Welcome!
In research and teaching, our Department 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
Nückles, M., & Hipp, H. (2026). Core practices as anchors for grounding teaching in research on learning and instruction. Frontiers in Education, 11, Article 1819272.
Nückles, M., & Hipp, H. (2026). Erklären als Kernpraktik [Explaining as a core practice]. Pädagogik, 78(9), 34–37.
Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S. K., & Roelle, J. (2026). Generative and retrieval tasks: Does the sequence matter and do sequence effects depend on learning task delay? Applied Cognitive Psychology, 40(2).
Schulz, J., & Nückles, M. (2026). Overlooked and undersupported: How financial and time scarcity disempower students’ agency and the prospect of unconditional basic income (UBI). World Development Perspectives, 43.
Bunge, M., Voss, T., Richter, D., Kunter, M., & Klusmann, U. (2026). Back to normal? Longitudinal changes and predictors of teachers’ post-pandemic occupational well-being. Teaching and Teacher Education,181.
Hillebrecht, A.L., Fritzsche, D., Voss, T., Kruse, A., Keßler, A., Vach, K., Altenburger, M.J., Schmelzeisen, R., & Semper-Hogg, W. (2026). Live podcasting as an educational intervention in dentomaxillofacial radiology: Controlled cohort study. JMIR Medical Education, 12, e77980.
Bönke, N., Sajjad, T., & Voss, T. (2026). They keep on learning: Teachers’ pedagogical/psychological knowledge increases over 15 years in the teaching profession. Contemporary Educational Psychology, 85, 102459.
Zeeb, H., Witte, F., Voss, T., & Glogger-Frey, I. (2026). “Who evaluates immigrant students differently? Not me!”: Effects of an intervention with and without personalized refutation on (future) teachers’ beliefs and evaluations. Social Psychology of Education, 29(1), 66.
Ferguson, L. E., & Voss, T. (2026). (The many) ways to study teachers’ beliefs: A scoping review of recent measurement approaches. In M. Gregoire Gill & H. Fives (Eds.), International handbook of research on teachers’ beliefs (2nd ed., pp. 36–52). Routledge.
Müller, J., Roth, A.-C., Voss, T., & Wagner, I. (2026). Ready to assess? A survey of German pre-service teachers’ traditional and digital formative assessment in physical education. Teaching and Teacher Education, 174.
Beißert, H., Staat. M., Fehringer, B.C.O.F., Weißt, H., & Bonefeld, M. (2026). Explaining gender effects in teachers’ evaluation of exclusion among students: The role of communion. Zeitschrift für Bildungsforschung, 16, 433–448.