---
_id: '23747'
author:
- first_name: Thomas
full_name: Witte, Thomas
last_name: Witte
- first_name: Stefan
full_name: Hanemann, Stefan
last_name: Hanemann
- first_name: Herbert
full_name: Sommerfeld, Herbert
last_name: Sommerfeld
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: Witte T, Hanemann S, Sommerfeld H, Temmen K, Fechner S. Selbstbau eines digitalen
Low-Cost-Fotometers für den Chemieunterricht. CHEMKON. 2020;27(4):193-198.
doi:10.1002/ckon.201900026
apa: Witte, T., Hanemann, S., Sommerfeld, H., Temmen, K., & Fechner, S. (2020).
Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht. CHEMKON,
27(4), 193–198. https://doi.org/10.1002/ckon.201900026
bibtex: '@article{Witte_Hanemann_Sommerfeld_Temmen_Fechner_2020, title={Selbstbau
eines digitalen Low-Cost-Fotometers für den Chemieunterricht}, volume={27}, DOI={10.1002/ckon.201900026}, number={4},
journal={CHEMKON}, author={Witte, Thomas and Hanemann, Stefan and Sommerfeld,
Herbert and Temmen, Katrin and Fechner, Sabine}, year={2020}, pages={193–198}
}'
chicago: 'Witte, Thomas, Stefan Hanemann, Herbert Sommerfeld, Katrin Temmen, and
Sabine Fechner. “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht.”
CHEMKON 27, no. 4 (2020): 193–98. https://doi.org/10.1002/ckon.201900026.'
ieee: 'T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, and S. Fechner, “Selbstbau
eines digitalen Low-Cost-Fotometers für den Chemieunterricht,” CHEMKON,
vol. 27, no. 4, pp. 193–198, 2020, doi: 10.1002/ckon.201900026.'
mla: Witte, Thomas, et al. “Selbstbau eines digitalen Low-Cost-Fotometers für den
Chemieunterricht.” CHEMKON, vol. 27, no. 4, 2020, pp. 193–98, doi:10.1002/ckon.201900026.
short: T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, S. Fechner, CHEMKON 27 (2020)
193–198.
date_created: 2021-09-03T12:06:44Z
date_updated: 2025-12-11T13:40:07Z
department:
- _id: '386'
- _id: '300'
- _id: '33'
doi: 10.1002/ckon.201900026
intvolume: ' 27'
issue: '4'
keyword:
- digital
- technology
- teacher education
language:
- iso: ger
page: 193-198
publication: CHEMKON
publication_identifier:
issn:
- 0944-5846
- 1521-3730
publication_status: published
quality_controlled: '1'
status: public
title: Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht
type: journal_article
user_id: '54823'
volume: 27
year: '2020'
...
---
_id: '23762'
author:
- first_name: Lisa
full_name: Schmitz, Lisa
last_name: Schmitz
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Schmitz L, Fechner S. Generierung von Schülerfragen in lebenweltlichen Kontexten.
In: Maurer C, ed. Naturwissenschaftliche Bildung als Grundlage für berufliche
und gesellschaftliche Teilhabe. Universität Regensburg: Gesellschaft für Didaktik
der Chemie und Physik, Jahrestagung Kiel 2018; 2019:225-228.'
apa: 'Schmitz, L., & Fechner, S. (2019). Generierung von Schülerfragen in lebenweltlichen
Kontexten. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage
für berufliche und gesellschaftliche Teilhabe (pp. 225–228). Universität Regensburg:
Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung Kiel 2018.'
bibtex: '@inproceedings{Schmitz_Fechner_2019, place={Universität Regensburg}, title={Generierung
von Schülerfragen in lebenweltlichen Kontexten}, booktitle={Naturwissenschaftliche
Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe}, publisher={Gesellschaft
für Didaktik der Chemie und Physik, Jahrestagung Kiel 2018}, author={Schmitz,
Lisa and Fechner, Sabine}, editor={Maurer, ChristianEditor}, year={2019}, pages={225–228}
}'
chicago: 'Schmitz, Lisa, and Sabine Fechner. “Generierung von Schülerfragen in lebenweltlichen
Kontexten.” In Naturwissenschaftliche Bildung als Grundlage für berufliche
und gesellschaftliche Teilhabe, edited by Christian Maurer, 225–28. Universität
Regensburg: Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung Kiel
2018, 2019.'
ieee: L. Schmitz and S. Fechner, “Generierung von Schülerfragen in lebenweltlichen
Kontexten,” in Naturwissenschaftliche Bildung als Grundlage für berufliche
und gesellschaftliche Teilhabe, 2019, pp. 225–228.
mla: Schmitz, Lisa, and Sabine Fechner. “Generierung von Schülerfragen in lebenweltlichen
Kontexten.” Naturwissenschaftliche Bildung als Grundlage für berufliche und
gesellschaftliche Teilhabe, edited by Christian Maurer, Gesellschaft für Didaktik
der Chemie und Physik, Jahrestagung Kiel 2018, 2019, pp. 225–28.
short: 'L. Schmitz, S. Fechner, in: C. Maurer (Ed.), Naturwissenschaftliche Bildung
als Grundlage für berufliche und gesellschaftliche Teilhabe, Gesellschaft für
Didaktik der Chemie und Physik, Jahrestagung Kiel 2018, Universität Regensburg,
2019, pp. 225–228.'
date_created: 2021-09-03T17:35:58Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
editor:
- first_name: Christian
full_name: Maurer, Christian
last_name: Maurer
language:
- iso: ger
main_file_link:
- url: https://gdcp-ev.de/wp-content/tb2019/TB2019_225_Schmitz.pdf
page: 225-228
place: Universität Regensburg
publication: Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche
Teilhabe
publisher: Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung Kiel 2018
status: public
title: Generierung von Schülerfragen in lebenweltlichen Kontexten
type: conference
user_id: '54823'
year: '2019'
...
---
_id: '23763'
author:
- first_name: Perihan
full_name: Akman, Perihan
last_name: Akman
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Akman P, Fechner S. Die Wahrnehmung des Abstraktionsgrades von multiplen Repräsentationen.
In: Maurer C, ed. Naturwissenschaftliche Bildung als Grundlage für berufliche
und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie und Physik,
Jahrestagung in Kiel 2018. Universität Regensburg; 2019:811-814.'
apa: Akman, P., & Fechner, S. (2019). Die Wahrnehmung des Abstraktionsgrades
von multiplen Repräsentationen. In C. Maurer (Ed.), Naturwissenschaftliche
Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft
für Didaktik der Chemie und Physik, Jahrestagung in Kiel 2018 (pp. 811–814).
Universität Regensburg.
bibtex: '@inproceedings{Akman_Fechner_2019, title={Die Wahrnehmung des Abstraktionsgrades
von multiplen Repräsentationen}, booktitle={Naturwissenschaftliche Bildung als
Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik
der Chemie und Physik, Jahrestagung in Kiel 2018}, publisher={Universität Regensburg},
author={Akman, Perihan and Fechner, Sabine}, editor={Maurer, ChristianEditor},
year={2019}, pages={811–814} }'
chicago: Akman, Perihan, and Sabine Fechner. “Die Wahrnehmung des Abstraktionsgrades
von multiplen Repräsentationen.” In Naturwissenschaftliche Bildung als Grundlage
für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie
und Physik, Jahrestagung in Kiel 2018, edited by Christian Maurer, 811–14.
