---
_id: '65502'
author:
- first_name: Madeleine
  full_name: Hörnlein, Madeleine
  id: '51082'
  last_name: Hörnlein
  orcid: https://orcid.org/0000-0002-4220-930X
- first_name: Christoph
  full_name: Kulgemeyer, Christoph
  last_name: Kulgemeyer
citation:
  ama: 'Hörnlein M, Kulgemeyer C. Learning science and the illusion of understanding:
    exploring the effects of integrating learning tasks after explainer videos. <i>International
    Journal of Science Education</i>. Published online 2026:1-28. doi:<a href="https://doi.org/10.1080/09500693.2026.2646710">10.1080/09500693.2026.2646710</a>'
  apa: 'Hörnlein, M., &#38; Kulgemeyer, C. (2026). Learning science and the illusion
    of understanding: exploring the effects of integrating learning tasks after explainer
    videos. <i>International Journal of Science Education</i>, 1–28. <a href="https://doi.org/10.1080/09500693.2026.2646710">https://doi.org/10.1080/09500693.2026.2646710</a>'
  bibtex: '@article{Hörnlein_Kulgemeyer_2026, title={Learning science and the illusion
    of understanding: exploring the effects of integrating learning tasks after explainer
    videos}, DOI={<a href="https://doi.org/10.1080/09500693.2026.2646710">10.1080/09500693.2026.2646710</a>},
    journal={International Journal of Science Education}, publisher={Informa UK Limited},
    author={Hörnlein, Madeleine and Kulgemeyer, Christoph}, year={2026}, pages={1–28}
    }'
  chicago: 'Hörnlein, Madeleine, and Christoph Kulgemeyer. “Learning Science and the
    Illusion of Understanding: Exploring the Effects of Integrating Learning Tasks
    after Explainer Videos.” <i>International Journal of Science Education</i>, 2026,
    1–28. <a href="https://doi.org/10.1080/09500693.2026.2646710">https://doi.org/10.1080/09500693.2026.2646710</a>.'
  ieee: 'M. Hörnlein and C. Kulgemeyer, “Learning science and the illusion of understanding:
    exploring the effects of integrating learning tasks after explainer videos,” <i>International
    Journal of Science Education</i>, pp. 1–28, 2026, doi: <a href="https://doi.org/10.1080/09500693.2026.2646710">10.1080/09500693.2026.2646710</a>.'
  mla: 'Hörnlein, Madeleine, and Christoph Kulgemeyer. “Learning Science and the Illusion
    of Understanding: Exploring the Effects of Integrating Learning Tasks after Explainer
    Videos.” <i>International Journal of Science Education</i>, Informa UK Limited,
    2026, pp. 1–28, doi:<a href="https://doi.org/10.1080/09500693.2026.2646710">10.1080/09500693.2026.2646710</a>.'
  short: M. Hörnlein, C. Kulgemeyer, International Journal of Science Education (2026)
    1–28.
date_created: 2026-04-28T07:09:59Z
date_updated: 2026-04-28T07:12:01Z
department:
- _id: '299'
doi: 10.1080/09500693.2026.2646710
language:
- iso: eng
page: 1-28
publication: International Journal of Science Education
publication_identifier:
  issn:
  - 0950-0693
  - 1464-5289
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Learning science and the illusion of understanding: exploring the effects
  of integrating learning tasks after explainer videos'
type: journal_article
user_id: '51082'
year: '2026'
...
---
_id: '35760'
author:
- first_name: Christoph
  full_name: Kulgemeyer, Christoph
  id: '84533'
  last_name: Kulgemeyer
- first_name: Madeleine
  full_name: Hörnlein, Madeleine
  id: '51082'
  last_name: Hörnlein
  orcid: https://orcid.org/0000-0002-4220-930X
- first_name: Fabian Gabriel
  full_name: Sterzing, Fabian Gabriel
  id: '76974'
  last_name: Sterzing
citation:
  ama: Kulgemeyer C, Hörnlein M, Sterzing FG. Exploring the effects of physics explainer
    videos and written explanations on declarative knowledge and the illusion of understanding.
