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Hannover, 2018. <a href=\"https://doi.org/10.2314/KXP:1689534117\">https://doi.org/10.2314/KXP:1689534117</a>.","bibtex":"@book{Hochmuth_Biehler_Schaper_Kuklinski_Lankeit_Leis_Liebendörfer_Schürmann_2018, place={Hannover}, title={Wirkung und Gelingensbedingungen von Unterstützungsmaßnahmen für mathmatikbezogenes Lernen in der Studieneingangsphase : Schlussbericht: Teilprojekt A der Leibniz Universität Hannover, Teilprojekte B und C der Universität Paderborn: Berichtszeitraum: 01.03.2015-31.08.2018}, DOI={<a href=\"https://doi.org/10.2314/KXP:1689534117\">10.2314/KXP:1689534117</a>}, author={Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Kuklinski, Christiane and Lankeit, Elisa and Leis, Elena and Liebendörfer, Michael and Schürmann, Mirko}, year={2018} }"}},{"page":"415-430","_id":"41162","language":[{"iso":"eng"}],"user_id":"693","volume":44,"title":"The quasi-experimental attitude of teachers: The development of a questionnaire.","status":"public","year":"2018","author":[{"first_name":"Wilfried","last_name":"Plöger","full_name":"Plöger, Wilfried"},{"full_name":"Scholl, Daniel","last_name":"Scholl","first_name":"Daniel"},{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"publication_status":"published","date_updated":"2023-01-31T11:57:47Z","article_type":"original","intvolume":"        44","date_created":"2023-01-31T11:57:40Z","type":"journal_article","department":[{"_id":"33"},{"_id":"427"}],"publication":"Journal of Education for Teaching","issue":"4","citation":{"bibtex":"@article{Plöger_Scholl_Seifert_2018, title={The quasi-experimental attitude of teachers: The development of a questionnaire.}, volume={44}, number={4}, journal={Journal of Education for Teaching}, author={Plöger, Wilfried and Scholl, Daniel and Seifert, Andreas}, year={2018}, pages={415–430} }","chicago":"Plöger, Wilfried, Daniel Scholl, and Andreas Seifert. “The Quasi-Experimental Attitude of Teachers: The Development of a Questionnaire.” <i>Journal of Education for Teaching</i> 44, no. 4 (2018): 415–30.","ama":"Plöger W, Scholl D, Seifert A. The quasi-experimental attitude of teachers: The development of a questionnaire. <i>Journal of Education for Teaching</i>. 2018;44(4):415-430.","short":"W. Plöger, D. Scholl, A. Seifert, Journal of Education for Teaching 44 (2018) 415–430.","ieee":"W. Plöger, D. Scholl, and A. Seifert, “The quasi-experimental attitude of teachers: The development of a questionnaire.,” <i>Journal of Education for Teaching</i>, vol. 44, no. 4, pp. 415–430, 2018.","mla":"Plöger, Wilfried, et al. “The Quasi-Experimental Attitude of Teachers: The Development of a Questionnaire.” <i>Journal of Education for Teaching</i>, vol. 44, no. 4, 2018, pp. 415–30.","apa":"Plöger, W., Scholl, D., &#38; Seifert, A. (2018). The quasi-experimental attitude of teachers: The development of a questionnaire. <i>Journal of Education for Teaching</i>, <i>44</i>(4), 415–430."},"quality_controlled":"1"},{"status":"public","volume":5,"user_id":"14931","_id":"28981","page":"1 - 27","citation":{"bibtex":"@article{Krüger_Tünnermann_Rohlfing_Scharlau_2018, title={Quantitative Explanation as a Tight Coupling of Data, Model, and Theory}, volume={5}, DOI={<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>}, journal={Archives of Data Science, Series A}, author={Krüger, Alexander and Tünnermann, Jan and Rohlfing, Katharina and Scharlau, Ingrid}, year={2018}, pages={1–27} }","ama":"Krüger A, Tünnermann J, Rohlfing K, Scharlau I. Quantitative Explanation as a Tight Coupling of Data, Model, and Theory. <i>Archives of Data Science, Series A</i>. 