Universität Regensburg, 2019.
ieee: P. Akman and S. Fechner, “Die Wahrnehmung des Abstraktionsgrades von multiplen
Repräsentationen,” in Naturwissenschaftliche Bildung als Grundlage für berufliche
und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie und Physik,
Jahrestagung in Kiel 2018, 2019, pp. 811–814.
mla: Akman, Perihan, and Sabine Fechner. “Die Wahrnehmung des Abstraktionsgrades
von multiplen Repräsentationen.” Naturwissenschaftliche Bildung als Grundlage
für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie
und Physik, Jahrestagung in Kiel 2018, edited by Christian Maurer, Universität
Regensburg, 2019, pp. 811–14.
short: 'P. Akman, S. Fechner, in: C. Maurer (Ed.), Naturwissenschaftliche Bildung
als Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für
Didaktik der Chemie und Physik, Jahrestagung in Kiel 2018, Universität Regensburg,
2019, pp. 811–814.'
date_created: 2021-09-03T17:39:53Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
editor:
- first_name: Christian
full_name: Maurer, Christian
last_name: Maurer
language:
- iso: ger
main_file_link:
- url: https://gdcp-ev.de/wp-content/tb2019/TB2019_811_Akman.pdf
page: 811-814
publication: Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche
Teilhabe. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Kiel
2018
publisher: Universität Regensburg
status: public
title: Die Wahrnehmung des Abstraktionsgrades von multiplen Repräsentationen
type: conference
user_id: '54823'
year: '2019'
...
---
_id: '23756'
abstract:
- lang: eng
text: "Creativity is perceived to be one of the core competences to succeed in the
modern world. It is\r\nconnected to art, music, dancing, etc., but there is just
little insight into the role of creativity in\r\nscience. As data analysis plays
a major role in science, creative thinking has to be used to form\r\ntheories
out of observations. This study uses models-of-data to represent the mental model
of\r\nthe students. Within models-of-data different observations and previous
knowledge are linked\r\nthrough different types of links, e.g. causal links. The
goal of this study was to examine the\r\ncreative aspect of data evaluation in
presence of anomalous data. The students were confronted\r\nwith two experiments
which contradicted each other with regard to the underlying theory.\r\nAfterwards
the students were asked to decide about their favored theory and reasoning about\r\ntheir
choice in their lab reports. The model-of-data, which was reconstructed from the
lab\r\nreports of the students, was used to extract creative aspects in the mental
modelling process.\r\nFurthermore, a pre-post-questionnaire on epistemological
beliefs of the students was\r\nconducted. Students mostly acquired an unscientific
view on epistemology in school. The\r\nquestion was whether the confrontation
with anomalous data and the triggering of creative\r\nmodelling processes have
any influence on this.\r\nThe results show that most students did not take anomalous
data into account in their modelling\r\nprocesses. They did either not recognise
or just ignore the data. Just a few students worked on\r\ntheir theory because
of the new, contradictory data. The students working on their theory\r\nscored
higher in the post-questionnaire, so a positive effect of creativity on scientific\r\nepistemology
can be assumed. Thus, creativity obviously gets a part of science and should be\r\ntaught
in school science in order to make students aware of their own creative potential."
author:
- first_name: Pascal
full_name: Pollmeier, Pascal
id: '44191'
last_name: Pollmeier
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Pollmeier P, Fechner S. Creativity in data analysis through confrontation
with anomalous data. In: Levrini O, Tasquir G, Kaya E, Vesterinen V-M, eds. The
Beauty and Pleasure of Understanding: Engaging with Contemporary Challenges through
Science Education. Electronic Proceedings of the ESERA 2019 Conference. .
ALMA MATER STUDIORUM - University of Bologna; 2019:751-759.'
apa: 'Pollmeier, P., & Fechner, S. (2019). Creativity in data analysis through
confrontation with anomalous data. In O. Levrini, G. Tasquir, E. Kaya, & V.-M.
Vesterinen (Eds.), The beauty and pleasure of understanding: engaging with
contemporary challenges through science education. Electronic Proceedings of the
ESERA 2019 Conference. (pp. 751–759). ALMA MATER STUDIORUM - University of
Bologna.'
bibtex: '@inproceedings{Pollmeier_Fechner_2019, place={Bologna}, title={Creativity
in data analysis through confrontation with anomalous data}, booktitle={The beauty
and pleasure of understanding: engaging with contemporary challenges through science
education. Electronic Proceedings of the ESERA 2019 Conference. }, publisher={ALMA
MATER STUDIORUM - University of Bologna}, author={Pollmeier, Pascal and Fechner,
Sabine}, editor={Levrini, Olivia and Tasquir, Giulia and Kaya, Ebru and Vesterinen,
Veli-Matti}, year={2019}, pages={751–759} }'
chicago: 'Pollmeier, Pascal, and Sabine Fechner. “Creativity in Data Analysis through
Confrontation with Anomalous Data.” In The Beauty and Pleasure of Understanding:
Engaging with Contemporary Challenges through Science Education. Electronic Proceedings
of the ESERA 2019 Conference. , edited by Olivia Levrini, Giulia Tasquir,
Ebru Kaya, and Veli-Matti Vesterinen, 751–59. Bologna: ALMA MATER STUDIORUM -
University of Bologna, 2019.'
ieee: 'P. Pollmeier and S. Fechner, “Creativity in data analysis through confrontation
with anomalous data,” in The beauty and pleasure of understanding: engaging
with contemporary challenges through science education. Electronic Proceedings
of the ESERA 2019 Conference. , Bologna, 2019, pp. 751–759.'
mla: 'Pollmeier, Pascal, and Sabine Fechner. “Creativity in Data Analysis through
Confrontation with Anomalous Data.” The Beauty and Pleasure of Understanding:
Engaging with Contemporary Challenges through Science Education. Electronic Proceedings
of the ESERA 2019 Conference. , edited by Olivia Levrini et al., ALMA MATER
STUDIORUM - University of Bologna, 2019, pp. 751–59.'
short: 'P. Pollmeier, S. Fechner, in: O. Levrini, G. Tasquir, E. Kaya, V.-M. Vesterinen
(Eds.), The Beauty and Pleasure of Understanding: Engaging with Contemporary Challenges
through Science Education. Electronic Proceedings of the ESERA 2019 Conference.
, ALMA MATER STUDIORUM - University of Bologna, Bologna, 2019, pp. 751–759.'
conference:
end_date: 2019-08-30
location: Bologna
name: 'ESERA 2019 Conference. The beauty and pleasure of understanding: engaging
with contemporary challenges through science education,'
start_date: 2019-08-26
date_created: 2021-09-03T12:45:24Z
date_updated: 2025-12-03T18:11:41Z
ddc:
- '370'
department:
- _id: '386'
editor:
- first_name: Olivia
full_name: Levrini, Olivia
last_name: Levrini
- first_name: Giulia
full_name: Tasquir, Giulia
last_name: Tasquir
- first_name: Ebru
full_name: Kaya, Ebru
last_name: Kaya
- first_name: Veli-Matti
full_name: Vesterinen, Veli-Matti
last_name: Vesterinen
has_accepted_license: '1'
keyword:
- epistemology
- conceptual change
- anomalous data
language:
- iso: eng
page: 751-759
place: Bologna
publication: 'The beauty and pleasure of understanding: engaging with contemporary
challenges through science education. Electronic Proceedings of the ESERA 2019 Conference. '
publication_identifier:
unknown:
- 978-88-945874-0-1
publication_status: published
publisher: ALMA MATER STUDIORUM - University of Bologna
quality_controlled: '1'
status: public
title: Creativity in data analysis through confrontation with anomalous data
type: conference
user_id: '54823'
year: '2019'
...
---
_id: '23764'
author:
- first_name: Franziska
full_name: Kehne, Franziska
last_name: Kehne
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Kehne F, Fechner S. Enkodierung chemischer Konzepte aus lebenweltlichen Kontexten.
In: Maurer C, ed. Naturwissenschaftliche Bildung als Grundlage für berufliche
und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie und Physik,
Jahrestagung in Kiel 2018. Universität Regensburg; 2019:755-758.'
apa: Kehne, F., & Fechner, S. (2019). Enkodierung chemischer Konzepte aus lebenweltlichen
Kontexten. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage
für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie
und Physik, Jahrestagung in Kiel 2018 (pp. 755–758). Universität Regensburg.
bibtex: '@inproceedings{Kehne_Fechner_2019, title={Enkodierung chemischer Konzepte
aus lebenweltlichen Kontexten}, booktitle={Naturwissenschaftliche Bildung als
Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik
der Chemie und Physik, Jahrestagung in Kiel 2018}, publisher={Universität Regensburg},
author={Kehne, Franziska and Fechner, Sabine}, editor={Maurer, Christian }, year={2019},
pages={755–758} }'
chicago: Kehne, Franziska, and Sabine Fechner. “Enkodierung chemischer Konzepte
aus lebenweltlichen Kontexten.” In Naturwissenschaftliche Bildung als Grundlage
für berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie
und Physik, Jahrestagung in Kiel 2018, edited by Christian Maurer, 755–58.
