|
Wissenschaftlicher Artikel
|
Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2023). Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?. Psychology Learning & Teaching, 22(1), 20-38. https://doi.org/10.1177/14757257221113942
PDF | BibTeX | RIS | DOI |
Kollar, Ingo, Greisel, Martin, Krause-Wichmann, Theresa, & Stark, Robin (2023). Editorial: Evidence-informed reasoning of pre- and in-service teachers. Frontiers in Education, 8, 1188022. https://doi.org/10.3389/feduc.2023.1188022
PDF | BibTeX | RIS | DOI |
Bauer, Elisabeth, Greisel, Martin, Kuznetsov, Ilia, Berndt, Markus, Kollar, Ingo, Dresel, Markus, Fischer, Martin R., & Fischer, Frank (2023). Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda. British Journal of Educational Technology, 54(5), 1222-1245. https://doi.org/10.1111/bjet.13336
PDF | BibTeX | RIS | DOI |
Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2023). How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?. Educational Psychology, 43(4), 384-402. https://doi.org/10.1080/01443410.2023.2211751
BibTeX | RIS | DOI |
?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (in press). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies, . https://doi.org/10.1007/s10639-023-12047-2
BibTeX | RIS | DOI |
Krause-Wichmann, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2023). Promoting future teachers' evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. Frontiers in Education, 8, 1001523. https://doi.org/10.3389/feduc.2023.1001523
PDF | BibTeX | RIS | DOI |
Fey, Carl-Christian, Wekerle, Christina, Beckmann, Inke, Schr?der, Arne, & Kollar, Ingo (2023). Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre. Zeitschrift für Hochschulentwicklung, 18(3), 275-294. https://doi.org/10.21240/zfhe/18-03/14
PDF | BibTeX | RIS | DOI |
Gabel, Sylvia, Keskin, ?zün, Kollar, Ingo, Lewalter, Doris, & Gegenfurtner, Andreas (2023). Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study. Frontiers in Education, 8, 1282848. https://doi.org/10.3389/feduc.2023.1282848
PDF | BibTeX | RIS | DOI |
Keskin, ?zün, Gabel, Sylvia, Kollar, Ingo, & Gegenfurtner, Andreas (2023). Relations between pre-service teacher gaze, teacher attitude, and student ethnicity. Frontiers in Education, 8, 1272671. https://doi.org/10.3389/feduc.2023.1272671
PDF | BibTeX | RIS | DOI |
Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455
PDF | BibTeX | RIS | DOI |
Spensberger, Florian, Kollar, Ingo, & Pankofer, Sabine (2022). Effects of worked examples and external scripts on fallacy recognition skills: a randomized controlled trial. Journal of Social Work Education, 58(4), 622-639. https://doi.org/10.1080/10437797.2021.1963892
BibTeX | RIS | DOI |
Vogel, Freydis, Kollar, Ingo, Fischer, Frank, Reiss, Kristina, & Ufer, Stefan (2022). Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. International Journal of Computer-Supported Collaborative Learning, 17, 39-64. https://doi.org/10.1007/s11412-022-09363-z
PDF | BibTeX | RIS | DOI |
Wekerle, Christina & Kollar, Ingo (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans. Technology Pedagogy and Education, 31(5), 597-614. https://doi.org/10.1080/1475939X.2022.2083669
PDF | BibTeX | RIS | DOI |
Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning, 17(3), 813-836. https://doi.org/10.1007/s11409-022-09316-9
PDF | BibTeX | RIS | DOI |
Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2021). Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?. European Journal of Psychology of Education, 36, 147-168. https://doi.org/10.1007/s10212-020-00467-4
PDF | BibTeX | RIS | DOI |
Wekerle, Christina & Kollar, Ingo (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?. Computers in Human Behavior, 115, 106617. https://doi.org/10.1016/j.chb.2020.106617
PDF | BibTeX | RIS | DOI |
M?rz, Esther, Wessels, Insa, Kollar, Ingo, & Fischer, Martin R. (2021). "I just stand around and look friendly" - comparing medical students’ and physicians’ ward round scripts. 新万博体育下载_万博体育app【投注官网】ical Teacher, 43(5), 560-566. https://doi.org/10.1080/0142159x.2021.1877267
PDF | BibTeX | RIS | DOI |
Kiemer, Katharina & Kollar, Ingo (2021). Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter?. Zeitschrift für P?dagogische Psychologie, 35(2-3), 127-141. https://doi.org/10.1024/1010-0652/a000302
PDF | BibTeX | RIS | DOI |
Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use. International Journal of Computer-Supported Collaborative Learning, 15(2), 149-177. https://doi.org/10.1007/s11412-020-09323-5
