Dr. Stefanie Golke

I am a research assistant in the Department of Empirical Teaching and Learning Research at the Institute of Educational Science.

In the research project NARRA I am dealing with a special type of text, instructional narrative texts. These texts present factual information to be learned embedded in a narrative. I am interested in the effects of this text type on text comprehension as well as on the accuracy of self-assessment of test comprehension.

In addition, in the PROTECT research project, I investigate in more detail the question of what generally influences the accuracy of self-assessments of text comprehension. The focus is on the characteristics of the learners themselves. I want to find out which skills, beliefs, self-assessments, and personality traits can predict how (in)accurate learners are in assessing their text comprehension.

In teaching, I offer courses on educational psychology, learning and motivational psychology, research methods in educational science, educational psychological diagnostics, and teaching methods and challenges in schools and classrooms.

golke_stefanie

Contact

Instruction, Learning, and Difference

Albert-Ludwigs-Universität Freiburg
Rempartstraße 11
79098 Freiburg

Tel: 0761 – 2032437
E-Mail: stefanie.golke|at|ezw.uni-freiburg.de

Consultation hours:
via calendly.com/stefanie-golke

Selected Publications

Golke, S. & Wittwer, J. (2024). Informative narratives increase students’ situational interest in science topics. Learning and Instruction. Advance online publication. https://doi.org/10.1016/j.learninstruc.2024.101973.

Knellesen, J., Händel, M. & Golke, S. (2023). Effects of reading instructions on pre-service teachers’ judgment bias when learning from texts. Metacognition Learning. Advance online publication. https://doi.org/10.1007/s11409-023-09371-w

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. https://doi.org/101007/s10648-022-09687-0

Prinz, A., Golke, S., & Wittwer, J. (2021). Counteracting detrimental effects of misconceptions on learning and metacomprehension accuracy: The utility of refutation texts and think sheets. Instructional Science. https://doi.org/10.1007/s11251-021-09535-8

Prinz, A., Golke, S., & Wittwer, J. (2020). To what extent do situation-model-approach interventions improve relative metacomprehension accuracy? Meta-analytic insights. Educational Psychology Review. https://doi.org/10.1007/s10648-020-09558-6

Prinz, A., Golke, S., & Wittwer, J. (2020). How accurately can learners discriminate their comprehension of texts? A comprehensive meta-analysis on relative metacomprehension accuracy and influencing factors. Educational Research Review, 31, 100358. https://doi.org/10.1016/j.edurev.2020.100358

Golke, S., Hagen, R., & Wittwer, J. (2019). Lost in narrative? The effect of informative narratives on text comprehension and metacomprehension accuracy. Learning and Instruction, 60, 1–19. https://doi.org/10.1016/j.learninstruc.2018.11.003

Prinz, A., Golke, S., & Wittwer, J. (2019). Refutation texts compensate for detrimental effects of misconceptions on comprehension and metacomprehension accuracy and support transfer. Journal of Educational Psychology, 111, 957–981. https://doi.org/10.1037/edu0000329

Golke, S., & Wittwer, J. (2018). If you don’t like it, you won’t get it: Attitudes toward statistics predict text comprehension and metacomprehension accuracy on statistics text. In T. T. Rogers, M. Rau, X. Zhu, & C. W. Kalish (Eds.), Proceedings of the 40th Annual Conference of the Cognitive Science Society (pp. 1729–1734). Cognitive Science Society.

Prinz, A., Golke, S., & Wittwer, J. (2018). The double curse of misconceptions: Misconceptions impair not only text comprehension but also metacomprehension in the domain of statistics. Instructional Science, 46, 723–765. https://doi.org/10.1007/s11251-018-9452-6

Dörfler, T., Golke, S., & Artelt, C. (2017). Evaluating prerequisites for the development of a dynamic test of reading competence: Feedback effects on reading comprehension in children. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence assessment in education: Research, models, and instruments (pp. 487–503). Springer.

Golke, S., & Wittwer, J. (2017). High-performing readers underestimate their text comprehension: Artifact or psychological reality? In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2108–2113). Cognitive Science Society.

Golke, S., & Wittwer, J. (2017). Lernpsychologie – Wie geht Textverstehen? Themen im Religionsunterricht, 14, 10–11.

Prinz, A., Golke, S., & Wittwer, J. (2017). Refuting overconfidence: Refutation texts prevent detrimental effects of misconceptions on text comprehension and metacomprehension accuracy in the domain of statistics. In G. Gunzelmann, A. Howes, T. Tenbrink, & E. Davelaar (Eds.), Proceedings of the 39th Annual Conference of the Cognitive Science Society (pp. 2937–2942). Cognitive Science Society.

Golke, S., Dörfler, T., & Artelt, C. (2015). The impact of elaborated feedbacks on text comprehension within a computer-based assessment. Learning and Instruction, 39, 123–136. https://doi.org/10.1016/j.learninstruc.2015.05.009

Golke, S. (2013). Effekte elaborierter Feedbacks auf das Textverstehen: Untersuchungen zur Wirksamkeit von Feedbackinhalten unter Berücksichtigung des Präsentationsmodus in computerbasierten Testsettings. University of Bamberg Press.

Golke, S., Matthäi, J., & Artelt, C. (2013). Sachtexte lesen und verstehen. Textverstehen aus psychologischer Perspektive. Der Deutschunterricht, 6, 19–29.

Dörfler, T., Golke, S. & Artelt, C. (2010). Dynamisches Testen der Lesekompetenz: Theoretische Grundlagen, Konzeption und Testentwicklung. In E. Klieme, D. Leutner, & M. Kenk (Hrsg.), Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes. 56. Beiheft Zeitschrift für Pädagogik, 154–164.

Dörfler, T., Golke, S., & Artelt, C. (2009). Dynamic assessment and its potential for the assessment of reading. Studies in Educational Evaluation, 35, 77–82. https://doi.org/10.1016/j.stueduc.2009.10.005

Golke, S. Dörfler, T., & Artelt, C. (2009). Effects of accuracy feedback during a text comprehension test. Educational and Child Psychology, 26, 30–39.