Universität Regensburg, 2019.
ieee: F. Kehne and S. Fechner, “Enkodierung chemischer Konzepte aus lebenweltlichen
Kontexten,” in Naturwissenschaftliche Bildung als Grundlage für berufliche
und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie und Physik,
Jahrestagung in Kiel 2018, 2019, pp. 755–758.
mla: Kehne, Franziska, and Sabine Fechner. “Enkodierung chemischer Konzepte aus
lebenweltlichen Kontexten.” Naturwissenschaftliche Bildung als Grundlage für
berufliche und gesellschaftliche Teilhabe. Gesellschaft für Didaktik der Chemie
und Physik, Jahrestagung in Kiel 2018, edited by Christian Maurer, Universität
Regensburg, 2019, pp. 755–58.
short: 'F. Kehne, S. Fechner, in: C. Maurer (Ed.), Naturwissenschaftliche Bildung
als Grundlage für berufliche und gesellschaftliche Teilhabe. Gesellschaft für
Didaktik der Chemie und Physik, Jahrestagung in Kiel 2018, Universität Regensburg,
2019, pp. 755–758.'
date_created: 2021-09-03T17:43:47Z
date_updated: 2025-12-11T13:41:23Z
department:
- _id: '386'
- _id: '33'
editor:
- first_name: 'Christian '
full_name: 'Maurer, Christian '
last_name: Maurer
language:
- iso: ger
main_file_link:
- url: https://gdcp-ev.de/wp-content/tb2019/TB2019_755_Kehne.pdf
page: 755-758
publication: Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche
Teilhabe. Gesellschaft für Didaktik der Chemie und Physik, Jahrestagung in Kiel
2018
publisher: Universität Regensburg
status: public
title: Enkodierung chemischer Konzepte aus lebenweltlichen Kontexten
type: conference
user_id: '54823'
year: '2019'
...
---
_id: '62824'
author:
- first_name: Franziska
full_name: Kehne, Franziska
last_name: Kehne
citation:
ama: Kehne F. Analyse Des Transfers von Kontextualisiert Erworbenem Wissen Im
Fach Chemie. Logos Verlag; 2019.
apa: Kehne, F. (2019). Analyse des Transfers von kontextualisiert erworbenem
Wissen im Fach Chemie. Logos Verlag.
bibtex: '@book{Kehne_2019, place={Berlin}, title={Analyse des Transfers von kontextualisiert
erworbenem Wissen im Fach Chemie}, publisher={Logos Verlag}, author={Kehne, Franziska},
year={2019} }'
chicago: 'Kehne, Franziska. Analyse Des Transfers von Kontextualisiert Erworbenem
Wissen Im Fach Chemie. Berlin: Logos Verlag, 2019.'
ieee: 'F. Kehne, Analyse des Transfers von kontextualisiert erworbenem Wissen
im Fach Chemie. Berlin: Logos Verlag, 2019.'
mla: Kehne, Franziska. Analyse Des Transfers von Kontextualisiert Erworbenem
Wissen Im Fach Chemie. Logos Verlag, 2019.
short: F. Kehne, Analyse Des Transfers von Kontextualisiert Erworbenem Wissen Im
Fach Chemie, Logos Verlag, Berlin, 2019.
date_created: 2025-12-03T21:32:57Z
date_updated: 2025-12-11T13:40:52Z
department:
- _id: '386'
- _id: '33'
language:
- iso: eng
main_file_link:
- url: https://www.logos-verlag.de/cgi-bin/engbuchmid?isbn=4846&lng=deu&id=
place: Berlin
publisher: Logos Verlag
status: public
supervisor:
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
title: Analyse des Transfers von kontextualisiert erworbenem Wissen im Fach Chemie
type: dissertation
user_id: '54823'
year: '2019'
...
---
_id: '23751'
author:
- first_name: Sandra
full_name: Nitz, Sandra
last_name: Nitz
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Nitz S, Fechner S. Mentale Modelle. In: Krüger D, Parchmann I, Schecker H,
eds. Theorien in der naturwissenschaftsdidaktischen Forschung. Berlin,
Heidelberg: Springer; 2018. doi:10.1007/978-3-662-56320-5_5'
apa: 'Nitz, S., & Fechner, S. (2018). Mentale Modelle. In D. Krüger, I. Parchmann,
& H. Schecker (Eds.), Theorien in der naturwissenschaftsdidaktischen Forschung.
Berlin, Heidelberg: Springer. https://doi.org/10.1007/978-3-662-56320-5_5'
bibtex: '@inbook{Nitz_Fechner_2018, place={Berlin, Heidelberg}, title={Mentale Modelle},
DOI={10.1007/978-3-662-56320-5_5},
booktitle={Theorien in der naturwissenschaftsdidaktischen Forschung}, publisher={Springer},
author={Nitz, Sandra and Fechner, Sabine}, editor={Krüger, Dirk and Parchmann,
Ilka and Schecker, HorstEditors}, year={2018} }'
chicago: 'Nitz, Sandra, and Sabine Fechner. “Mentale Modelle.” In Theorien in
der naturwissenschaftsdidaktischen Forschung, edited by Dirk Krüger, Ilka
Parchmann, and Horst Schecker. Berlin, Heidelberg: Springer, 2018. https://doi.org/10.1007/978-3-662-56320-5_5.'
ieee: 'S. Nitz and S. Fechner, “Mentale Modelle,” in Theorien in der naturwissenschaftsdidaktischen
Forschung, D. Krüger, I. Parchmann, and H. Schecker, Eds. Berlin, Heidelberg:
Springer, 2018.'
mla: Nitz, Sandra, and Sabine Fechner. “Mentale Modelle.” Theorien in der naturwissenschaftsdidaktischen
Forschung, edited by Dirk Krüger et al., Springer, 2018, doi:10.1007/978-3-662-56320-5_5.
short: 'S. Nitz, S. Fechner, in: D. Krüger, I. Parchmann, H. Schecker (Eds.), Theorien
in der naturwissenschaftsdidaktischen Forschung, Springer, Berlin, Heidelberg,
2018.'
date_created: 2021-09-03T12:14:38Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
doi: 10.1007/978-3-662-56320-5_5
editor:
- first_name: Dirk
full_name: Krüger, Dirk
last_name: Krüger
- first_name: Ilka
full_name: Parchmann, Ilka
last_name: Parchmann
- first_name: Horst
full_name: Schecker, Horst
last_name: Schecker
language:
- iso: ger
place: Berlin, Heidelberg
publication: Theorien in der naturwissenschaftsdidaktischen Forschung
publication_status: published
publisher: Springer
status: public
title: Mentale Modelle
type: book_chapter
user_id: '54823'
year: '2018'
...
---
_id: '23775'
author:
- first_name: Perihan
full_name: Akman, Perihan
last_name: Akman
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Akman P, Fechner S. Concrete and abstract external respresentations in chemistry
education. In: Finlayson O, McLoughlin E, Erduran S, Roser P, eds. Electronic
Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration
in Science Education, Part 1 (Co-Ed. Finlayson, O. & Roser, P.). Dublin,
Ireland: Dublin City University; 2018:65-72.'
apa: 'Akman, P., & Fechner, S. (2018). Concrete and abstract external respresentations
in chemistry education. In O. Finlayson, E. McLoughlin, S. Erduran, & P. Roser
(Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice
and Collaboration in Science Education, Part 1 (co-ed. Finlayson, O. & Roser,
P.) (pp. 65–72). Dublin, Ireland: Dublin City University.'
bibtex: '@inproceedings{Akman_Fechner_2018, place={Dublin, Ireland}, title={Concrete
and abstract external respresentations in chemistry education}, booktitle={Electronic
Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration
in Science Education, Part 1 (co-ed. Finlayson, O. & Roser, P.)}, publisher={Dublin
City University}, author={Akman, Perihan and Fechner, Sabine}, editor={Finlayson,
Odilla and McLoughlin, E. and Erduran, Sibel and Roser, PintoEditors}, year={2018},
pages={65–72} }'
chicago: 'Akman, Perihan, and Sabine Fechner. “Concrete and Abstract External Respresentations
in Chemistry Education.” In Electronic Proceedings of the ESERA 2017 Conference.
