Matthias Nückles

Matthias Nückles
University of Freiburg | Albert-Ludwigs-Universität Freiburg · Department of Education

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213
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3,144
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Publications

Publications (213)
Article
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Zusammenfassung Lernaufgaben, die Lernende zu Wissenskonstruktionsaktivitäten wie beispielsweise dem Organisieren und Elaborieren von Lerninhalten anregen, fördern das Verständnis. Hinsichtlich der Förderung des langfristigen Behaltens des erworbenen Wissens sind auf Konstruktion zielende Lernaufgaben jedoch nicht optimal – empirische Studien deute...
Article
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Metaphors are assumed to be a means of accessing implicit aspects of cognition. Metaphors, therefore, have been increasingly used in educational science as an innovative tool to examine a broad range of constructs. However, there are both empirical findings and theoretical considerations suggesting that metaphors are also by experiences that are sa...
Article
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The aim of training executive functions is usually to improve the ability to attain real-life goals such as academic achievement, that is, far transfer. Although many executive function trainings are successful in improving executive functions, far transfer is more difficult to achieve (cf. Diamond and Lee, 2011; Sala and Gobet, 2020). In this pers...
Article
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In this discussion paper, teaching and learning are characterized as being situated, complex, and reciprocally interactive activities. Accordingly, a teacher’s pedagogical actions are always action and reaction at the same time. Irrespective of the reciprocally interactive nature of teaching and learning, educational research has sought to identify...
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We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an...
Article
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CohViz is a feedback system that provides students with concept maps as feedback on the cohesion of their writing. Although previous studies demonstrated the effectiveness of CohViz, the accuracy of CohViz remains unclear. Thus, we conducted two comprehensive validation studies to assess the accuracy of CohViz in terms of its reliability and validi...
Article
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Metaphors can help to express implicit beliefs about concepts such as teaching and learning. Metaphors have been, therefore, increasingly used in educational science. Little is known, however, about how metaphors relate to individual differences in learning. Therefore, in two studies (N = 129 high school students and N = 59 university students) we...
Chapter
Das Fokussieren von Core Practices ist ein aussichtsreicher Ansatz, um Kernkompetenzen unterrichtlichen Handelns aufzubauen. Solche Kernkompetenzen können im geschützten Raum von Microteachings trainiert werden, die anschließend durch videogestütztes Peerfeedback reflektiert werden. Wir boten zwei videobasierte Seminare an (N = 37, mit und ohne Pee...
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In this article we introduce the notion of mindset as a situationally contingent perspective on teaching mathematics. Mindsets create a readiness to act intellectually in a particular manner. We propose that mindsets can explain teachers' inclination to adopt a procedure-oriented approach to teaching mathematics that is prevailing in many classroom...
Article
Principle-oriented explanations have demonstrated to foster students’ mathematical understanding, as they integrate conceptual and procedural information to make the solution process tangible to novice students. Teachers, however, often omit conceptual information when explaining procedures. In two experimental studies, we tested the hypothesis tha...
Article
Fachwissenschaftliches, fachdidaktisches sowie bildungswissenschaftliches Wissen wird im Lehramtsstudium häufig in unzusammenhängenden Lehrveranstaltungen vermittelt. Diese fragmentierte Darbietung erschwert den Lehramtsstudierenden, Bezüge zwischen den unterschiedlichen Wissensbereichen zu erkennen, wodurch träges Wissen entsteht, auf das beim unt...
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Both generative learning tasks and retrieval practice tasks can serve as a beneficial follow-up to an initial study phase in which learners have studied new learning material. However, research that compares the effects of these two types of learning tasks is scarce. Therefore, it is widely unknown whether, and if so under which conditions, the one...
Chapter
Um Unterricht fundiert vorzubereiten und durchzuführen, müssen Lehrkräfte fachwissenschaftliches, fachdidaktisches und bildungswissenschaftliches Wissen miteinander verbinden und aufeinander beziehen. Dies fällt vielen Lehramtsstudierenden schwer, da die Inhalte der belegten Veranstaltungen an den Hochschulen meist überwiegend separiert gelehrt wer...
Chapter
Inkohärentes, unstrukturiertes, intuitives Vorwissen – sogenanntes Knowledge in Pieces – kann den Erwerb eines wissenschaftlichen Konzepts deutlich einschränken. Ein Vortraining, das Knowledge in Pieces reorganisiert, ist eine geeignete Maßnahme, um den anschließenden Wissenserwerb zu erleichtern. Es kann jedoch kognitiv sehr anspruchsvoll sein, di...