    <i>International Journal of Science Education</i>. 2022;44(11):1855-1875. doi:<a
    href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>
  apa: Kulgemeyer, C., Hörnlein, M., &#38; Sterzing, F. G. (2022). Exploring the effects
    of physics explainer videos and written explanations on declarative knowledge
    and the illusion of understanding. <i>International Journal of Science Education</i>,
    <i>44</i>(11), 1855–1875. <a href="https://doi.org/10.1080/09500693.2022.2100507">https://doi.org/10.1080/09500693.2022.2100507</a>
  bibtex: '@article{Kulgemeyer_Hörnlein_Sterzing_2022, title={Exploring the effects
    of physics explainer videos and written explanations on declarative knowledge
    and the illusion of understanding}, volume={44}, DOI={<a href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>},
    number={11}, journal={International Journal of Science Education}, publisher={Informa
    UK Limited}, author={Kulgemeyer, Christoph and Hörnlein, Madeleine and Sterzing,
    Fabian Gabriel}, year={2022}, pages={1855–1875} }'
  chicago: 'Kulgemeyer, Christoph, Madeleine Hörnlein, and Fabian Gabriel Sterzing.
    “Exploring the Effects of Physics Explainer Videos and Written Explanations on
    Declarative Knowledge and the Illusion of Understanding.” <i>International Journal
    of Science Education</i> 44, no. 11 (2022): 1855–75. <a href="https://doi.org/10.1080/09500693.2022.2100507">https://doi.org/10.1080/09500693.2022.2100507</a>.'
  ieee: 'C. Kulgemeyer, M. Hörnlein, and F. G. Sterzing, “Exploring the effects of
    physics explainer videos and written explanations on declarative knowledge and
    the illusion of understanding,” <i>International Journal of Science Education</i>,
    vol. 44, no. 11, pp. 1855–1875, 2022, doi: <a href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>.'
  mla: Kulgemeyer, Christoph, et al. “Exploring the Effects of Physics Explainer Videos
    and Written Explanations on Declarative Knowledge and the Illusion of Understanding.”
    <i>International Journal of Science Education</i>, vol. 44, no. 11, Informa UK
    Limited, 2022, pp. 1855–75, doi:<a href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>.
  short: C. Kulgemeyer, M. Hörnlein, F.G. Sterzing, International Journal of Science
    Education 44 (2022) 1855–1875.
date_created: 2023-01-10T10:28:12Z
date_updated: 2024-12-12T14:29:49Z
department:
- _id: '864'
doi: 10.1080/09500693.2022.2100507
intvolume: '        44'
issue: '11'
keyword:
- Education
language:
- iso: eng
page: 1855-1875
publication: International Journal of Science Education
publication_identifier:
  issn:
  - 0950-0693
  - 1464-5289
publication_status: published
publisher: Informa UK Limited
status: public
title: Exploring the effects of physics explainer videos and written explanations
  on declarative knowledge and the illusion of understanding
type: journal_article
user_id: '51082'
volume: 44
year: '2022'
...
---
_id: '35526'
author:
- first_name: Christoph
  full_name: Kulgemeyer, Christoph
  last_name: Kulgemeyer
- first_name: Maren
  full_name: Kempin, Maren
  last_name: Kempin
- first_name: Anna
  full_name: Weißbach, Anna
  last_name: Weißbach
- first_name: Andreas
  full_name: Borowski, Andreas
  last_name: Borowski
- first_name: David
  full_name: Buschhüter, David
  last_name: Buschhüter
- first_name: Patrick
  full_name: Enkrott, Patrick
  last_name: Enkrott
- first_name: Peter
  full_name: Reinhold, Peter
  id: '416'
  last_name: Reinhold
- first_name: Josef
  full_name: Riese, Josef
  last_name: Riese
- first_name: Horst
  full_name: Schecker, Horst
  last_name: Schecker
- first_name: Jan
  full_name: Schröder, Jan
  last_name: Schröder
- first_name: Christoph
  full_name: Vogelsang, Christoph
  id: '4245'
  last_name: Vogelsang
citation:
  ama: Kulgemeyer C, Kempin M, Weißbach A, et al. Exploring the impact of pre-service
    science teachers’ reflection skills on the development of professional knowledge
    during a field experience. <i>International Journal of Science Education</i>.
    2021;43(18):3035-3057. doi:<a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>
  apa: Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott,
    P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &#38; Vogelsang, C. (2021).