Research, Practice and Collaboration in Science Education, Part 1 (Co-Ed. Finlayson,
O. & Roser, P.), edited by Odilla Finlayson, E. McLoughlin, Sibel Erduran,
and Pinto Roser, 65–72. Dublin, Ireland: Dublin City University, 2018.'
ieee: P. Akman and S. Fechner, “Concrete and abstract external respresentations
in chemistry education,” in Electronic Proceedings of the ESERA 2017 Conference.
Research, Practice and Collaboration in Science Education, Part 1 (co-ed. Finlayson,
O. & Roser, P.), 2018, pp. 65–72.
mla: Akman, Perihan, and Sabine Fechner. “Concrete and Abstract External Respresentations
in Chemistry Education.” Electronic Proceedings of the ESERA 2017 Conference.
Research, Practice and Collaboration in Science Education, Part 1 (Co-Ed. Finlayson,
O. & Roser, P.), edited by Odilla Finlayson et al., Dublin City University,
2018, pp. 65–72.
short: 'P. Akman, S. Fechner, in: O. Finlayson, E. McLoughlin, S. Erduran, P. Roser
(Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research, Practice
and Collaboration in Science Education, Part 1 (Co-Ed. Finlayson, O. & Roser,
P.), Dublin City University, Dublin, Ireland, 2018, pp. 65–72.'
date_created: 2021-09-04T21:09:09Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
editor:
- first_name: Odilla
full_name: Finlayson, Odilla
last_name: Finlayson
- first_name: E.
full_name: McLoughlin, E.
last_name: McLoughlin
- first_name: Sibel
full_name: Erduran, Sibel
last_name: Erduran
- first_name: Pinto
full_name: Roser, Pinto
last_name: Roser
language:
- iso: eng
main_file_link:
- url: https://www.esera.org/publications/esera-conference-proceedings/esera-2017
page: 65-72
place: Dublin, Ireland
publication: Electronic Proceedings of the ESERA 2017 Conference. Research, Practice
and Collaboration in Science Education, Part 1 (co-ed. Finlayson, O. & Roser, P.)
publisher: Dublin City University
status: public
title: Concrete and abstract external respresentations in chemistry education
type: conference
user_id: '54823'
year: '2018'
...
---
_id: '23776'
author:
- first_name: Lisa
full_name: Schmitz, Lisa
last_name: Schmitz
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Schmitz L, Fechner S. Identifiction of students‘ questions in context-based
learning approaches. In: Finlayson O, McLoughlin E, Erduran S, Childs P, eds.
Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and
Collaboration in Science Education, Part 2 (Co-Ed. Tytler, R. & Carvalho,
G. S.). Dublin, Ireland: Dublin City University; 2018:316-324.'
apa: 'Schmitz, L., & Fechner, S. (2018). Identifiction of students‘ questions
in context-based learning approaches. In O. Finlayson, E. McLoughlin, S. Erduran,
& P. Childs (Eds.), Electronic Proceedings of the ESERA 2017 Conference.
Research, Practice and Collaboration in Science Education, Part 2 (co-ed. Tytler,
R. & Carvalho, G. S.) (pp. 316–324). Dublin, Ireland: Dublin City University.'
bibtex: '@inproceedings{Schmitz_Fechner_2018, place={Dublin, Ireland}, title={Identifiction
of students‘ questions in context-based learning approaches}, booktitle={Electronic
Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration
in Science Education, Part 2 (co-ed. Tytler, R. & Carvalho, G. S.)}, publisher={Dublin
City University}, author={Schmitz, Lisa and Fechner, Sabine}, editor={Finlayson,
Odilla and McLoughlin, E. and Erduran, Sibel and Childs, PeterEditors}, year={2018},
pages={316–324} }'
chicago: 'Schmitz, Lisa, and Sabine Fechner. “Identifiction of Students‘ Questions
in Context-Based Learning Approaches.” In Electronic Proceedings of the ESERA
2017 Conference. Research, Practice and Collaboration in Science Education, Part
2 (Co-Ed. Tytler, R. & Carvalho, G. S.), edited by Odilla Finlayson, E.
McLoughlin, Sibel Erduran, and Peter Childs, 316–24. Dublin, Ireland: Dublin City
University, 2018.'
ieee: L. Schmitz and S. Fechner, “Identifiction of students‘ questions in context-based
learning approaches,” in Electronic Proceedings of the ESERA 2017 Conference.
Research, Practice and Collaboration in Science Education, Part 2 (co-ed. Tytler,
R. & Carvalho, G. S.), 2018, pp. 316–324.
mla: Schmitz, Lisa, and Sabine Fechner. “Identifiction of Students‘ Questions in
Context-Based Learning Approaches.” Electronic Proceedings of the ESERA 2017
Conference. Research, Practice and Collaboration in Science Education, Part 2
(Co-Ed. Tytler, R. & Carvalho, G. S.), edited by Odilla Finlayson et al.,
Dublin City University, 2018, pp. 316–24.
short: 'L. Schmitz, S. Fechner, in: O. Finlayson, E. McLoughlin, S. Erduran, P.
Childs (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research,
Practice and Collaboration in Science Education, Part 2 (Co-Ed. Tytler, R. &
Carvalho, G. S.), Dublin City University, Dublin, Ireland, 2018, pp. 316–324.'
date_created: 2021-09-04T21:11:54Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
editor:
- first_name: Odilla
full_name: Finlayson, Odilla
last_name: Finlayson
- first_name: E.
full_name: McLoughlin, E.
last_name: McLoughlin
- first_name: Sibel
full_name: Erduran, Sibel
last_name: Erduran
- first_name: Peter
full_name: Childs, Peter
last_name: Childs
language:
- iso: eng
main_file_link:
- url: https://www.esera.org/publications/esera-conference-proceedings/esera-2017
page: 316-324
place: Dublin, Ireland
publication: Electronic Proceedings of the ESERA 2017 Conference. Research, Practice
and Collaboration in Science Education, Part 2 (co-ed. Tytler, R. & Carvalho, G.
S.)
publisher: Dublin City University
status: public
title: Identifiction of students‘ questions in context-based learning approaches
type: conference
user_id: '54823'
year: '2018'
...
---
_id: '23777'
citation:
ama: 'Fechner S, Tiberghien A, eds. Science Teaching Processes (Part 3). In Finlayson,
O. E., McLoughlin, E., Erduran, S., Childs, P. (Eds.), Electronic Proceedings
of the ESERA 2017 Conference. Research, Practice and Collaboration in Science
Education. Dublin, Ireland: Dublin City University; 2018:436-437.'
apa: 'Fechner, S., & Tiberghien, A. (Eds.). (2018). Science teaching processes
(part 3). In Finlayson, O. E., McLoughlin, E., Erduran, S., Childs, P. (Eds.),
Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration
in Science Education (pp. 436–437). Dublin, Ireland: Dublin City University.'
bibtex: '@book{Fechner_Tiberghien_2018, place={Dublin, Ireland}, title={Science
teaching processes (part 3). In Finlayson, O. E., McLoughlin, E., Erduran, S.,
Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research,
Practice and Collaboration in Science Education}, publisher={Dublin City University},
year={2018}, pages={436–437} }'
chicago: 'Fechner, Sabine, and Andrée Tiberghien, eds. Science Teaching Processes
(Part 3). In Finlayson, O. E., McLoughlin, E., Erduran, S., Childs, P. (Eds.),
Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration
in Science Education. Dublin, Ireland: Dublin City University, 2018.'
ieee: 'S. Fechner and A. Tiberghien, Eds., Science teaching processes (part 3).