Chapter
Die Professionalität des pädagogischen Personals in Schulen und Kindertageseinrichtungen ist eine zentrale Determinante für die Qualität von Bildungsprozessen und Bildungsergebnissen. Professionelles pädagogisches Handeln ist bestimmt von einem komplexen Zusammenspiel unterschiedlicher Kompetenzfacetten: Neben allgemeinen pädagogischen sowie fachwi...
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In den vergangenen Jahren, nicht zuletzt durch die Ergebnisse der großen Leistungsstudien TIMSS und PISA, ist die Forschung zur Lehrerinnen- und Lehrerausbildung sowie zur Lehrerprofessionalität intensiviert worden und hat dadurch an Umfang und Vielfalt gewonnen. Das Wissenschaftsverständnis von Lehrkräften ist eine Facette professioneller Kompeten...
Book
Dieser Band leistet einen wichtigen Beitrag zur Diskussion um die Professionalisierung des Personals in Bildungsinstitutionen und deren empirischen Fundierung. Die einzelnen Kapitel beleuchten Kompetenzbereiche pädagogischer Professionalität in ihren verschiedenen Facetten (Fachbezogene diagnostische Kompetenzen und Lehrkompetenzen, berufsfeldspezi...
Article
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To teach adaptively, teachers should be able to take the students’ level of knowledge into account. Therefore, a key component of pedagogical content knowledge (PCK) is the ability to assume the students’ perspectives. However, due to the so-called expert blind spot, teachers tend to misestimate their students’ knowledge, such as when estimating th...
Chapter
Um erfolgreich unterrichten zu können, müssen Lehramtsstudierende lernen, fachwissenschaftliches, fachdidaktisches und bildungswissenschaftliches Wissen zu verknüpfen und beim unterrichtlichen Handeln anzuwenden. Allerdings gibt es in der bisherigen Lehrerbildung kaum Lerngelegenheiten, in denen solche vernetzten Wissensstrukturen systematisch gefö...
Article
Students are often challenged by the demand of writing cohesive explanatory texts. Prior research has shown that providing students with concept map feedback that visualizes explanatory cohesion deficits helped students generate more cohesive explanations. We conducted an experiment to investigate whether the accuracy of the provided information wi...
Article
Learning by explaining to (fictitious others) has shown to be an effective instructional method to support students’ generative learning. In this study, we investigated differential effects of the modality of explaining (written versus oral) on students’ quality of explanations and learning. Forty-eight students worked on a hyper-text about combust...
Conference Paper
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Metaphern können Aufschluss darüber geben, wie Menschen über Lernen denken (Lakoff & Johnson, 1980). Inbar (1996) untersuchte beispielsweise, welche Metaphern Schüler*innen nutzen, um Lernen zu beschreiben. Viele der ca. 400 befragten Schüler*innen assoziierten Lernen mit Gefangensein, nur wenige schilderten tatsächlich lernbezogene Metaphern. Da M...
Article
Formative feedback can be regarded as a crucial scaffold for students’ writing cohesive texts. However, especially in large lectures students rarely receive feedback on their writing product. Thus, computer-based feedback could be an alternative to provide formative feedback to students. However, it is less clear, how computer-based feedback should...
Article
According to the model of constructive alignment, learners adjust their learning strategies to the announced assessment (backwash effect). Hence, when teaching for understanding, the assessment method should be aligned with this teaching goal to ensure that learners engage in corresponding learning strategies. A quasi-experimental field study with...
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Climate change is one of the most challenging problems facing today’s global society (e.g., IPCC2013). While climate change is a widely covered topic in the media, and abundant information is made available through the internet, the causes and consequences of climate change in its full complexity are difficult for individuals, especially non-scient...
Article
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Many students are challenged with the demand of writing cohesive explanations. To support students in writing cohesive explanations, we developed a computer-based feedback tool that visualizes cohesion deficits of students’ explanations in a concept map. We conducted three studies to investigate the effectiveness of such feedback as well as the und...
Article
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The extent to which tutors are interactive and engage in dialogue with a student tends to depend on their pedagogical expertise. Normally, tutors with pedagogical expertise are more interactive than tutors without pedagogical expertise. This finding, however, has largely been obtained when examining tutoring in procedural domains such as mathematic...
Article
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In two studies, we investigated the impact of instructors’ different knowledge bases on the quality of their instructional explanations. In Study 1, we asked 20 mathematics teachers (with high pedagogical content knowledge, but lower content knowledge) and 15 mathematicians (with lower pedagogical content knowledge, but high content knowledge) to p...