    Exploring the impact of pre-service science teachers’ reflection skills on the
    development of professional knowledge during a field experience. <i>International
    Journal of Science Education</i>, <i>43</i>(18), 3035–3057. <a href="https://doi.org/10.1080/09500693.2021.2006820">https://doi.org/10.1080/09500693.2021.2006820</a>
  bibtex: '@article{Kulgemeyer_Kempin_Weißbach_Borowski_Buschhüter_Enkrott_Reinhold_Riese_Schecker_Schröder_et
    al._2021, title={Exploring the impact of pre-service science teachers’ reflection
    skills on the development of professional knowledge during a field experience},
    volume={43}, DOI={<a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>},
    number={18}, journal={International Journal of Science Education}, publisher={Informa
    UK Limited}, author={Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna
    and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold,
    Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and et al.}, year={2021},
    pages={3035–3057} }'
  chicago: 'Kulgemeyer, Christoph, Maren Kempin, Anna Weißbach, Andreas Borowski,
    David Buschhüter, Patrick Enkrott, Peter Reinhold, et al. “Exploring the Impact
    of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional
    Knowledge during a Field Experience.” <i>International Journal of Science Education</i>
    43, no. 18 (2021): 3035–57. <a href="https://doi.org/10.1080/09500693.2021.2006820">https://doi.org/10.1080/09500693.2021.2006820</a>.'
  ieee: 'C. Kulgemeyer <i>et al.</i>, “Exploring the impact of pre-service science
    teachers’ reflection skills on the development of professional knowledge during
    a field experience,” <i>International Journal of Science Education</i>, vol. 43,
    no. 18, pp. 3035–3057, 2021, doi: <a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>.'
  mla: Kulgemeyer, Christoph, et al. “Exploring the Impact of Pre-Service Science
    Teachers’ Reflection Skills on the Development of Professional Knowledge during
    a Field Experience.” <i>International Journal of Science Education</i>, vol. 43,
    no. 18, Informa UK Limited, 2021, pp. 3035–57, doi:<a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>.
  short: C. Kulgemeyer, M. Kempin, A. Weißbach, A. Borowski, D. Buschhüter, P. Enkrott,
    P. Reinhold, J. Riese, H. Schecker, J. Schröder, C. Vogelsang, International Journal
    of Science Education 43 (2021) 3035–3057.
date_created: 2023-01-09T15:28:50Z
date_updated: 2023-01-09T15:29:10Z
department:
- _id: '299'
- _id: '33'
doi: 10.1080/09500693.2021.2006820
intvolume: '        43'
issue: '18'
keyword:
- Education
language:
- iso: eng
page: 3035-3057
publication: International Journal of Science Education
publication_identifier:
  issn:
  - 0950-0693
  - 1464-5289
publication_status: published
publisher: Informa UK Limited
status: public
title: Exploring the impact of pre-service science teachers’ reflection skills on
  the development of professional knowledge during a field experience
type: journal_article
user_id: '4245'
volume: 43
year: '2021'
...
---
_id: '45177'
author:
- first_name: Christoph
  full_name: Kulgemeyer, Christoph
  id: '84533'
  last_name: Kulgemeyer
- first_name: Maren
  full_name: Kempin, Maren
  last_name: Kempin
- first_name: Anna
  full_name: Weißbach, Anna
  last_name: Weißbach
- first_name: Andreas
  full_name: Borowski, Andreas
  last_name: Borowski
- first_name: David
  full_name: Buschhüter, David
  last_name: Buschhüter
- first_name: Patrick
  full_name: Enkrott, Patrick
  last_name: Enkrott
- first_name: Peter
  full_name: Reinhold, Peter
  id: '416'
  last_name: Reinhold
- first_name: Josef
  full_name: Riese, Josef
  id: '429'
  last_name: Riese
  orcid: 0000-0003-2927-2619
- first_name: Horst
  full_name: Schecker, Horst
  last_name: Schecker
- first_name: Jan
  full_name: Schröder, Jan
  last_name: Schröder
- first_name: Christoph
  full_name: Vogelsang, Christoph
  id: '4245'
  last_name: Vogelsang
  orcid: 0000-0002-5804-1855
citation:
  ama: Kulgemeyer C, Kempin M, Weißbach A, et al. Exploring the impact of pre-service
    science teachers’ reflection skills on the development of professional knowledge
    during a field experience. <i>International Journal of Science Education</i>.
    2021;43(18):3035-3057. doi:<a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>
  apa: Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott,
    P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &#38; Vogelsang, C. (2021).