In Finlayson, O. E., McLoughlin, E., Erduran, S., Childs, P. (Eds.), Electronic
Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration
in Science Education. Dublin, Ireland: Dublin City University, 2018, pp. 436–437.'
mla: Fechner, Sabine, and Andrée Tiberghien, editors. Science Teaching Processes
(Part 3). In Finlayson, O. E., McLoughlin, E., Erduran, S., Childs, P. (Eds.),
Electronic Proceedings of the ESERA 2017 Conference. Research, Practice and Collaboration
in Science Education. Dublin City University, 2018, pp. 436–37.
short: S. Fechner, A. Tiberghien, eds., Science Teaching Processes (Part 3). In
Finlayson, O. E., McLoughlin, E., Erduran, S., Childs, P. (Eds.), Electronic Proceedings
of the ESERA 2017 Conference. Research, Practice and Collaboration in Science
Education, Dublin City University, Dublin, Ireland, 2018.
date_created: 2021-09-04T21:14:45Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
editor:
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Andrée
full_name: Tiberghien, Andrée
last_name: Tiberghien
language:
- iso: eng
page: 436-437
place: Dublin, Ireland
publisher: Dublin City University
status: public
title: Science teaching processes (part 3). In Finlayson, O. E., McLoughlin, E., Erduran,
S., Childs, P. (Eds.), Electronic Proceedings of the ESERA 2017 Conference. Research,
Practice and Collaboration in Science Education
type: conference_editor
user_id: '54823'
year: '2018'
...
---
_id: '23773'
author:
- first_name: Sebastian
full_name: Habig, Sebastian
last_name: Habig
- first_name: Janet
full_name: Blankenburg, Janet
last_name: Blankenburg
- first_name: Helena
full_name: van Vorst, Helena
last_name: van Vorst
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Ilka
full_name: Parchmann, Ilka
last_name: Parchmann
- first_name: Elke
full_name: Sumfleth, Elke
last_name: Sumfleth
citation:
ama: Habig S, Blankenburg J, van Vorst H, Fechner S, Parchmann I, Sumfleth E. Context
characteristics and their effects on students’ situational interest in chemistry.
International Journal of Science Education. 2018;40(10):1154-1175. doi:10.1080/09500693.2018.1470349
apa: Habig, S., Blankenburg, J., van Vorst, H., Fechner, S., Parchmann, I., &
Sumfleth, E. (2018). Context characteristics and their effects on students’ situational
interest in chemistry. International Journal of Science Education, 40(10),
1154–1175. https://doi.org/10.1080/09500693.2018.1470349
bibtex: '@article{Habig_Blankenburg_van Vorst_Fechner_Parchmann_Sumfleth_2018, title={Context
characteristics and their effects on students’ situational interest in chemistry},
volume={40}, DOI={10.1080/09500693.2018.1470349},
number={10}, journal={International Journal of Science Education}, author={Habig,
Sebastian and Blankenburg, Janet and van Vorst, Helena and Fechner, Sabine and
Parchmann, Ilka and Sumfleth, Elke}, year={2018}, pages={1154–1175} }'
chicago: 'Habig, Sebastian, Janet Blankenburg, Helena van Vorst, Sabine Fechner,
Ilka Parchmann, and Elke Sumfleth. “Context Characteristics and Their Effects
on Students’ Situational Interest in Chemistry.” International Journal of Science
Education 40, no. 10 (2018): 1154–75. https://doi.org/10.1080/09500693.2018.1470349.'
ieee: 'S. Habig, J. Blankenburg, H. van Vorst, S. Fechner, I. Parchmann, and E.
Sumfleth, “Context characteristics and their effects on students’ situational
interest in chemistry,” International Journal of Science Education, vol.
40, no. 10, pp. 1154–1175, 2018, doi: 10.1080/09500693.2018.1470349.'
mla: Habig, Sebastian, et al. “Context Characteristics and Their Effects on Students’
Situational Interest in Chemistry.” International Journal of Science Education,
vol. 40, no. 10, 2018, pp. 1154–75, doi:10.1080/09500693.2018.1470349.
short: S. Habig, J. Blankenburg, H. van Vorst, S. Fechner, I. Parchmann, E. Sumfleth,
International Journal of Science Education 40 (2018) 1154–1175.
date_created: 2021-09-04T20:59:12Z
date_updated: 2025-12-03T18:14:01Z
department:
- _id: '386'
doi: 10.1080/09500693.2018.1470349
intvolume: ' 40'
issue: '10'
language:
- iso: eng
page: 1154-1175
publication: International Journal of Science Education
publication_identifier:
issn:
- 0950-0693
- 1464-5289
publication_status: published
quality_controlled: '1'
status: public
title: Context characteristics and their effects on students’ situational interest
in chemistry
type: journal_article
user_id: '54823'
volume: 40
year: '2018'
...
---
_id: '23774'
author:
- first_name: Lisa
full_name: Schmitz, Lisa
last_name: Schmitz
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: 'Schmitz L, Fechner S. Generation of students’ questions through real-life
contexts and their potential use for sustainability issues in chemistry education.
In: Eilks I, Markic S, Ralle B, eds. Building Bridges across Disciplines for
Transformative Eduction and a Sustainable Future. Shaker Verlag; 2018:321-326.'
apa: Schmitz, L., & Fechner, S. (2018). Generation of students’ questions through
real-life contexts and their potential use for sustainability issues in chemistry
education. In I. Eilks, S. Markic, & B. Ralle (Eds.), Building bridges
across disciplines for transformative eduction and a sustainable future (pp.
321–326). Shaker Verlag.
bibtex: '@inbook{Schmitz_Fechner_2018, place={Aachen}, title={Generation of students’
questions through real-life contexts and their potential use for sustainability
issues in chemistry education}, booktitle={Building bridges across disciplines
for transformative eduction and a sustainable future}, publisher={Shaker Verlag},
author={Schmitz, Lisa and Fechner, Sabine}, editor={Eilks, Ingo and Markic, Silvia
and Ralle, Bernd}, year={2018}, pages={321–326} }'
chicago: 'Schmitz, Lisa, and Sabine Fechner. “Generation of Students’ Questions
through Real-Life Contexts and Their Potential Use for Sustainability Issues in
Chemistry Education.” In Building Bridges across Disciplines for Transformative
Eduction and a Sustainable Future, edited by Ingo Eilks, Silvia Markic, and
Bernd Ralle, 321–26. Aachen: Shaker Verlag, 2018.'
ieee: 'L. Schmitz and S. Fechner, “Generation of students’ questions through real-life
contexts and their potential use for sustainability issues in chemistry education,”
in Building bridges across disciplines for transformative eduction and a sustainable
future, I. Eilks, S. Markic, and B. Ralle, Eds. Aachen: Shaker Verlag, 2018,
pp. 321–326.'
mla: Schmitz, Lisa, and Sabine Fechner. “Generation of Students’ Questions through
Real-Life Contexts and Their Potential Use for Sustainability Issues in Chemistry
Education.” Building Bridges across Disciplines for Transformative Eduction
and a Sustainable Future, edited by Ingo Eilks et al., Shaker Verlag, 2018,
pp. 321–26.
short: 'L. Schmitz, S. Fechner, in: I. Eilks, S. Markic, B. Ralle (Eds.), Building
Bridges across Disciplines for Transformative Eduction and a Sustainable Future,
Shaker Verlag, Aachen, 2018, pp. 321–326.'
date_created: 2021-09-04T21:04:54Z
date_updated: 2025-12-05T13:12:32Z
department:
- _id: '386'
editor:
- first_name: Ingo
full_name: Eilks, Ingo
last_name: Eilks
- first_name: Silvia
full_name: Markic, Silvia
last_name: Markic
- first_name: Bernd
full_name: Ralle, Bernd
last_name: Ralle
keyword:
- sustainability education
- students' questions
language:
- iso: eng
page: 321-326
place: Aachen
publication: Building bridges across disciplines for transformative eduction and a
sustainable future
publication_status: published
publisher: Shaker Verlag
quality_controlled: '1'
status: public
title: Generation of students' questions through real-life contexts and their potential
use for sustainability issues in chemistry education
type: book_chapter
user_id: '54823'
year: '2018'
...