2018;5:1-27. doi:<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>","mla":"Krüger, Alexander, et al. “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory.” <i>Archives of Data Science, Series A</i>, vol. 5, 2018, pp. 1–27, doi:<a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>.","short":"A. Krüger, J. Tünnermann, K. Rohlfing, I. Scharlau, Archives of Data Science, Series A 5 (2018) 1–27.","chicago":"Krüger, Alexander, Jan Tünnermann, Katharina Rohlfing, and Ingrid Scharlau. “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory.” <i>Archives of Data Science, Series A</i> 5 (2018): 1–27. <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">https://doi.org/10.5445/KSP/1000087327/10</a>.","ieee":"A. Krüger, J. Tünnermann, K. Rohlfing, and I. Scharlau, “Quantitative Explanation as a Tight Coupling of Data, Model, and Theory,” <i>Archives of Data Science, Series A</i>, vol. 5, pp. 1–27, 2018, doi: <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">10.5445/KSP/1000087327/10</a>.","apa":"Krüger, A., Tünnermann, J., Rohlfing, K., &#38; Scharlau, I. (2018). Quantitative Explanation as a Tight Coupling of Data, Model, and Theory. <i>Archives of Data Science, Series A</i>, <i>5</i>, 1–27. <a href=\"https://doi.org/10.5445/KSP/1000087327/10\">https://doi.org/10.5445/KSP/1000087327/10</a>"},"oa":"1","intvolume":"         5","publication_status":"published","date_updated":"2023-02-01T12:13:04Z","author":[{"full_name":"Krüger, Alexander","last_name":"Krüger","first_name":"Alexander"},{"last_name":"Tünnermann","first_name":"Jan","full_name":"Tünnermann, Jan"},{"id":"50352","first_name":"Katharina","last_name":"Rohlfing","full_name":"Rohlfing, Katharina"},{"full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","id":"451"}],"year":"2018","title":"Quantitative Explanation as a Tight Coupling of Data, Model, and Theory","doi":"10.5445/KSP/1000087327/10","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://www.archivesofdatascience.org/journals/series_a/article/105914","open_access":"1"}],"abstract":[{"text":"What does it mean to explain data patterns? Cognitive psychologists and other scientists face this question when observable phenomena have to be explained in theoretical terms. Frequentist null-hypothesis testing – one prominent approach in psychology – controls error rates. Machine learning – an alternative prominent outside of, but not yet inside psychology – focuses on precise predictions. However, both alternatives often provide little insight into the data. We propose a combination of formal modeling and Bayesian statistical inference to ground explanations in data analysis. We support this approach by reference to philosophy of science and discussions of the current methods crisis in several empirical sciences and illustrate it with an example from visual attention research.","lang":"eng"}],"publication":"Archives of Data Science, Series A","department":[{"_id":"424"},{"_id":"749"}],"type":"journal_article","date_created":"2021-12-15T13:55:55Z"},{"_id":"41156","language":[{"iso":"ger"}],"publisher":"Springer VS","editor":[{"last_name":"König","first_name":"Johannes","full_name":"König, Johannes"},{"first_name":"Martin","last_name":"Rothland","full_name":"Rothland, Martin"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"}],"user_id":"693","author":[{"full_name":"König, Johannes","last_name":"König","first_name":"Johannes"},{"first_name":"Kerstin","last_name":"Darge","full_name":"Darge, Kerstin"},{"full_name":"Klemenz, Stefan","first_name":"Stefan","last_name":"Klemenz"},{"id":"693","full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert"}],"year":"2018","status":"public","title":"Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens?","publication_status":"published","date_updated":"2023-02-01T15:21:58Z","date_created":"2023-01-31T11:50:29Z","place":"Wiesbaden","department":[{"_id":"33"},{"_id":"427"}],"type":"book_chapter","citation":{"apa":"König, J., Darge, K., Klemenz, S., &#38; Seifert, A. (2018). Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens? In J. König, M. Rothland, &#38; N. Schaper (Eds.), <i>Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.</i> Springer VS.","ieee":"J. König, K. Darge, S. Klemenz, and A. Seifert, “Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens?,” in <i>Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.</i>, J. König, M. Rothland, and N. Schaper, Eds. Wiesbaden: Springer VS, 2018.","chicago":"König, Johannes, Kerstin Darge, Stefan Klemenz, and Andreas Seifert. “Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens?” In <i>Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.