Welcome!
In research and teaching, our Institute of Educational Science contributes to promoting educational processes and qualifying people for activities in education. In research, we investigate conditions, processes, and outcomes of teaching and learning within and outside educational institutions from the perspectives of educational psychology and developmental psychology.
In teaching, we offer the Bachelor’s degree program in Educational Science and Educational Management, the Master’s degree program in Educational Science – Teaching and Learning, and the educational science courses in the two-major Bachelor’s degree with teaching option and in the Master of Education. Our degree programs regularly rank in the top group in CHE rankings. All degrees are taught in German.
Latest publications
Roelle, J., & Nückles, M. (2022). Zwei auf einen Streich? Der Nutzen der Integration von Abrufübung in Aufgaben zur Verständnisförderung. Unterrichtswissenschaft, 50, 53-73.
Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2022). The effects of reading narrative fiction on social and moral cognition: Two experiments following a multi-method approach. Scientific Study of Literature.
Voss, T., Zachrich, L., Fauth, B., & Wittwer, J. (2022). The same yet different? Teaching quality differs across a teacher’s classes, but teachers with higher knowledge make teaching quality more similar. Learning and Instruction, 80, 101614. https://doi.org/10.1016/j.learninstruc.2022.101614
Steininger, T. M., Wittwer, J., & Voss, T. (2022). Classifying examples is more effective for learning relational categories than reading or generating examples. Instructional Science. Advance online publication. https://doi.org/10.1007/s11251-022-09584-7
Kulgemeyer, C., & Wittwer, J. (2022). Misconceptions in physics explainer videos and the illusion of understanding: An experimental study. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-022-10265-7
Theobald, M., Bellhäuser, H., & Nückles, M. (Eds.). (2021). Inside self-regulated learning: Measuring and predicting intra- and inter-individual variation in self-regulated learning over time. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie.
Nückles, M. (2021). Investigating visual perception in teaching and learning using eye-tracking methodology: Rewards and challenges of an innovative research paradigm. Educational Psychology Review. 33, 149–167.
Gunzenhauser, C., & Nückles, M. (2021). Training executive functioning to improve academic achievement: Tackling avenues to far transfer. Frontiers in Developmental Psychology.
Wittwer, J. (2021). Autismus: Ein Überblick über Lernvoraussetzungen und Fördermaßnahmen. Zeitschrift für Pädagogische Psychologie [Open Access].
Münch, J., Baumann, R., & Wegner, E. (2021). Predictors of student teachers’ ESD implementation intention and their implications for improving teacher education. Sustainability.
Gunzenhauser, C., & Nückles, M. (2021). Training executive functioning to improve academic achievement: Tackling avenues to far transfer. Frontiers in Developmental Psychology.
Vollmer, J. & Gieß-Stüber, P. (2021). Das physische Selbstkonzept von Jugendlichen und die soziale Lage der Familie. Sportunterricht.