PDF | BibTeX | RIS | DOI |
Spensberger, Florian, Kollar, Ingo, Gambrill, Eileen, Ghanem, Christian, & Pankofer, Sabine (2019). How to teach evidence-based practice in social work: a systematic review. Research on Social Work Practice, 30(1), 19-39. https://doi.org/10.1177/1049731519852150
PDF | BibTeX | RIS | DOI |
Ghanem, Christian, Kollar, Ingo, Pankofer, Sabine, Eckl, Markus, & Fischer, Frank (2019). Does probation officers’ reasoning change in the light of scientific evidence? Analyzing the quality of evidence utilisation in social work. Journal of Evidence-Based Social Work, 16(4), 423-441. https://doi.org/10.1080/26408066.2019.1618774
BibTeX | RIS | DOI |
Ghanem, Christian, Kollar, Ingo, Fischer, Frank, Lawson, Thomas R., & Pankofer, Sabine (2018). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence. European Journal of Social Work, 21(1), 3-19. https://doi.org/10.1080/13691457.2016.1255931
BibTeX | RIS | DOI |
Csanadi, Andras, Eagan, Brendan, Kollar, Ingo, Shaffer, David Williamson, & Fischer, Frank (2018). When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. International Journal of Computer-Supported Collaborative Learning, 13(4), 419-438. https://doi.org/10.1007/s11412-018-9292-z
PDF | BibTeX | RIS | DOI |
Ghanem, Christian, Lawson, Thomas R., Pankofer, Sabine, Maragkos, Markos, & Kollar, Ingo (2017). The Diffusion of Evidence-Based Practice: Reviewing the Evidence-Based Practice Networks in the United States and German-Speaking Countries. Journal of Evidence-Informed Social Work, 14(2), 86-118. https://doi.org/10.1080/23761407.2017.1298074
PDF | BibTeX | RIS | DOI |
Wang, Xinghua, Kollar, Ingo, & Stegmann, Karsten (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 12(2), 153-172. https://doi.org/10.1007/s11412-017-9254-x
PDF | BibTeX | RIS | DOI |
Vogel, Freydis, Wecker, Christof, Kollar, Ingo, & Fischer, Frank (2017). Socio-cognitive scaffolding with computer-supported collaboration scripts: a meta-analysis. Educational Psychology Review, 29(3), 477-511. https://doi.org/10.1007/s10648-016-9361-7
PDF | BibTeX | RIS | DOI |
Kiesewetter, Jan, Kollar, Ingo, Fernandez, Nicolas, Lubarsky, Stuart, Kiessling, Claudia, Fischer, Martin R., & Charlin, Bernard (2016). Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts. Journal of Interprofessional Care, 30(5), 689-692. https://doi.org/10.1080/13561820.2016.1184238
BibTeX | RIS | DOI |
Stegmann, Karsten, Kollar, Ingo, Weinberger, Armin, & Fischer, Frank (2016). Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine. International Journal of Computer-Supported Collaborative Learning, 11(3), 371-379. https://doi.org/10.1007/s11412-016-9241-7
PDF | BibTeX | RIS | DOI |
Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), 477-500. https://doi.org/10.1007/s11251-016-9380-2
PDF | BibTeX | RIS | DOI |
Kollar, Ingo, Pilz, Florian, & Fischer, Frank (2014). Why it is hard to make use of new learning spaces: A script perspective. Technology, Pedagogy and Education, 23(1), 7-18. https://doi.org/10.1080/1475939x.2013.841615
BibTeX | RIS | DOI |
Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Vogel, Freydis, Fischer, Frank, & Reiss, Kristina (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32, 22-36. https://doi.org/10.1016/j.learninstruc.2014.01.003
PDF | BibTeX | RIS | DOI |
Fischer, Frank, Kollar, Ingo, Ufer, Stefan, Sodian, Beate, Hussmann, Heinrich, Pekrun, Reinhard, Neuhaus, Birgit, Dorner, Birgit, Pankofer, Sabine, Fischer, Martin, Strijbos, Jan-Willem, Heene, Moritz, & Eberle, Julia (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45. https://doi.org/10.14786/flr.v2i2.96
PDF | BibTeX | RIS | DOI |
Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, & Wecker, Christof (2013). Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. Educational Psychologist, 48(1), 56-66. https://doi.org/10.1080/00461520.2012.748005
PDF | BibTeX | RIS | DOI |
Kollar, Ingo & Fischer, Frank (2013). Orchestration is nothing without conducting – But arranging ties the two together!. Computers and Education, 69, 507-509. https://doi.org/10.1016/j.compedu.2013.04.008
BibTeX | RIS | DOI |
Fischer, Frank, Stegmann, Karsten, Wecker, Christof, & Kollar, Ingo (2011). Online-Diskussionen in der Hochschullehre: Kooperationsskripts k?nnen das fachliche Argumentieren verbessern. Zeitschrift für P?dagogik, 57(3), 326-337.