---
_id: '23749'
author:
- first_name: Helena
full_name: van Vorst, Helena
last_name: van Vorst
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Elke
full_name: Sumfleth, Elke
last_name: Sumfleth
citation:
ama: van Vorst H, Fechner S, Sumfleth E. Unterscheidung von Kontexten für den Chemieunterricht.
Zeitschrift für Didaktik der Naturwissenschaften. 2018;24(1):167-181. doi:10.1007/s40573-018-0081-z
apa: van Vorst, H., Fechner, S., & Sumfleth, E. (2018). Unterscheidung von Kontexten
für den Chemieunterricht. Zeitschrift für Didaktik der Naturwissenschaften,
24(1), 167–181. https://doi.org/10.1007/s40573-018-0081-z
bibtex: '@article{van Vorst_Fechner_Sumfleth_2018, title={Unterscheidung von Kontexten
für den Chemieunterricht}, volume={24}, DOI={10.1007/s40573-018-0081-z},
number={1}, journal={Zeitschrift für Didaktik der Naturwissenschaften}, author={van
Vorst, Helena and Fechner, Sabine and Sumfleth, Elke}, year={2018}, pages={167–181}
}'
chicago: 'Vorst, Helena van, Sabine Fechner, and Elke Sumfleth. “Unterscheidung
von Kontexten für den Chemieunterricht.” Zeitschrift für Didaktik der Naturwissenschaften
24, no. 1 (2018): 167–81. https://doi.org/10.1007/s40573-018-0081-z.'
ieee: 'H. van Vorst, S. Fechner, and E. Sumfleth, “Unterscheidung von Kontexten
für den Chemieunterricht,” Zeitschrift für Didaktik der Naturwissenschaften,
vol. 24, no. 1, pp. 167–181, 2018, doi: 10.1007/s40573-018-0081-z.'
mla: van Vorst, Helena, et al. “Unterscheidung von Kontexten für den Chemieunterricht.”
Zeitschrift für Didaktik der Naturwissenschaften, vol. 24, no. 1, 2018,
pp. 167–81, doi:10.1007/s40573-018-0081-z.
short: H. van Vorst, S. Fechner, E. Sumfleth, Zeitschrift für Didaktik der Naturwissenschaften
24 (2018) 167–181.
date_created: 2021-09-03T12:12:47Z
date_updated: 2025-12-11T13:32:13Z
department:
- _id: '386'
- _id: '33'
doi: 10.1007/s40573-018-0081-z
intvolume: ' 24'
issue: '1'
language:
- iso: ger
page: 167-181
publication: Zeitschrift für Didaktik der Naturwissenschaften
publication_identifier:
issn:
- 0949-1147
- 2197-988X
publication_status: published
quality_controlled: '1'
status: public
title: Unterscheidung von Kontexten für den Chemieunterricht
type: journal_article
user_id: '54823'
volume: 24
year: '2018'
...
---
_id: '62822'
author:
- first_name: Yvone
full_name: Dettweiler, Yvone
last_name: Dettweiler
citation:
ama: Dettweiler Y. Enhancing Students’ Knowledge by Meta-Conceptual Instruction.
Universität Paderborn; 2017.
apa: Dettweiler, Y. (2017). Enhancing students’ knowledge by meta-conceptual
instruction. Universität Paderborn.
bibtex: '@book{Dettweiler_2017, place={Paderborn}, title={Enhancing students’ knowledge
by meta-conceptual instruction}, publisher={Universität Paderborn}, author={Dettweiler,
Yvone}, year={2017} }'
chicago: 'Dettweiler, Yvone. Enhancing Students’ Knowledge by Meta-Conceptual
Instruction. Paderborn: Universität Paderborn, 2017.'
ieee: 'Y. Dettweiler, Enhancing students’ knowledge by meta-conceptual instruction.
Paderborn: Universität Paderborn, 2017.'
mla: Dettweiler, Yvone. Enhancing Students’ Knowledge by Meta-Conceptual Instruction.
Universität Paderborn, 2017.
short: Y. Dettweiler, Enhancing Students’ Knowledge by Meta-Conceptual Instruction,
Universität Paderborn, Paderborn, 2017.
date_created: 2025-12-03T21:29:36Z
date_updated: 2025-12-03T21:31:05Z
department:
- _id: '386'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://digital.ub.uni-paderborn.de/hs/content/titleinfo/2319390
oa: '1'
place: Paderborn
publisher: Universität Paderborn
status: public
supervisor:
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
title: Enhancing students' knowledge by meta-conceptual instruction
type: dissertation
user_id: '54823'
year: '2017'
...
---
_id: '23754'
author:
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Yvonne
full_name: Dettweiler, Yvonne
last_name: Dettweiler
- first_name: Bernhard
full_name: Sieve, Bernhard
last_name: Sieve
- first_name: Nina
full_name: Ulrich, Nina
last_name: Ulrich
- first_name: Dominic
full_name: Böhm, Dominic
last_name: Böhm
- first_name: Sascha
full_name: Schanze, Sascha
last_name: Schanze
citation:
ama: Fechner S, Dettweiler Y, Sieve B, Ulrich N, Böhm D, Schanze S. Egg-races als
gesellschaftsfähige naturwissenschaftliche Wettbewerbe für jedermann? CHEMKON.
2016;23(2):71-78. doi:10.1002/ckon.201610270
apa: Fechner, S., Dettweiler, Y., Sieve, B., Ulrich, N., Böhm, D., & Schanze,
S. (2016). Egg-races als gesellschaftsfähige naturwissenschaftliche Wettbewerbe
für jedermann? CHEMKON, 23(2), 71–78. https://doi.org/10.1002/ckon.201610270
bibtex: '@article{Fechner_Dettweiler_Sieve_Ulrich_Böhm_Schanze_2016, title={Egg-races
als gesellschaftsfähige naturwissenschaftliche Wettbewerbe für jedermann?}, volume={23},
DOI={10.1002/ckon.201610270},
number={2}, journal={CHEMKON}, author={Fechner, Sabine and Dettweiler, Yvonne
and Sieve, Bernhard and Ulrich, Nina and Böhm, Dominic and Schanze, Sascha}, year={2016},
pages={71–78} }'
chicago: 'Fechner, Sabine, Yvonne Dettweiler, Bernhard Sieve, Nina Ulrich, Dominic
Böhm, and Sascha Schanze. “Egg-races als gesellschaftsfähige naturwissenschaftliche
Wettbewerbe für jedermann?” CHEMKON 23, no. 2 (2016): 71–78. https://doi.org/10.1002/ckon.201610270.'
ieee: S. Fechner, Y. Dettweiler, B. Sieve, N. Ulrich, D. Böhm, and S. Schanze, “Egg-races
als gesellschaftsfähige naturwissenschaftliche Wettbewerbe für jedermann?,” CHEMKON,
vol. 23, no. 2, pp. 71–78, 2016.
mla: Fechner, Sabine, et al. “Egg-races als gesellschaftsfähige naturwissenschaftliche
Wettbewerbe für jedermann?” CHEMKON, vol. 23, no. 2, 2016, pp. 71–78, doi:10.1002/ckon.201610270.
short: S. Fechner, Y. Dettweiler, B. Sieve, N. Ulrich, D. Böhm, S. Schanze, CHEMKON
23 (2016) 71–78.
date_created: 2021-09-03T12:23:56Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
doi: 10.1002/ckon.201610270
intvolume: ' 23'
issue: '2'
language:
- iso: ger
page: 71-78
publication: CHEMKON
publication_identifier:
issn:
- 0944-5846
publication_status: published
quality_controlled: '1'
status: public
title: Egg-races als gesellschaftsfähige naturwissenschaftliche Wettbewerbe für jedermann?
type: journal_article
user_id: '54823'
volume: 23
year: '2016'
...
