimentally comparing participants’ performance on various versions of one of these problems). In this paper, by contrast, we examine these illusions as a group and look at the ability to solve them as a psychological construct. Based on an sample of<jats:italic>N</jats:italic>= 2,643 Luxembourgian school students of age 16–18 we investigate the internal psychometric structure of these illusions (i.e., Are they substantially correlated? Do they form a reflexive or a formative construct?), their connection to related constructs (e.g., Are they distinguishable from intelligence or mathematical competence in a confirmatory factor analysis?), and the question of which of a person’s abilities can predict the correct solution of these brain teasers (by means of a regression analysis).</jats:p>"}]},{"doi":"10.1007/s10459-020-10025-8","volume":26,"author":[{"last_name":"Binder","id":"83381","full_name":"Binder, Karin","first_name":"Karin"},{"first_name":"Stefan","full_name":"Krauss, Stefan","last_name":"Krauss"},{"full_name":"Schmidmaier, Ralf","last_name":"Schmidmaier","first_name":"Ralf"},{"last_name":"Braun","full_name":"Braun, Leah T.","first_name":"Leah T."}],"date_updated":"2025-05-17T18:23:31Z","intvolume":"        26","page":"847-863","citation":{"short":"K. Binder, S. Krauss, R. Schmidmaier, L.T. Braun, Advances in Health Sciences Education 26 (2021) 847–863.","mla":"Binder, Karin, et al. “Natural Frequency Trees Improve Diagnostic Efficiency in Bayesian Reasoning.” <i>Advances in Health Sciences Education</i>, vol. 26, no. 3, Springer Science and Business Media LLC, 2021, pp. 847–63, doi:<a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>.","bibtex":"@article{Binder_Krauss_Schmidmaier_Braun_2021, title={Natural frequency trees improve diagnostic efficiency in Bayesian reasoning}, volume={26}, DOI={<a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>}, number={3}, journal={Advances in Health Sciences Education}, publisher={Springer Science and Business Media LLC}, author={Binder, Karin and Krauss, Stefan and Schmidmaier, Ralf and Braun, Leah T.}, year={2021}, pages={847–863} }","apa":"Binder, K., Krauss, S., Schmidmaier, R., &#38; Braun, L. T. (2021). Natural frequency trees improve diagnostic efficiency in Bayesian reasoning. <i>Advances in Health Sciences Education</i>, <i>26</i>(3), 847–863. <a href=\"https://doi.org/10.1007/s10459-020-10025-8\">https://doi.org/10.1007/s10459-020-10025-8</a>","chicago":"Binder, Karin, Stefan Krauss, Ralf Schmidmaier, and Leah T. Braun. “Natural Frequency Trees Improve Diagnostic Efficiency in Bayesian Reasoning.” <i>Advances in Health Sciences Education</i> 26, no. 3 (2021): 847–63. <a href=\"https://doi.org/10.1007/s10459-020-10025-8\">https://doi.org/10.1007/s10459-020-10025-8</a>.","ieee":"K. Binder, S. Krauss, R. Schmidmaier, and L. T. Braun, “Natural frequency trees improve diagnostic efficiency in Bayesian reasoning,” <i>Advances in Health Sciences Education</i>, vol. 26, no. 3, pp. 847–863, 2021, doi: <a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>.","ama":"Binder K, Krauss S, Schmidmaier R, Braun LT. Natural frequency trees improve diagnostic efficiency in Bayesian reasoning. <i>Advances in Health Sciences Education</i>. 2021;26(3):847-863. doi:<a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>"},"publication_identifier":{"issn":["1382-4996","1573-1677"]},"has_accepted_license":"1","publication_status":"published","file_date_updated":"2025-05-17T18:23:17Z","article_type":"original","user_id":"83381","_id":"59439","status":"public","type":"journal_article","title":"Natural frequency trees improve diagnostic efficiency in Bayesian reasoning","date_created":"2025-04-08T11:36:11Z","publisher":"Springer Science and Business Media LLC","year":"2021","issue":"3","language":[{"iso":"eng"}],"ddc":["370"],"file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":1265280,"access_level":"closed","file_id":"59931","file_name":"Binder Krauss Schmidmaier Braun 2021 Natural Frequency