PDF | BibTeX | RIS | URL | URL |
Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht - Interventionsstudien zur Bedeutung von individuellen Lernvoraussetzungen und instruktionalen Gestaltungsmerkmalen. Psychologie in Erziehung und Unterricht, 58(4), 280-292. https://doi.org/10.2378/peu2011.art18d
BibTeX | RIS | DOI |
Kollar, Ingo & Fischer, Frank (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344-348. https://doi.org/10.1016/j.learninstruc.2009.08.005
PDF | BibTeX | RIS | DOI |
Wecker, Christof, Stegmann, Karsten, Bernstein, Florian, Huber, Michael J., Kalus, Georg, Kollar, Ingo, Rathmayer, Sabine, & Fischer, Frank (2010). S-COL: a Copernican turn for the development of flexibly reusable collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 5(3), 321-343. https://doi.org/10.1007/s11412-010-9093-5
PDF | BibTeX | RIS | DOI |
Kollar, Ingo & Fischer, Frank (2008). Was ist eigentlich aus der neuen Lernkultur geworden? Ein Blick auf Instruktionsans?tze mit Potenzial zur Ver?nderung kulturell geteilter Lehr- und Lernskripts. Zeitschrift für P?dagogik, 54(1), 49-62.
PDF | BibTeX | RIS | URL |
Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17(6), 708-721. https://doi.org/10.1016/j.learninstruc.2007.09.021
PDF | BibTeX | RIS | DOI |
Kollar, Ingo & Fischer, Frank (2006). Supporting self-regulated learners for a while and what computers can contribute. Journal of Educational Computing Research, 35(4), 425-435. https://doi.org/10.2190/rk02-7384-2723-g744
PDF | BibTeX | RIS | DOI | URL |
Kollar, Ingo, Fischer, Frank, & Hesse, Friedrich W. (2006). Collaboration scripts – a conceptual analysis. Educational Psychology Review, 18(2), 159-185. https://doi.org/10.1007/s10648-006-9007-2
PDF | BibTeX | RIS | DOI |
Kollar, Ingo, Fischer, Frank, Slotta, J. D., & Meister, D. (2004). Missbildung bei Fr?schen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE. Praxis der Naturwissenschaften - Biologie in der Schule, 53(3), 38-39.
BibTeX | RIS |
Meister, D. M., Fischer, Frank, Kollar, Ingo, & Slotta, J. D. (2004). Lehrer-Communities: Erfahrungen aus der web-basierten WISE-Lernumgebung. Computer + Unterricht, (54), 50-53.
BibTeX | RIS |
|
Teil eines Buches (Kapitel)
|
Kollar, Ingo (2023). Lernen von Erkl?rungen und Lernen durch Erkl?ren aus lehr-lern-psychologischer Perspektive. In Julia von Dall'Armi (Ed.), Erkl?ren als zentrales Vermittlungskonzept der Bildungswissenschaften und Fachdidaktiken: Beitr?ge für die Lehrkr?ftebildung (pp. 16-35). Weinheim: Beltz Juventa.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2022). Effekte individueller und kontextueller Faktoren auf die evidenz- und erfahrungsorientierte Reflexion mediengestützten Unterrichts von Lehramtsstudierenden. In Andreas Hartinger, Markus Dresel, Eva Matthes, Ulrike E. Nett, Kristina Peuschel, & Andreas Gegenfurtner (Eds.), Lehrkr?fteprofessionalit?t im Umgang mit Heterogenit?t: theoretische Konzepte, F?rderans?tze, empirische Befunde (pp. 115-129). Münster: Waxmann.
BibTeX | RIS |
Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2020). Kooperationsskripts beim technologieunterstützten Lernen. In Helmut Niegemann & Armin Weinberger (Eds.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (pp. 305-320). Berlin: Springer. https://doi.org/10.1007/978-3-662-54373-3_29-1
PDF | BibTeX | RIS | DOI |
Kollar, Ingo & Fischer, Frank (2019). Lehren und Unterrichten. In Detlef Urhahne, Markus Dresel, & Frank Fischer (Eds.), Psychologie für den Lehrberuf (pp. 333-352). Berlin: Springer.
BibTeX | RIS |
Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation. In Brendan Eagan, Morten Misfeldt, & Amanda Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography: First International Conference, ICQE 2019, Madison, WI, USA, October 20–22, 2019, Proceedings (pp. 154-164). Cham: Springer International. https://doi.org/10.1007/978-3-030-33232-7_13
BibTeX | RIS | DOI |
De Backer, Liesje, Kollar, Ingo, Williams, Christopher A., Seufert, Tina, Weinberger, Armin, Melzner, Nadine, Greisel, Martin, Dresel, Markus, Kielstra, Jolique, Molenaar, Inge, Van Keer, Hilde, Valcke, Martin, & H?m?l?inen, Raija (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. In Jay Kay & Rosemary Lukin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018, London, UK, June 23-27, 2018 (pp. 1296-1303). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1296
PDF | BibTeX | RIS | DOI | URL |
Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. In Jay Kay & Rosemary Lukin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences count; 13th International Conference of the Learning Sciences (ICLS) 2018, June 23-27, 2018, London, United Kingdom (pp. 1561-1562). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1561
PDF | BibTeX | RIS | DOI | URL |
Kiemer, Katharina & Kollar, Ingo (2018). Evidence-based reasoning of pre-service teachers: a script perspective. In J. Kay & R Luckin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018, London, UK, June 23-27, 2018 (pp. 1037-1040). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1037
PDF | BibTeX | RIS | DOI | URL |
Wekerle, Christina & Kollar, Ingo (2018). Effects of expertise on teachers' technology-supported teaching scripts. In Jay Kay & Rosemary Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3 (pp. 1569-1570). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1569
PDF | BibTeX | RIS | DOI | URL |
Daxenberger, Johannes, Csanadi, Andras, Ghanem, Christian, Kollar, Ingo, & Gurevych, Iryna (2018). Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding. In Frank Fischer, Clark A. Chinn, Katharina Engelmann, & Jonathan Osborne (Eds.), Scientific Reasoning and Argumentation: the Roles of Domain-Specific and Domain-General Knowledge (pp. 34-55). New York, NY: Routledge. https://doi.org/10.4324/9780203731826-3
BibTeX | RIS | DOI |
Kollar, Ingo & Fischer, Frank (2018). 新万博体育下载_万博体育app【投注官网】iengestütze Lernarrangements für die Weiterbildung von Erwachsenen: theoretische Ans?tze und empirische Befunde. In Rudolf Tippelt, Aiga von Hippel, & J. Gebrande (Eds.), Handbuch Erwachsenenbildung / Weiterbildung: Band 2 (pp. 1553-1568). Wiesbaden: Springer VS.