---
_id: '23765'
author:
- first_name: Hans-Jürgen
full_name: Becker, Hans-Jürgen
last_name: Becker
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Lisa
full_name: Brauckschulze, Lisa
last_name: Brauckschulze
citation:
ama: 'Becker H-J, Fechner S, Brauckschulze L. Trendbericht Chemiedidaktik: Von Exklusion
zur Inklusion. Nachrichten aus der Chemie. 2016;64(3):352-358. doi:10.1002/nadc.20164047518'
apa: 'Becker, H.-J., Fechner, S., & Brauckschulze, L. (2016). Trendbericht Chemiedidaktik:
Von Exklusion zur Inklusion. Nachrichten aus der Chemie, 64(3),
352–358. https://doi.org/10.1002/nadc.20164047518'
bibtex: '@article{Becker_Fechner_Brauckschulze_2016, title={Trendbericht Chemiedidaktik:
Von Exklusion zur Inklusion}, volume={64}, DOI={10.1002/nadc.20164047518},
number={3}, journal={Nachrichten aus der Chemie}, author={Becker, Hans-Jürgen
and Fechner, Sabine and Brauckschulze, Lisa}, year={2016}, pages={352–358} }'
chicago: 'Becker, Hans-Jürgen, Sabine Fechner, and Lisa Brauckschulze. “Trendbericht
Chemiedidaktik: Von Exklusion zur Inklusion.” Nachrichten aus der Chemie
64, no. 3 (2016): 352–58. https://doi.org/10.1002/nadc.20164047518.'
ieee: 'H.-J. Becker, S. Fechner, and L. Brauckschulze, “Trendbericht Chemiedidaktik:
Von Exklusion zur Inklusion,” Nachrichten aus der Chemie, vol. 64, no.
3, pp. 352–358, 2016.'
mla: 'Becker, Hans-Jürgen, et al. “Trendbericht Chemiedidaktik: Von Exklusion zur
Inklusion.” Nachrichten aus der Chemie, vol. 64, no. 3, 2016, pp. 352–58,
doi:10.1002/nadc.20164047518.'
short: H.-J. Becker, S. Fechner, L. Brauckschulze, Nachrichten aus der Chemie 64
(2016) 352–358.
date_created: 2021-09-04T20:41:31Z
date_updated: 2022-01-06T06:55:59Z
department:
- _id: '386'
doi: 10.1002/nadc.20164047518
intvolume: ' 64'
issue: '3'
language:
- iso: ger
page: 352-358
publication: Nachrichten aus der Chemie
publication_identifier:
issn:
- 1439-9598
publication_status: published
status: public
title: 'Trendbericht Chemiedidaktik: Von Exklusion zur Inklusion'
type: journal_article
user_id: '54823'
volume: 64
year: '2016'
...
---
_id: '35619'
citation:
ama: 'Tiberghien A, Fechner S, eds. Science Teaching Processes - Introduction
to Strand 3. In Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A., & Hahl,
K. (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science Education
Research: Engaging Learners for a Sustainable Future. . University of Helsinki;
2016.'
apa: 'Tiberghien, A., & Fechner, S. (Eds.). (2016). Science teaching processes
- Introduction to strand 3. In Lavonen, J., Juuti, K., Lampiselkä, J., Uitto,
A., & Hahl, K. (eds.), Electronic Proceedings of the ESERA 2015 Conference.
Science education research: Engaging learners for a sustainable future. .
University of Helsinki.'
bibtex: '@book{Tiberghien_Fechner_2016, place={Helsinki, Finland}, title={Science
teaching processes - Introduction to strand 3. In Lavonen, J., Juuti, K., Lampiselkä,
J., Uitto, A., & Hahl, K. (eds.), Electronic Proceedings of the ESERA 2015
Conference. Science education research: Engaging learners for a sustainable future.
}, publisher={University of Helsinki}, year={2016} }'
chicago: 'Tiberghien, André, and Sabine Fechner, eds. Science Teaching Processes
- Introduction to Strand 3. In Lavonen, J., Juuti, K., Lampiselkä, J., Uitto,
A., & Hahl, K. (Eds.), Electronic Proceedings of the ESERA 2015 Conference.
Science Education Research: Engaging Learners for a Sustainable Future. .
Helsinki, Finland: University of Helsinki, 2016.'
ieee: 'A. Tiberghien and S. Fechner, Eds., Science teaching processes - Introduction
to strand 3. In Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A., & Hahl,
K. (eds.), Electronic Proceedings of the ESERA 2015 Conference. Science education
research: Engaging learners for a sustainable future. . Helsinki, Finland:
University of Helsinki, 2016.'
mla: 'Tiberghien, André, and Sabine Fechner, editors. Science Teaching Processes
- Introduction to Strand 3. In Lavonen, J., Juuti, K., Lampiselkä, J., Uitto,
A., & Hahl, K. (Eds.), Electronic Proceedings of the ESERA 2015 Conference.
Science Education Research: Engaging Learners for a Sustainable Future. .
University of Helsinki, 2016.'
short: 'A. Tiberghien, S. Fechner, eds., Science Teaching Processes - Introduction
to Strand 3. In Lavonen, J., Juuti, K., Lampiselkä, J., Uitto, A., & Hahl,
K. (Eds.), Electronic Proceedings of the ESERA 2015 Conference. Science Education
Research: Engaging Learners for a Sustainable Future. , University of Helsinki,
Helsinki, Finland, 2016.'
conference:
location: Helsinki, Finland
name: ESERA - European Science Education Research Association
date_created: 2023-01-09T22:42:10Z
date_updated: 2023-01-09T22:43:03Z
department:
- _id: '386'
editor:
- first_name: André
full_name: Tiberghien, André
last_name: Tiberghien
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
language:
- iso: eng
place: Helsinki, Finland
publisher: University of Helsinki
status: public
title: 'Science teaching processes - Introduction to strand 3. In Lavonen, J., Juuti,
K., Lampiselkä, J., Uitto, A., & Hahl, K. (eds.), Electronic Proceedings of the
ESERA 2015 Conference. Science education research: Engaging learners for a sustainable
future. '
type: conference_editor
user_id: '54823'
year: '2016'
...
---
_id: '23750'
author:
- first_name: Elwin R.
full_name: Savelsbergh, Elwin R.
last_name: Savelsbergh
- first_name: Gjalt T.
full_name: Prins, Gjalt T.
last_name: Prins
- first_name: Charlotte
full_name: Rietbergen, Charlotte
last_name: Rietbergen
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Bram E.
full_name: Vaessen, Bram E.
last_name: Vaessen
- first_name: Jael M.
full_name: Draijer, Jael M.
last_name: Draijer
- first_name: Arthur
full_name: Bakker, Arthur
last_name: Bakker
citation:
ama: 'Savelsbergh ER, Prins GT, Rietbergen C, et al. Effects of innovative science
and mathematics teaching on student attitudes and achievement: A meta-analytic
study. Educational Research Review. 2016;19:158-172. doi:10.1016/j.edurev.2016.07.003'
apa: 'Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B.
E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and
mathematics teaching on student attitudes and achievement: A meta-analytic study.
Educational Research Review, 19, 158–172. https://doi.org/10.1016/j.edurev.2016.07.003'
bibtex: '@article{Savelsbergh_Prins_Rietbergen_Fechner_Vaessen_Draijer_Bakker_2016,
title={Effects of innovative science and mathematics teaching on student attitudes
and achievement: A meta-analytic study}, volume={19}, DOI={10.1016/j.edurev.2016.07.003},
journal={Educational Research Review}, author={Savelsbergh, Elwin R. and Prins,
Gjalt T. and Rietbergen, Charlotte and Fechner, Sabine and Vaessen, Bram E. and
Draijer, Jael M. and Bakker, Arthur}, year={2016}, pages={158–172} }'
chicago: 'Savelsbergh, Elwin R., Gjalt T. Prins, Charlotte Rietbergen, Sabine Fechner,
Bram E. Vaessen, Jael M. Draijer, and Arthur Bakker. “Effects of Innovative Science
and Mathematics Teaching on Student Attitudes and Achievement: A Meta-Analytic
Study.” Educational Research Review 19 (2016): 158–72. https://doi.org/10.1016/j.edurev.2016.07.003.'
ieee: 'E. R. Savelsbergh et al., “Effects of innovative science and mathematics
teaching on student attitudes and achievement: A meta-analytic study,” Educational
Research Review, vol. 19, pp. 158–172, 2016, doi: 10.1016/j.edurev.2016.07.003.'
mla: 'Savelsbergh, Elwin R., et al. “Effects of Innovative Science and Mathematics
Teaching on Student Attitudes and Achievement: A Meta-Analytic Study.” Educational
Research Review, vol. 19, 2016, pp. 158–72, doi:10.1016/j.edurev.2016.07.003.'
short: E.R. Savelsbergh, G.T. Prins, C. Rietbergen, S. Fechner, B.E. Vaessen, J.M.