Trees Improve Diagnostic Efficiency in BR.pdf","date_updated":"2025-05-17T18:23:17Z","date_created":"2025-05-17T18:23:17Z","creator":"binder"}],"abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>When physicians are asked to determine the positive predictive value from the a priori probability of a disease and the sensitivity and false positive rate of a medical test (Bayesian reasoning), it often comes to misjudgments with serious consequences. In daily clinical practice, however, it is not only important that doctors receive a tool with which they can<jats:italic>correctly</jats:italic>judge—the<jats:italic>speed</jats:italic>of these judgments is also a crucial factor. In this study, we analyzed accuracy and efficiency in medical Bayesian inferences. In an empirical study we varied information format (probabilities vs. natural frequencies) and visualization (text only vs. tree only) for four contexts. 111 medical students participated in this study by working on four Bayesian tasks with common medical problems. The correctness of their answers was coded and the time spent on task was recorded. The median time for a correct Bayesian inference is fastest in the version with a frequency tree (2:55 min) compared to the version with a probability tree (5:47 min) or to the text only versions based on natural frequencies (4:13 min) or probabilities (9:59 min).The score<jats:italic>diagnostic efficiency</jats:italic>(calculated by: median time divided by percentage of correct inferences) is best in the version with a frequency tree (4:53 min). Frequency trees allow more accurate<jats:italic>and</jats:italic>faster judgments. Improving correctness and efficiency in Bayesian tasks might help to decrease overdiagnosis in daily clinical practice, which on the one hand cause cost and on the other hand might endanger patients’ safety.</jats:p>","lang":"eng"}],"publication":"Advances in Health Sciences Education"},{"publication":"Advances in Health Sciences Education","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>When physicians are asked to determine the positive predictive value from the a priori probability of a disease and the sensitivity and false positive rate of a medical test (Bayesian reasoning), it often comes to misjudgments with serious consequences. In daily clinical practice, however, it is not only important that doctors receive a tool with which they can<jats:italic>correctly</jats:italic>judge—the<jats:italic>speed</jats:italic>of these judgments is also a crucial factor. In this study, we analyzed accuracy and efficiency in medical Bayesian inferences. In an empirical study we varied information format (probabilities vs. natural frequencies) and visualization (text only vs. tree only) for four contexts. 111 medical students participated in this study by working on four Bayesian tasks with common medical problems. The correctness of their answers was coded and the time spent on task was recorded. The median time for a correct Bayesian inference is fastest in the version with a frequency tree (2:55 min) compared to the version with a probability tree (5:47 min) or to the text only versions based on natural frequencies (4:13 min) or probabilities (9:59 min).The score<jats:italic>diagnostic efficiency</jats:italic>(calculated by: median time divided by percentage of correct inferences) is best in the version with a frequency tree (4:53 min). Frequency trees allow more accurate<jats:italic>and</jats:italic>faster judgments. Improving correctness and efficiency in Bayesian tasks might help to decrease overdiagnosis in daily clinical practice, which on the one hand cause cost and on the other hand might endanger patients’ safety.