BibTeX | RIS |
Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2018). Scaffolding and scripting (computer-supported) collaborative learning. In Frank Fischer, Cindy E. Hmelo-Silver, Susan R. Goldmann, & Peter Reimann (Eds.), International Handbook of the Learning Sciences: The learning sciences (pp. 340-350). New York [u.a.]: Routledge.
BibTeX | RIS |
Csanadi, Andras, Eagan, Brendan, Shaffer, David, Kollar, Ingo, & Fischer, Frank (2017). Collaborative and individual scientific reasoning of pre-service teachers: new insights through Epistemic Network Analysis (ENA). In B. K. Smith, M. A. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017 (pp. 215-222). Philadelphia: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Hod, Yotam, Eberle, Julia, Benichou, Maya, Charles, Elizabeth, Cress, Ulrike, Fischer, Frank, Goodyear, Peter, Kali, Yael, Kollar, Ingo, Slotta, Jim, Thompson, Kate, Tjietjen, Phil, & Yeoman, Pippa (2017). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. In B. K. Smith, M. A. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017 (pp. 897-900). Philadelphia: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Schwaighofer, Mattias, Vogel, Freydis, Kollar, Ingo, Strohmaier, Anselm, Ottinger, Sarah, Terwedow, Ilka, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2017). Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading. In B. K. Smith, M. A. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017 (pp. 847-848). Philadelphia: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2016). Scientific reasoning and problem solving in a practical domain: are two heads better than one?. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 50-57). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.9
PDF | BibTeX | RIS | DOI | URL |
Lerner, Patrick, Csanadi, Andras, Daxenberger, Johannes, Flekova, Lucie, Ghanem, Christian, Kollar, Ingo, Fischer, Frank, & Gurevych, Iryna (2016). A user interface for the exploration of manually and automatically coded scientific reasoning and argumentation. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 938-941). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.141
PDF | BibTeX | RIS | DOI | URL |
Ottinger, Sarah, Kollar, Ingo, & Ufer, Stefan (2016). Content and form - all the same or different qualities of mathematical arguments?. In C. Csikós, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, PME40, Szeged, Hungary, 3-7 August 2016 (pp. 19-26). Szeged: PME.
PDF | BibTeX | RIS | URL |
Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Validieren von Beweisen - Probleme von Studierenden und die Rolle von mathematischen und übergreifenden Voraussetzungen. In Beitr?ge zum Mathematikunterricht 2016: Vortr?ge auf der 50. Tagung für Didaktik der Mathematik vom 07.03.2016 bis 11.03.2016 in Heidelberg; Band 3 (pp. 1127-1132). Münster: WTM - Verlag für wissenschaftliche Texte und 新万博体育下载_万博体育app【投注官网】ien. https://doi.org/10.17877/DE290R-17740
PDF | BibTeX | RIS | DOI | URL |
Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Mathematical argumentation and proof supporting a complex cognitive skill. In C. K. Looi, J. L. Polmann, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 811-814). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.109
PDF | BibTeX | RIS | DOI | URL |
Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Proof validation aspects and cognitive student prerequisites in undergraduate mathematics. In C. Csikós, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, PME40, Szeged, Hungary, 3-7 August 2016 (pp. 219-226). Szeged: PME.
PDF | BibTeX | RIS | URL |
Ghanem, C., Schwegele, A., Pankofer, S., Kollar, Ingo, & Fischer, Frank (2016). Bew?hrungshilfe und Wissenschaft - eine Ann?herung (?): Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bew?hrungshelfer_innen. In Stefan Borrmann & Barbara Thiessen (Eds.), Wirkungen sozialer Arbeit: Potentiale und Grenzen der Evidenzbasierung für Profession und Disziplin (pp. 373-394). Opladen: Verlag Barbara Budrich.
