Tim Steininger

I am a Doctoral Research Associate in the section Empirische Lehr- und Lernforschung at the Department of Educational Science. In the project EXCITED, I investigate effects of different types of examples on category learning in teacher education. This project is part of the research program CuPha, which aims to design a coherent curriculum across the theoretical and practical phases during teacher education. The program is funded by the Federal Ministry of Education and Research (Qualitaetsoffensive Lehrerbildung) within the cooperative project FACE – Researching Practice, Practicing Research.

In the project MYCAP, I contribute to a meta-analysis. This meta-analysis aims to provide a synthesis of the available research on the question how autistic individuals categorize objects or living beings.

In the project MINT-ProNeD I coordinate the location Freiburg in the development of teacher trainings and counceling concepts to foster adaptive, process-centered, and digital innovations in MINT teacher education.

In teaching, I offer courses on learning theories, research methods, and pedagogical-psychological diagnostics.

I am the coordinator for the M.A. program Bildungswissenschaft – Lehren und Lernen.

Tim Steininge

Contact

Instruction, Learning, and Difference

Albert-Ludwigs-Universität Freiburg
Rempartstraße 11
79098 Freiburg

Tel: 0761 – 2032447
E-Mail: tim.steininger|at|ezw.uni-freiburg.de

Office hours: by appointment by e-mail

Selected Publications

Steininger, T. M., Wittwer, J., & Voss, T. (2024). Learning relational categories: Benefits of blocking, classification, and subject-specific examples. Psychology Learning & Teaching. Advance online publication. https://doi.org/10.1177/14757257241248155

Steininger, T. M., Voss, T, & Wittwer, J. (2023, 18.–20. September). Gezielte Unterstützung von Generalisierung und Diskriminierung beim Kategorienlernen: Das Klassifizieren vorgegebener Beispiele bleibt effektiver als das Generieren eigener Beispiele [Vortrag]. 19. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS), Kiel, Deutschland.

Steininger, T. M., Kienzler, J., Wittwer, J., & Voss. (2023, 13.–15. September). Konzeptlernen in der Lehrkraftbildung als Voraussetzung für die erfolgreiche Anwendung von Core Practices [Vortrag]. Sektionstagung empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Potsdam, Deutschland.

Wimmer, L., Steininger, T. M., Schmid, A., & Wittwer, J. (2023). Category learning in autistic individuals: A meta-analysis. Psychonomic Bulletin & Review. https://doi.org/10.3758/s13423-023-02365-4

Kienzler, J., Steininger, T. M., Voss, T., & Wittwer, J. (2023, August 22–26). At the Core of Core Practices: Conceptual Knowledge as an Enabling Factor for Successful Teaching [Paper presentation]. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.

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 34, 2405–2450. https://doi.org/10.1007/s10648-022-09687-0

Steininger, T. M., Wittwer, J., & Voss, T. (2022, 9.–11. März). Geblocktes, aktives und fachspezifisches beispielbasiertes Lernen fördert die Anwendung relationaler Konzepte in generativen Aufgaben [Vortrag]. 9. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), online.

Steininger, T. M., Wittwer, J., & Voss, T. (2022). Classifying examples is more effective for learning relational categories than reading or generating examples. Instructional Science 50. 771–788. https://doi.org/10.1007/s11251-022-09584-7

Steininger, T. M., Kienzler, J., Wittwer, J., & Voss, T. (2021, August 23–27). Supporting Student Teachers’ Conceptual Knowledge Acquisition Through Example-Based Learning [Paper presentation]. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), online.

Herppich, S., Steininger, T., & Wittwer, J. (2018, April 13–17). Physics tutors‘ planned strategy use for conceptual and procedural problems: Encouraging and puzzling results [Paper Presentation]. Annual meeting of the American Educational Research Association, New York, NY, United States of America. http://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository/Owner/1001210