    Exploring the impact of pre-service science teachers’ reflection skills on the
    development of professional knowledge during a field experience. <i>International
    Journal of Science Education</i>, <i>43</i>(18), 3035–3057. <a href="https://doi.org/10.1080/09500693.2021.2006820">https://doi.org/10.1080/09500693.2021.2006820</a>
  bibtex: '@article{Kulgemeyer_Kempin_Weißbach_Borowski_Buschhüter_Enkrott_Reinhold_Riese_Schecker_Schröder_et
    al._2021, title={Exploring the impact of pre-service science teachers’ reflection
    skills on the development of professional knowledge during a field experience},
    volume={43}, DOI={<a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>},
    number={18}, journal={International Journal of Science Education}, publisher={Informa
    UK Limited}, author={Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna
    and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold,
    Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and et al.}, year={2021},
    pages={3035–3057} }'
  chicago: 'Kulgemeyer, Christoph, Maren Kempin, Anna Weißbach, Andreas Borowski,
    David Buschhüter, Patrick Enkrott, Peter Reinhold, et al. “Exploring the Impact
    of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional
    Knowledge during a Field Experience.” <i>International Journal of Science Education</i>
    43, no. 18 (2021): 3035–57. <a href="https://doi.org/10.1080/09500693.2021.2006820">https://doi.org/10.1080/09500693.2021.2006820</a>.'
  ieee: 'C. Kulgemeyer <i>et al.</i>, “Exploring the impact of pre-service science
    teachers’ reflection skills on the development of professional knowledge during
    a field experience,” <i>International Journal of Science Education</i>, vol. 43,
    no. 18, pp. 3035–3057, 2021, doi: <a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>.'
  mla: Kulgemeyer, Christoph, et al. “Exploring the Impact of Pre-Service Science
    Teachers’ Reflection Skills on the Development of Professional Knowledge during
    a Field Experience.” <i>International Journal of Science Education</i>, vol. 43,
    no. 18, Informa UK Limited, 2021, pp. 3035–57, doi:<a href="https://doi.org/10.1080/09500693.2021.2006820">10.1080/09500693.2021.2006820</a>.
  short: C. Kulgemeyer, M. Kempin, A. Weißbach, A. Borowski, D. Buschhüter, P. Enkrott,
    P. Reinhold, J. Riese, H. Schecker, J. Schröder, C. Vogelsang, International Journal
    of Science Education 43 (2021) 3035–3057.
date_created: 2023-05-20T10:17:33Z
date_updated: 2025-12-03T09:04:43Z
department:
- _id: '299'
- _id: '33'
doi: 10.1080/09500693.2021.2006820
intvolume: '        43'
issue: '18'
keyword:
- Education
language:
- iso: eng
page: 3035-3057
publication: International Journal of Science Education
publication_identifier:
  issn:
  - 0950-0693
  - 1464-5289
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: Exploring the impact of pre-service science teachers’ reflection skills on
  the development of professional knowledge during a field experience
type: journal_article
user_id: '4245'
volume: 43
year: '2021'
...
---
_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.
    <i>International Journal of Science Education</i>. 2018;40(10):1154-1175. doi:<a
    href="https://doi.org/10.1080/09500693.2018.1470349">10.1080/09500693.2018.1470349</a>
  apa: Habig, S., Blankenburg, J., van Vorst, H., Fechner, S., Parchmann, I., &#38;
    Sumfleth, E. (2018). Context characteristics and their effects on students’ situational
    interest in chemistry. <i>International Journal of Science Education</i>, <i>40</i>(10),
    1154–1175. <a href="https://doi.org/10.1080/09500693.2018.1470349">https://doi.org/10.1080/09500693.2018.1470349</a>
  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={<a href="https://doi.org/10.1080/09500693.2018.1470349">10.1080/09500693.2018.1470349</a>},
    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.” <i>International Journal of Science
    Education</i> 40, no. 10 (2018): 1154–75. <a href="https://doi.org/10.1080/09500693.2018.1470349">https://doi.org/10.1080/09500693.2018.1470349</a>.'
  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,” <i>International Journal of Science Education</i>, vol.
    40, no. 10, pp. 1154–1175, 2018, doi: <a href="https://doi.org/10.1080/09500693.2018.1470349">10.1080/09500693.2018.1470349</a>.'
  mla: Habig, Sebastian, et al. “Context Characteristics and Their Effects on Students’
    Situational Interest in Chemistry.” <i>International Journal of Science Education</i>,
    vol. 40, no. 10, 2018, pp. 1154–75, doi:<a href="https://doi.org/10.1080/09500693.2018.1470349">10.1080/09500693.2018.1470349</a>.
  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'
...