PDF | BibTeX | RIS |
Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2016). Fostering university freshmen's mathematical argumentation skills with collaboration scripts. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 599-606). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.78
BibTeX | RIS | DOI | URL |
Ottinger, Sarah, Ufer, Stefan, & Kollar, Ingo (2016). Mathematisches Argumentieren und Beweisen in der Studieneingangsphase – Analyse inhaltlicher und formaler Qualit?tsindikatoren. In Beitr?ge zum Mathematikunterricht 2016: Vortr?ge auf der 50. Tagung für Didaktik der Mathematik vom 07.03.2016 bis 11.03.2016 in Heidelberg, Band 3 (pp. 1123-1126). Münster: WTM - Verlag für wissenschaftliche Texte und 新万博体育下载_万博体育app【投注官网】ien. https://doi.org/10.17877/DE290R-17740
PDF | BibTeX | RIS | DOI | URL |
J?rvel?, Sanna, Kirschner, Paul A., Hadwin, Allyzon, J?rvenoja, Hanna, Malmberg, Jonna, Kollar, Ingo, Stegmann, Karsten, Fischer, Frank, Janssen, Jeroen, Kirschner, Femke, van Leeuwen, Anouschka, Erkens, Gijsbert, Brekelmans, Mieke, Lajoie, Susanne P., Lee, Lila, Poitras, Eric, Hmelo-Silver, Cindy E., & Hogaboam, Peter (2015). Regulated Learning in CSCL: Theoretical Progress for Learning Success. In O. Lindwall, P. H?kkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the material conditions of learning: 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 7-11, 2015 (pp. 11-17). Gothenburg: International Society of the Learning Sciences.
BibTeX | RIS | URL |
Kollar, Ingo & Harrer, A. (2015). ClassroomImaging: A tool to code and visualize compley classroom learning processes. In O. Lindwall, P. H?kkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the material conditions of learning: 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 7-11, 2015 (pp. 843-847). Gothenburg: International Society of the Learning Sciences.
BibTeX | RIS | URL |
Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Research on mathematical argumentation: a descriptive review of PME proceedings. In K. Beswick, T. Muir, & J. Fielding-Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, PME39, Hobart, Australia, 13-18 July 2015 (pp. 193-200). Hobart: PME.
PDF | BibTeX | RIS | URL |
Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Forschung zum mathematischen Argumentieren - ein deskriptiver Review von PME-Beitr?gen. In Franco Caluori, Helmut Linneweber-Lammerskitten, & Christine Streit (Eds.), Beitr?ge zum Mathematikunterricht 2015: Vortr?ge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel; Band 2 (pp. 876-879). Münster: WTM - Verlag für wissenschaftliche Texte und 新万博体育下载_万博体育app【投注官网】ien. https://doi.org/10.17877/DE290R-16575
PDF | BibTeX | RIS | DOI | URL |
Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2015). Fostering Argumentation Skills in Mathematics with Adaptable Collaboration Scripts: Only Viable for Good Self-Regulators?. In O. Lindwall, P. H?kkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the material conditions of learning: 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 7-11, 2015 (pp. 576-580). Gothenburg: International Society of the Learning Sciences.
BibTeX | RIS |
Vogel, Freydis, Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2014). The role of content support and transactivity for effects of computer-supported collaboration scripts on domain-specific learning: a meta-analysis. In Fatos Xhafa, Leonard Barolli, Francesco Palmieri, Mario Koeppen, & Vincenzo Loia (Eds.), 2014 International conference on intelligent networking and collaborative systems (INCoS 2014), 10-12 Sept. 2014, Salerno, Italy (pp. 677-682). Los Alamitos, CA: IEEE. https://doi.org/10.1109/incos.2014.82
PDF | BibTeX | RIS | DOI |
Fischer, Frank, Slotta, James D., Dillenbourg, P., Kollar, Ingo, Stegmann, K., Wecker, C., & Tchounikine, P. (2013). Scripting and orchestration: recent theoretical advances. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: learning across levels of space, time and scale: 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013), June 15-19, 2013, 新万博体育下载_万博体育app【投注官网】 of Wisconsin - Madison, USA (pp. 564-571). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2013). When instruction supports collaboration, but hinders learning - the case of classroom and small group collaboration scripts in the CSCL classroom. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013), June 15-19, 2013, 新万博体育下载_万博体育app【投注官网】 of Wisconsin - Madison, USA (pp. 256-263). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Vogel, Freydis, Reichersdorfer, E., Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2013). Learning to argue in mathematics: effects of heuristic worked examples and CSCl scripts on transactive argumentation. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013), June 15-19, 2013, 新万博体育下载_万博体育app【投注官网】 of Wisconsin - Madison, USA (pp. 526-533). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, Wecker, Christof, Zottmann, Jan, & Weinberger, Armin (2013). Collaboration Scripts in Computer-Supported Collaborative Learning. In Cindy E. Hmelo-Silver, Clark A. Chinn, Carol Chan, & Angela M. O'Donnell (Eds.), The International Handbook of Collaborative Learning (pp. 403-419). New York [u.a.]: Routledge. https://doi.org/10.4324/9780203837290.ch23
BibTeX | RIS | DOI |
Kollar, Ingo, Ufer, Stefan, Lorenz, E., Vogel, F., Reiss, Kristina, & Fischer, Frank (2012). Using heuristic worked examples and collaboration scripts to help learners aquire mathematical argumentation skills. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: The International Conference of the Learning Sciences (ICLS) 2012, 2 - 6 July, 2012, Sydney, Australia, Volume 1 (pp. 331-338). Sydney: International Society of the Learning Sciences.