Draijer, A. Bakker, Educational Research Review 19 (2016) 158–172.
date_created: 2021-09-03T12:13:47Z
date_updated: 2025-12-11T13:29:47Z
department:
- _id: '386'
- _id: '33'
doi: 10.1016/j.edurev.2016.07.003
intvolume: ' 19'
keyword:
- innovation
- STEM education
- science education
- attitudes
language:
- iso: eng
page: 158-172
publication: Educational Research Review
publication_identifier:
issn:
- 1747-938X
publication_status: published
quality_controlled: '1'
status: public
title: 'Effects of innovative science and mathematics teaching on student attitudes
and achievement: A meta-analytic study'
type: journal_article
user_id: '54823'
volume: 19
year: '2016'
...
---
_id: '23753'
author:
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Elke
full_name: Sumfleth, Elke
last_name: Sumfleth
citation:
ama: 'Fechner S, Sumfleth E. Science Kits: Learning chemistry in a context-oriented
learning environment. In: Taconis R, den Brok P, Pilot A, eds. Teachers Creating
Context-Based Learning Environments in Science. Sense Publishers; 2016:59-70.
doi:10.1007/978-94-6300-684-2_4'
apa: 'Fechner, S., & Sumfleth, E. (2016). Science Kits: Learning chemistry in
a context-oriented learning environment. In R. Taconis, P. den Brok, & A.
Pilot (Eds.), Teachers creating context-based learning environments in science
(pp. 59–70). Sense Publishers. https://doi.org/10.1007/978-94-6300-684-2_4'
bibtex: '@inbook{Fechner_Sumfleth_2016, place={Rotterdam}, title={Science Kits:
Learning chemistry in a context-oriented learning environment}, DOI={10.1007/978-94-6300-684-2_4},
booktitle={Teachers creating context-based learning environments in science},
publisher={Sense Publishers}, author={Fechner, Sabine and Sumfleth, Elke}, editor={Taconis,
Ruurd and den Brok, Perry and Pilot, Albert}, year={2016}, pages={59–70} }'
chicago: 'Fechner, Sabine, and Elke Sumfleth. “Science Kits: Learning Chemistry
in a Context-Oriented Learning Environment.” In Teachers Creating Context-Based
Learning Environments in Science, edited by Ruurd Taconis, Perry den Brok,
and Albert Pilot, 59–70. Rotterdam: Sense Publishers, 2016. https://doi.org/10.1007/978-94-6300-684-2_4.'
ieee: 'S. Fechner and E. Sumfleth, “Science Kits: Learning chemistry in a context-oriented
learning environment,” in Teachers creating context-based learning environments
in science, R. Taconis, P. den Brok, and A. Pilot, Eds. Rotterdam: Sense Publishers,
2016, pp. 59–70.'
mla: 'Fechner, Sabine, and Elke Sumfleth. “Science Kits: Learning Chemistry in a
Context-Oriented Learning Environment.” Teachers Creating Context-Based Learning
Environments in Science, edited by Ruurd Taconis et al., Sense Publishers,
2016, pp. 59–70, doi:10.1007/978-94-6300-684-2_4.'
short: 'S. Fechner, E. Sumfleth, in: R. Taconis, P. den Brok, A. Pilot (Eds.), Teachers
Creating Context-Based Learning Environments in Science, Sense Publishers, Rotterdam,
2016, pp. 59–70.'
date_created: 2021-09-03T12:18:50Z
date_updated: 2025-12-11T13:42:10Z
department:
- _id: '386'
- _id: '33'
doi: 10.1007/978-94-6300-684-2_4
editor:
- first_name: Ruurd
full_name: Taconis, Ruurd
last_name: Taconis
- first_name: Perry
full_name: den Brok, Perry
last_name: den Brok
- first_name: Albert
full_name: Pilot, Albert
last_name: Pilot
language:
- iso: eng
page: 59-70
place: Rotterdam
publication: Teachers creating context-based learning environments in science
publication_status: published
publisher: Sense Publishers
status: public
title: 'Science Kits: Learning chemistry in a context-oriented learning environment'
type: book_chapter
user_id: '54823'
year: '2016'
...
---
_id: '23752'
author:
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
- first_name: Helena
full_name: Van Vorst, Helena
last_name: Van Vorst
- first_name: Eva
full_name: Kölbach, Eva
last_name: Kölbach
- first_name: Elke
full_name: Sumfleth, Elke
last_name: Sumfleth
citation:
ama: 'Fechner S, Van Vorst H, Kölbach E, Sumfleth E. It’s the situation that matters:
Affective involvement in context-oriented learning tasks. In: Kahveci M, Orgill
M, eds. Affective Dimensions in Chemistry Education. Springer; 2015:159-176.
doi:10.1007/978-3-662-45085-7_8'
apa: 'Fechner, S., Van Vorst, H., Kölbach, E., & Sumfleth, E. (2015). It’s the
situation that matters: Affective involvement in context-oriented learning tasks.
In M. Kahveci & M. Orgill (Eds.), Affective Dimensions in Chemistry Education
(pp. 159–176). Springer. https://doi.org/10.1007/978-3-662-45085-7_8'
bibtex: '@inbook{Fechner_Van Vorst_Kölbach_Sumfleth_2015, place={Berlin, Heidelberg},
title={It’s the situation that matters: Affective involvement in context-oriented
learning tasks}, DOI={10.1007/978-3-662-45085-7_8},
booktitle={Affective Dimensions in Chemistry Education}, publisher={Springer},
author={Fechner, Sabine and Van Vorst, Helena and Kölbach, Eva and Sumfleth, Elke},
editor={Kahveci, Murat and Orgill, MaryKay}, year={2015}, pages={159–176} }'
chicago: 'Fechner, Sabine, Helena Van Vorst, Eva Kölbach, and Elke Sumfleth. “It’s
the Situation That Matters: Affective Involvement in Context-Oriented Learning
Tasks.” In Affective Dimensions in Chemistry Education, edited by Murat
Kahveci and MaryKay Orgill, 159–76. Berlin, Heidelberg: Springer, 2015. https://doi.org/10.1007/978-3-662-45085-7_8.'
ieee: 'S. Fechner, H. Van Vorst, E. Kölbach, and E. Sumfleth, “It’s the situation
that matters: Affective involvement in context-oriented learning tasks,” in Affective
Dimensions in Chemistry Education, M. Kahveci and M. Orgill, Eds. Berlin,
Heidelberg: Springer, 2015, pp. 159–176.'
mla: 'Fechner, Sabine, et al. “It’s the Situation That Matters: Affective Involvement
in Context-Oriented Learning Tasks.” Affective Dimensions in Chemistry Education,
edited by Murat Kahveci and MaryKay Orgill, Springer, 2015, pp. 159–76, doi:10.1007/978-3-662-45085-7_8.'
short: 'S. Fechner, H. Van Vorst, E. Kölbach, E. Sumfleth, in: M. Kahveci, M. Orgill
(Eds.), Affective Dimensions in Chemistry Education, Springer, Berlin, Heidelberg,
2015, pp. 159–176.'
date_created: 2021-09-03T12:16:13Z
date_updated: 2025-12-11T13:43:20Z
department:
- _id: '386'
- _id: '33'
doi: 10.1007/978-3-662-45085-7_8
editor:
- first_name: Murat
full_name: Kahveci, Murat
last_name: Kahveci
- first_name: MaryKay
full_name: Orgill, MaryKay
last_name: Orgill
language:
- iso: eng
page: 159-176
place: Berlin, Heidelberg
publication: Affective Dimensions in Chemistry Education
publication_identifier:
unknown:
- 978-3-662-45084-0
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'It’s the situation that matters: Affective involvement in context-oriented
learning tasks'
type: book_chapter
user_id: '54823'
year: '2015'
...