</i>, edited by Johannes König, Martin Rothland, and Niclas Schaper. Wiesbaden: Springer VS, 2018.","short":"J. König, K. Darge, S. Klemenz, A. Seifert, in: J. König, M. Rothland, N. Schaper (Eds.), Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung., Springer VS, Wiesbaden, 2018.","mla":"König, Johannes, et al. “Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens?” <i>Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.</i>, edited by Johannes König et al., Springer VS, 2018.","ama":"König J, Darge K, Klemenz S, Seifert A. Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens? In: König J, Rothland M, Schaper N, eds. <i>Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.</i> Springer VS; 2018.","bibtex":"@inbook{König_Darge_Klemenz_Seifert_2018, place={Wiesbaden}, title={Pädagogisches Wissen von Lehramtsstudierenden im Praxissemester: Ziel schulpraktischen Lernens?}, booktitle={Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.}, publisher={Springer VS}, author={König, Johannes and Darge, Kerstin and Klemenz, Stefan and Seifert, Andreas}, editor={König, Johannes and Rothland, Martin and Schaper, Niclas}, year={2018} }"},"publication":"Learning to Practice, Learning to Reflect? Ergebnisse aus der Längsschnittstudie LtP zur Nutzung und Wirkung des Praxissemesters in der Lehrerbildung.","quality_controlled":"1"},{"quality_controlled":"1","citation":{"mla":"Plöger, Wilfried, et al. “Bridging the Gap between Theory and Practice – The Effective Use of Videos to Assist the Acquisition and Application of Pedagogical Knowledge in Pre-Service Teacher Education.” <i>Studies in Educational Evaluation</i>, vol. 58, 2018, pp. 197–204.","apa":"Plöger, W., Scholl, D., &#38; Seifert, A. (2018). Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education. <i>Studies in Educational Evaluation</i>, <i>58</i>, 197–204.","ieee":"W. Plöger, D. Scholl, and A. 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Seifert, Studies in Educational Evaluation 58 (2018) 197–204.","chicago":"Plöger, Wilfried, Daniel Scholl, and Andreas Seifert. “Bridging the Gap between Theory and Practice – The Effective Use of Videos to Assist the Acquisition and Application of Pedagogical Knowledge in Pre-Service Teacher Education.” <i>Studies in Educational Evaluation</i> 58 (2018): 197–204.","bibtex":"@article{Plöger_Scholl_Seifert_2018, title={Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education.}, volume={58}, journal={Studies in Educational Evaluation}, author={Plöger, Wilfried and Scholl, Daniel and Seifert, Andreas}, year={2018}, pages={197–204} }"},"publication":"Studies in Educational Evaluation","department":[{"_id":"427"}],"type":"journal_article","date_created":"2023-01-31T11:55:28Z","intvolume":"        58","article_type":"original","date_updated":"2023-01-31T11:55:36Z","publication_status":"published","author":[{"full_name":"Plöger, Wilfried","last_name":"Plöger","first_name":"Wilfried"},{"full_name":"Scholl, Daniel","first_name":"Daniel","last_name":"Scholl"},{"first_name":"Andreas","last_name":"Seifert","full_name":"Seifert, Andreas","id":"693"}],"year":"2018","title":"Bridging the gap between theory and practice – The effective use of videos to assist the acquisition and application of pedagogical knowledge in pre-service teacher education.","status":"public","volume":58,"user_id":"693","_id":"41161","language":[{"iso":"eng"}],"page":"197-204"},{"page":"44-67","_id":"41159","language":[{"iso":"eng"}],"user_id":"693","volume":55,"title":"Pedagogical content knowledge of experts and novices – what knowledge do they activate when analyzing science lessons?","year":"2018","status":"public","author":[{"full_name":"Krepf, Matthias","last_name":"Krepf","first_name":"Matthias"},{"full_name":"Scholl, Daniel","first_name":"Daniel","last_name":"Scholl"},{"first_name":"Wilfried","last_name":"Plöger","full_name":"Plöger, Wilfried"},{"id":"693","last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas"}],"date_updated":"2023-01-31T11:53:18Z","publication_status":"published","intvolume":"        55","article_type":"original","date_created":"2023-01-31T11:53:04Z","type":"journal_article","department":[{"_id":"33"},{"_id":"427"}],"issue":"1","publication":"Journal of Research in Science Teaching","citation":{"bibtex":"@article{Krepf_Scholl_Plöger_Seifert_2018, title={Pedagogical content knowledge of experts and novices – what knowledge do they activate when analyzing science lessons?