BibTeX | RIS | URL |
Raes, Annelies, Schellens, Tammy, De Wever, Bram, Kollar, Ingo, Wecker, Christof, Langer, Sybille, Fischer, Frank, Tissenbaum, Mike, Slotta, James D., Peters, Vanessa L., & Butler Songer, Nancy (2012). Scripting science inquiry learning in CSCL classrooms. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: The International Conference of the Learning Sciences (ICLS) 2012, 2 - 6 July, 2012, Sydney, Australia, Volume 2 (pp. 118-125). Sydney: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Reichersdorfer, E., Vogel, F., Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, S. (2012). Different collaborative learning settings to foster mathematical argumentation skills. In Tai-Yih Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, PME36, 18-22 July 2012, Taipei, Taiwan (pp. 345-352). IGPME.
PDF | BibTeX | RIS |
Vogel, F., Kollar, Ingo, & Fischer, Frank (2012). Effects of Computer-Supported Collaboration Scripts on domain-general learning outcomes: a meta-analysis. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: The International Conference of the Learning Sciences (ICLS) 2012, 2 - 6 July, 2012, Sydney, Australia, Volume 2 (pp. 446-450). Sydney: International Society of the Learning Sciences.
BibTeX | RIS | URL |
Lorenz, Elisabeth, Vogel, Freydis, Ufer, Stefan, Kollar, Ingo, Reiss, Kristina, & Fischer, Frank (2012). Effekte heuristischer L?sungsbeispiele in kooperativen Settings auf mathematische Argumentationskompetenz bei Lehramtsstudierenden. In Matthias Ludwig & M. Kleine (Eds.), Beitr?ge zum Mathematikunterricht 2012: Vortr?ge auf der 46. Tagung für Didaktik der Mathematik vom 05.03.2012 bis 09.03.2012 in Weingarten (Band 2) (pp. 565-568). Münster: WTM - Verlag für wissenschaftliche Texte und 新万博体育下载_万博体育app【投注官网】ien. https://doi.org/10.17877/DE290R-6587
PDF | BibTeX | RIS | DOI | URL |
M?kitalo-Siegl, K. & Kollar, Ingo (2012). Collaboration Scripts. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning: Volume 2 (p. 628). New York [u.a.]: Springer. https://doi.org/10.1007/978-1-4419-1428-6_600
BibTeX | RIS | DOI |
El-Refai, W., Kollar, Ingo, & Fischer, Frank (2011). Facilitating web design skills through online design-based learning: the case of collaboration scripts and incomplete concept maps. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 120-127). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Kollar, Ingo, H?m?l?inen, R., Evans, M. A., De Wever, B., & Perrotta, C. (2011). Orchestrating CSCL - more than a metaphor?. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 946-947). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Orchestrating web-based collaborative inquiry learning with small group and classroom scripts. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 422-429). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Slotta, Jim, Tissenbaum, M., Lui, M., Alagha, I., Burd, E., Higgins, S., Mercier, E., Fischer, Frank, Pilz, F., Kollar, Ingo, Moher, T., Gnoli, A., Jaeger, A., Wiley, J., López Silva, B., Evans, M., Motto, A., Brunger, A., & Crider-Wilkins, J. (2011). Embedding CSCL in classrooms: conceptual and methodological challenges of research on new learning spaces. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 1081-1088). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Wang, X., Kollar, Ingo, Stegmann, K., & Fischer, Frank (2011). Adaptable scripting in computer-supported collaborative learning to foster knowledge and skill acquisition. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 382-389). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Wecker, C., Kollar, Ingo, & Fischer, Frank (2011). Explaining the effects of continuous and faded scripts on online search skills: the role of collaborative strategy practice. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 390-397). Singapore: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL | URL |
Lorenz, Elisabeth, Vogel, Freydis, Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, Stefan (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ans?tzen zur F?rderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. In R. Haug & L. Holz?pfel (Eds.), Beitr?ge zum Mathematikunterricht 2011: Beitr?ge zur 45. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 21. bis 25. Februar 2011 in Freiburg (Band 2) (pp. 559-562). Münster: WTM - Verlag für wissenschaftliche Texte und 新万博体育下载_万博体育app【投注官网】ien. https://doi.org/10.17877/DE290R-6733
PDF | BibTeX | RIS | DOI | URL |
Wecker, C., Kollar, Ingo, Fischer, Frank, & Prechtl, H. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences - ICLS 2010, Chicago, Illinois — June 29 - July 02, 2010 (pp. 810-817). Chicago: International Society of the Learning Sciences.