Conference Paper
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Metaphern stellen eine Möglichkeit dar, implizite Kognitionen zu erheben, weil sie Aufschluss darüber geben, wie Menschen über abstrakte Konzepte denken (Lakoff & Johnson, 1980). Daher werden Metaphern verstärkt genutzt, um auf Lehren oder Lernen bezogene Überzeugungen zu erfassen (Löfström, Nevgi, Wegner & Karm, 2015). Bisher gibt es jedoch nur we...
Article
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During their enculturation process students need to adapt their conceptions of learning to the learning culture at the university. However, conceptions are usually implict and therefore difficult to assess. Metaphors have been proposed as a possibility to examine conceptions. In a longitudinal study (N=30), changes to metaphors of learning were exa...
Conference Paper
One-on-one tutoring provides tutors with the opportunity to formatively diagnose a tutee’s understanding, which is important for the teachers to adapt to the student and for the student’s learning. A prerequisite for formative assessment is that the student is able to verbalize his/her knowledge and thoughts. Many findings suggest that teachers ten...
Article
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Adaptive teaching requires teachers to correctly assess the students’ learning preconditions and demands of tasks. Such estimations can be considered a key facet of pedagogical content knowledge (pck). They presuppose the ability to assume a student’s perspective. However, numerous empirical studies in educational research provide evidence for the...
Article
Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students’ knowledge integration. Fifty-two preservice history...
Article
Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students’ knowledge integration. Fifty-two preservice history...
Conference Paper
Full-text available
Different educational settings prompt different ways of learning. These differences cannot only be attributed to different educational practices, but also to different cultures of learning. Therefore, when entering a new setting, students have to be acculturated in the new learning community (Bruffee, 1999), including a re-organisation of students’...
Conference Paper
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Learning has been described by two conceptual metaphors based on distinct epistemological assumptions (Sfard, 1998): The acquisition metaphor conceptualizes knowledge as an entity, which learners receive or actively construct. The participation metaphor describes knowing as a situated, culturally embedded and socially mediated practice. Under this...
Conference Paper
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Elisabeth Wegner, Sebastian Kurz, Christian Burkhart, Mona Weinhuber und Matthias Nückles Different educational settings prompt different ways of learning. These differences cannot only be attributed to different educational practices, but also to different cultures of learning. Therefore, when entering a new setting, students have to be acculturat...
Chapter
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In diesem Beitrag wird die theoretische Fundierung eines Kompetenzstruktur- Modells in der Domäne Didaktik der Geschichte beschrieben. Für die Entwicklung des Konstrukts waren drei differenzierbare Wissensbereiche entscheidend (vgl. Shulman 1987; Bromme, 1997): 1.) Fachwissen (content knowledge; CK), das sowohl inhaltliches Wissen als auch epistemo...
Article
Writing-to-learn assignments typically foster deep comprehension of learning contents. Journal writing, in particular, promotes the application of learning strategies, which promote learners' comprehension, interest in a topic and ability to critically reflect on learning contents. Against this background, we conducted two longitudinal field studie...
Article
Improving teaching in higher education is a concern for universities worldwide. This study explored academics’ developmental processes in teaching using episodic interviews and teaching portfolios. Eight academics in the context of teaching development reported changes in their teaching and change triggers. Thematic analyses revealed seven areas of...
Article
A brief, problem-oriented phase such as an inventing activity is one potential instructional method for preparing learners not only cognitively but also motivationally for learning. Student teachers often need to overcome motivational barriers in order to use computer-based learning opportunities. In a preliminary experiment, we found that student...
Article
In the Educational Sciences, knowledge about the genre empirical research article is a core component of the competence to write scientific texts. As diagnostic tools for assessing students' rhetorical knowledge and skills are lacking, our aim was to develop such a test for the Educational Sciences. Undergraduate and graduate students {N = 372) fro...
Article
In the Educational Sciences, knowledge about the genre empirical research article is a core component of the competence to write scientific texts. As diagnostic tools for assessing students' rhetorical knowledge and skills are lacking, our aim was to develop such a test for the Educational Sciences. Undergraduate and graduate students (N = 372) fro...
Article
Full-text available
Psychological research on learning has brought forth many insights that are relevant for teachers (for example, knowledge about learning strategies). However, teachers sometimes have intuitive fragmentary knowledge that is partly incorrect. Such knowledge hinders the acquisition of psychological knowledge. Tried-and-tested interventions dealing wit...
Article
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Conceptions of learning are seen as an important factor in shaping students’ patterns of learning. However, conceptions are often implicit and difficult to assess. Metaphors have been proposed as a method to assess conceptions, because metaphors are closely linked to the conceptual system. Therefore, in our study we assessed which conceptions of le...