}, volume={55}, number={1}, journal={Journal of Research in Science Teaching}, author={Krepf, Matthias and Scholl, Daniel and Plöger, Wilfried and Seifert, Andreas}, year={2018}, pages={44–67} }","chicago":"Krepf, Matthias, Daniel Scholl, Wilfried Plöger, and Andreas Seifert. “Pedagogical Content Knowledge of Experts and Novices – What Knowledge Do They Activate When Analyzing Science Lessons?” <i>Journal of Research in Science Teaching</i> 55, no. 1 (2018): 44–67.","ama":"Krepf M, Scholl D, Plöger W, Seifert A. Pedagogical content knowledge of experts and novices – what knowledge do they activate when analyzing science lessons? <i>Journal of Research in Science Teaching</i>. 2018;55(1):44-67.","short":"M. Krepf, D. Scholl, W. Plöger, A. Seifert, Journal of Research in Science Teaching 55 (2018) 44–67.","ieee":"M. Krepf, D. Scholl, W. Plöger, and A. Seifert, “Pedagogical content knowledge of experts and novices – what knowledge do they activate when analyzing science lessons?,” <i>Journal of Research in Science Teaching</i>, vol. 55, no. 1, pp. 44–67, 2018.","mla":"Krepf, Matthias, et al. “Pedagogical Content Knowledge of Experts and Novices – What Knowledge Do They Activate When Analyzing Science Lessons?” <i>Journal of Research in Science Teaching</i>, vol. 55, no. 1, 2018, pp. 44–67.","apa":"Krepf, M., Scholl, D., Plöger, W., &#38; Seifert, A. (2018). Pedagogical content knowledge of experts and novices – what knowledge do they activate when analyzing science lessons? <i>Journal of Research in Science Teaching</i>, <i>55</i>(1), 44–67."},"quality_controlled":"1"},{"quality_controlled":"1","citation":{"ama":"Bender E, Schaper N, Seifert A. Professionelle Überzeugungen und motivationale Überzeugungen von Informatiklehrkräften. . <i>Journal for Educational Research Online</i>. 2018;10(1):70-99.","bibtex":"@article{Bender_Schaper_Seifert_2018, title={Professionelle Überzeugungen und motivationale Überzeugungen von Informatiklehrkräften. }, volume={10}, number={1}, journal={Journal for Educational Research Online}, author={Bender, Elena and Schaper, Niclas and Seifert, Andreas}, year={2018}, pages={70–99} }","mla":"Bender, Elena, et al. “Professionelle Überzeugungen und motivationale Überzeugungen von Informatiklehrkräften. .” <i>Journal for Educational Research Online</i>, vol. 10, no. 1, 2018, pp. 70–99.","short":"E. Bender, N. Schaper, A. Seifert, Journal for Educational Research Online 10 (2018) 70–99.","chicago":"Bender, Elena, Niclas Schaper, and Andreas Seifert. “Professionelle Überzeugungen und motivationale Überzeugungen von Informatiklehrkräften. .” <i>Journal for Educational Research Online</i> 10, no. 1 (2018): 70–99.","apa":"Bender, E., Schaper, N., &#38; Seifert, A. (2018). Professionelle Überzeugungen und motivationale Überzeugungen von Informatiklehrkräften. . <i>Journal for Educational Research Online</i>, <i>10</i>(1), 70–99.","ieee":"E. Bender, N. Schaper, and A. 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","status":"public","year":"2018","volume":10,"user_id":"693","_id":"41154","language":[{"iso":"ger"}],"page":"70-99"},{"type":"journal_article","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-01-31T11:40:20Z","quality_controlled":"1","publication":"Music & Science","citation":{"short":"H. Gembris, A. Heye, A. Seifert, Music &#38; Science 1 (2018) 1–20.","chicago":"Gembris, Heiner, Andreas Heye, and Andreas Seifert. “Health Problems of Orchestral Musicians from a Life-Span Perspective: Results of a Large Scale Study. .” <i>Music &#38; Science</i> 1 (2018): 1–20.","ieee":"H. Gembris, A. Heye, and A. Seifert, “Health problems of orchestral musicians from a life-span perspective: Results of a large scale study. ,” <i>Music &#38; Science</i>, vol. 1, pp. 1–20, 2018.","apa":"Gembris, H., Heye, A., &#38; Seifert, A. (2018). 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