PDF | BibTeX | RIS | URL |
Clark, Douglas, Sampson, Victor, Stegmann, Karsten, Marttunen, Miika, Kollar, Ingo, Janssen, Jeroen, Erkens, Gijsbert, Weinberger, Armin, Menekse, Muhsin, & Laurinen, Leena (2010). Online Learning Environments, Scientific Argumentation, and 21st Century Skills. In Bernhard Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1-39). Hershey [u.a.]: Information Science Reference. https://doi.org/10.4018/978-1-61520-729-9.ch001
BibTeX | RIS | DOI |
Kollar, Ingo (2010). Turning the classroom of the future into the classroom of the present. In Kati M?kitalo-Siegl, Jan Zottmann, & Frederic Kaplan (Eds.), Classroom of the future: orchestrating collaborative spaces (pp. 245-255). Rotterdam [u.a.]: Sense Publ..
BibTeX | RIS |
Kollar, Ingo & Fischer, Frank (2010). 新万博体育下载_万博体育app【投注官网】iengestützte Lehr-, Lern- und Trainingsans?tze für die Weiterbildung. In Rudolf Tippelt & Aiga von Hippel (Eds.), Handbuch Erwachsenenbildung / Weiterbildung (pp. 1017-1030). Wiesbaden: VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92016-0_64
BibTeX | RIS | DOI |
Jucks, Regina, Kollar, Ingo, Kr?mer, Nicole, & Fischer, Frank (2009). Psychologische Grundlagen des 新万博体育下载_万博体育app【投注官网】ien- und Bildungsmanagements. In Michael Henninger & Heinz Mandl (Eds.), Handbuch für 新万博体育下载_万博体育app【投注官网】ien- und Bildungsmanagement: Qualit?tsmanagement, Erwachsenenbildung, 新万博体育下载_万博体育app【投注官网】iengestaltung, Kommunikation, Personalentwicklung (pp. 107-133). Weinheim: Beltz.
PDF | BibTeX | RIS |
Weinberger, Armin, Kollar, Ingo, Dimitriadis, Yannis, M?kitalo-Siegl, Kati, & Fischer, Frank (2009). Computer-supported collaboration scripts - perspectives from educational psychology and computer science. In Nicholas Balacheff, S. Ludvigsen, T. De Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: principles and products (pp. 155-174). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-9827-7_10
BibTeX | RIS | DOI |
Kollar, Ingo, Fischer, Frank, & Slotta, J. D. (2008). Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talkong aren't the same. In P. A. Kirschner, F. J. Prins, V. Jonker, & G. Kanselaar (Eds.), Cre8ting a learning world: Proceedings of the International Conference of the Learning Sciences (ICLS 2008), Maastricht, Netherlands, 24-28 June 2008 (pp. 453-460). Utrecht: International Society of the Learning Sciences. https://doi.org/10.5555/1599812.1599867
PDF | BibTeX | RIS | DOI | URL |
Kollar, Ingo, Wecker, Christof, Fischer, Frank, Kohnle, Carmen, & Slotta, James D. (2007). Are core objectives of web-based collaborative inquiry learning already core learning prerequisites? The case of argumentation competences and computer literacy. In Clark A. Chinn, Gijsbert Erkens, & Sadhana Puntambekar (Eds.), Proceedings of the 8th iternational conference on Computer supported collaborative learning - CSCL'07, New Brunswick, New Jersey, USA — July 16 - 21, 2007 (pp. 382-384). Morristown, NJ: Association for Computational Linguistics. https://doi.org/10.3115/1599600.1599673
PDF | BibTeX | RIS | DOI |
Carmien, Stefan, Kollar, Ingo, Fischer, Gerhard, & Fischer, Frank (2007). The Interplay of Internal and External Scripts: A Distributed Cognition Perspective. In Frank Fischer, Ingo Kollar, Heinz Mandl, & J?rg M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives (pp. 303-326). Dordrecht [u.a.]: Springer. https://doi.org/10.1007/978-0-387-36949-5_17
BibTeX | RIS | DOI |
Fischer, Frank, Kollar, Ingo, Haake, J?rg M., & Mandl, Heinz (2007). Introduction. In Frank Fischer, Ingo Kollar, Heinz Mandl, & J?rg M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives (pp. 1-10). Boston [u.a.]: Springer. https://doi.org/10.1007/978-0-387-36949-5_1
BibTeX | RIS | DOI |
Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2005). Internal and external collaboration scripts in web-based science learning at schools. In Tak-Wai Chan (Ed.), Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years! - CSCL '05, Taipei, Taiwan — May 30 - June 04, 2005 (pp. 331-340). Morristown, NJ: Association for Computational Linguistics. https://doi.org/10.3115/1149293.1149336
PDF | BibTeX | RIS | DOI |
|
Buch (Monographie)
|
Kollar, Ingo (2013). Orchestrierung komplexer Lehr- und Lernprozesse: Kontextuelle und designbezogene Bedingungen der Effektivit?t von computerunterstützten Kooperationsskripts. München: Ludwig-Maximilians-Universit?t.