</jats:p>"}],"file":[{"date_created":"2025-05-17T18:35:43Z","creator":"binder","date_updated":"2025-05-17T18:35:43Z","file_name":"Binder et al. 2021 Natural frequency trees improve.pdf","file_id":"59932","access_level":"closed","file_size":1389359,"content_type":"application/pdf","relation":"main_file","success":1}],"ddc":["370"],"language":[{"iso":"eng"}],"issue":"3","year":"2021","publisher":"Springer Science and Business Media LLC","date_created":"2025-04-08T11:32:48Z","title":"Natural frequency trees improve diagnostic efficiency in Bayesian reasoning","type":"journal_article","status":"public","_id":"59433","user_id":"83381","article_type":"original","file_date_updated":"2025-05-17T18:35:43Z","publication_status":"published","publication_identifier":{"issn":["1382-4996","1573-1677"]},"citation":{"ama":"Binder K, Krauss S, Schmidmaier R, Braun LT. Natural frequency trees improve diagnostic efficiency in Bayesian reasoning. <i>Advances in Health Sciences Education</i>. 2021;26(3):847-863. doi:<a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>","ieee":"K. Binder, S. Krauss, R. Schmidmaier, and L. T. Braun, “Natural frequency trees improve diagnostic efficiency in Bayesian reasoning,” <i>Advances in Health Sciences Education</i>, vol. 26, no. 3, pp. 847–863, 2021, doi: <a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>.","chicago":"Binder, Karin, Stefan Krauss, Ralf Schmidmaier, and Leah T. Braun. “Natural Frequency Trees Improve Diagnostic Efficiency in Bayesian Reasoning.” <i>Advances in Health Sciences Education</i> 26, no. 3 (2021): 847–63. <a href=\"https://doi.org/10.1007/s10459-020-10025-8\">https://doi.org/10.1007/s10459-020-10025-8</a>.","mla":"Binder, Karin, et al. “Natural Frequency Trees Improve Diagnostic Efficiency in Bayesian Reasoning.” <i>Advances in Health Sciences Education</i>, vol. 26, no. 3, Springer Science and Business Media LLC, 2021, pp. 847–63, doi:<a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>.","short":"K. Binder, S. Krauss, R. Schmidmaier, L.T. Braun, Advances in Health Sciences Education 26 (2021) 847–863.","bibtex":"@article{Binder_Krauss_Schmidmaier_Braun_2021, title={Natural frequency trees improve diagnostic efficiency in Bayesian reasoning}, volume={26}, DOI={<a href=\"https://doi.org/10.1007/s10459-020-10025-8\">10.1007/s10459-020-10025-8</a>}, number={3}, journal={Advances in Health Sciences Education}, publisher={Springer Science and Business Media LLC}, author={Binder, Karin and Krauss, Stefan and Schmidmaier, Ralf and Braun, Leah T.}, year={2021}, pages={847–863} }","apa":"Binder, K., Krauss, S., Schmidmaier, R., &#38; Braun, L. T. (2021). Natural frequency trees improve diagnostic efficiency in Bayesian reasoning. <i>Advances in Health Sciences Education</i>, <i>26</i>(3), 847–863. <a href=\"https://doi.org/10.1007/s10459-020-10025-8\">https://doi.org/10.1007/s10459-020-10025-8</a>"},"intvolume":"        26","page":"847-863","date_updated":"2025-05-17T18:36:06Z","author":[{"first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin","id":"83381"},{"first_name":"Stefan","full_name":"Krauss, Stefan","last_name":"Krauss"},{"first_name":"Ralf","last_name":"Schmidmaier","full_name":"Schmidmaier, Ralf"},{"first_name":"Leah T.","last_name":"Braun","full_name":"Braun, Leah T."}],"volume":26,"doi":"10.1007/s10459-020-10025-8"},{"language":[{"iso":"eng"}],"user_id":"83381","_id":"59423","status":"public","type":"journal_article","publication":"ZDM","doi":"10.1007/s11858-020-01151-z","title":"Competence as a continuum in the COACTIV study: the “cascade model”","date_created":"2025-04-08T11:27:09Z","author":[{"full_name":"Krauss, S.","last_name":"Krauss","first_name":"S."},{"last_name":"Bruckmaier","full_name":"Bruckmaier, G.","first_name":"G."},{"last_name":"Lindl","full_name":"Lindl, A.","first_name":"A."},{"first_name":"S.","last_name":"Hilbert","full_name":"Hilbert, S."},{"first_name":"Karin","id":"83381","full_name":"Binder, Karin","last_name":"Binder"},{"last_name":"Steib","full_name":"Steib, N.","first_name":"N."},{"first_name":"W.","last_name":"Blum","full_name":"Blum, W."}],"volume":52,"date_updated":"2025-04-12T18:10:32Z","publisher":"Springer Science and Business Media LLC","citation":{"chicago":"Krauss, S., G. 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