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
Wimmer, L., Steininger, T. M., Schmid, A., & Wittwer, J. (2023). Category learning in autistic individuals: A meta-analysis. Psychonomic Bulletin & Review.
Wimmer, L., Isherwood, K. R., Parkinson, J., & Dorjee, D. (2023). Relating dispositional mindfulness and long-term mindfulness training with executive functioning, emotion regulation, and well-being in pre-adolescents. Psychological Studies.
Theobald, M., Bäulke, L., Bellhäuser, H., Breitwieser, J., Mattes, B., Brod, G., Daumiller, M., Dresel, M., Liborius, P., & Nückles, M. (2023). A Multi-Study Examination of Intra-Individual Feedback Loops Between Competence and Value Beliefs, Procrastination, and Goal Achievement. Contemporary Educational Psychology, 74.
Yendell, O., Claus, C., Bonefeld, M., Karst, K. (2023). “I wish I could say, ‘Yeah, both the same’”: Cultural stereotypes and individual differentiations of preservice teachers about different low socioeconomic origins. Social Psychology of Education.
Voss, T.*, Klusmann, U.*, Bönke, N., Richter, D., & Kunter, M. (2023). Teachers’ emotional exhaustion and teaching enthusiasm before versus during the COVID-19 pandemic: Results from a long-term longitudinal study. Zeitschrift für Psychologie. *first authors
Kienzler, J., Voss, T., & Wittwer, J. (2023). Student teachers’ conceptual knowledge of operant conditioning: How can case comparison support knowledge acquisition? Instructional Science.
Zeeb, H., Ibach, A., Voss, T., & Renkl, A. (2023). How teachers’ knowledge, beliefs, and experience affect their perception of students’ fixed mindsets. Teaching and Teacher Education, 130, 104170.
Ernst, H. M., Wittwer, J., & Voss, T. (2023). Do they know what they know? Accuracy in teacher candidates’ self-assessments and its influencing factors. British Educational Research Journal.
Ferguson, H. J., & Wimmer, L. (2023). A psychological exploration of empathy. In F. Mezzenzana & D. Peluso, Conversations on Empathy (1st ed., pp. 60–77). Routledge.
Kleinknecht, M., Broß, I., Prinz-Weiß, A., & Nückles, M. (2022). „Ich kann Schüler* innen beim Erschließen von Fachtexten anleiten “. Ein Training zum Erlernen einer Kernpraktik. journal für lehrerInnenbildung jlb, 22(3), 74–85.
Wittwer, J., & Voss, T. (2022). Kognitive Aktivierung im Unterricht unter Pandemiebedingungen aus instruktionspsychologischer Sicht. In M. Schambeck & W. Verburg (Hrsg.), Wie Religion für Krisen taugt – Zum Beitrag religiöser Bildung in Krisenzeiten (S. 116–135). Vandenhoeck & Ruprecht.
Voss, T. (2022). Not useful to inform teaching practice? Student teachers hold skeptical beliefs about evidence from education science. Frontiers in Education, 7, 976791.
Zeeb, H., Hunecke, J., & Voss, T. (2022). Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study. Social Psychology of Education.
Golke, S., Steininger, T., & Wittwer, J. (2022). What makes learners overestimate their text comprehension? The impact of learner characteristics on judgment bias. Educational Psychology Review. Advance online publication.
Wittwer, J. (2022). Wirksame Lehr-Lern-Prozesse im Unterricht fördern: Wie kann das aus instruktionspsychologischer Sicht gelingen? SEMINAR, 43, 9–21.
Wimmer, L., Currie, G., Friend, S., & Ferguson, H. J. (2022). Opening the closed mind? Effects of reading literary fiction on need for closure and creativity. Creativity Research Journal.
Roelle, J., & Nückles, M. (2022). Zwei auf einen Streich? Der Nutzen der Integration von Abrufübung in Aufgaben zur Verständnisförderung. Unterrichtswissenschaft, 50, 53-73.
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
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.