BibTeX | RIS
unver?ffentlichte Habilitationsschrift |
Fischer, Frank, Kollar, Ingo, Mandl, Heinz, & Haake, J?rg M. (Eds.). (2007). Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives. Dordrecht [u.a.]: Springer. https://doi.org/10.1007/978-0-387-36949-5
BibTeX | RIS | DOI |
Kollar, Ingo (2006). Webbasiertes Forschendes Lernen in der Biologie: Effekte internaler und externaler Kooperationsskripts auf Prozesse und Ergebnisse des gemeinsamen Argumentierens. Berlin: Logos.
PDF | BibTeX | RIS | URL
Zugl.: Diss., Universit?t Tübingen |
Kollar, Ingo (2002). Gewissheits- und Ungewissheitsorientierung beim kooperativen Lernen in Videokonferenzen - der Einfluss unterschiedlicher Strukturierungsma?nahmen. München: Ludwig-Maximilians-Universit?t München.
BibTeX | RIS
unver?ffentlichte Magisterarbeit |
|
Konferenzver?ffentlichung
|
Greisel, Martin, Bauer, Elisabeth, Kuznetsov, Ilia, Berndt, Markus, Dresel, Markus, Fischer, Martin R., Kollar, Ingo, & Fischer, Frank (2023). How to use theory to implement natural language processing for peer-feedback. C. Dams?a, M. Borge, E. Koh, M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023, June 10–15, 2023, Montréal, QC, Canada(pp. 237-240). International Society of the Learning Sciences. https://doi.org/10.22318/cscl2023.108887
BibTeX | RIS | DOI |
Greisel, Martin, Spang, Laura, Keller, Melanie, ?zsoy, Melissa, & Kollar, Ingo (2022). Successful problem regulation in collaborative learning: how important is a homogenous problem perception? [Abstract]. Psychologisches Forschungskolloquium SoSe 2022, Universit?t Augsburg, Augsburg, Deutschland, 30. Juni 2022.
PDF | BibTeX | RIS | URL |
?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service passive vs. constructive engagement on technology acceptance. EARLI SIG 11 Conference on Teaching and Teacher Education, Oldenburg, Germany, 22-24 June 2022.
BibTeX | RIS |
?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). "It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance. Clark Chinn, Edna Tan, Carol Chan, Yael Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022, Hiroshima, Japan, 6-10 June 2022(pp. 456-463). International Society of the Learning Sciences (ISLS).
BibTeX | RIS | URL |
Wekerle, Christina, Trempler, Kati, Kiemer, Katharina, Wagner, Kai, Wilkes, Theresa, Greisel, Martin, Clanzett, Sven, Stark, Robin, & Kollar, Ingo (2021). Evidenzorientiertes Denken von Lehramtsstudierenden, Lehrkr?ften und Bildungswissenschaftler*innen. Digitale Fachtagung P?dagogische Psychologie (PAEPSY), Institut für Psychologie, P?dagogische Hochschule Heidelberg, online-Tagung, 14.-16. September 2021.
BibTeX | RIS |
Wilkes, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2021). Effekte abstrakter vs. ausgearbeiteter Muster- und Fehll?sungen in der LehrerInnenbildung. Digitale Fachtagung P?dagogische Psychologie (PAEPSY), Institut für Psychologie, P?dagogische Hochschule Heidelberg, online-Tagung, 14.-16. September 2021.
BibTeX | RIS |
Wekerle, Christina, ?zbek, Tugce, & Kollar, Ingo (2021). Fostering pre-service teachers' technology acceptance – does the type of engagement with information matter?. ESPLAT2021 conference: Teaching and Learning Psychology in Times of COVID and Beyond, 2-3 September 2021, Heidelberg 新万博体育下载_万博体育app【投注官网】, Heidelberg, Germany, virtual event.
BibTeX | RIS |
Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Greisel, Martin, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Contrasting pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning. 19th Biennial EARLI Conference "Education and Citizenship: Learning and Instruction and the Shaping of Futures", 23-27 August 2021, virtual event.
BibTeX | RIS |
Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?. Erica de Vries, Yotam Hod, June Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021, Bochum, Germany, 8-11 June 2021(pp. 354-361). Bochum: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2021.354
BibTeX | RIS | DOI | URL | URL |
Wekerle, Christina & Kollar, Ingo (2020). Closing the research-practice gap: supporting pre-service teachers' evidence-oriented reasoning about technology-enhanced teaching. EARLI SIG 6/7 Virtual Conference, August 2020.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2019). Wie nutzen Lehramtsstudierende und Lehrkr?fte wissenschaftliche und subjektive Theorien bei der Reflexion mediengestützter Unterrichtsszenarien? [Poster]. 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), K?ln, Februar 2019.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2019). Using external scripts to enhance pre-service teachers' internal technology-related reasoning scripts. EARLI Conference, Aachen, Germany, August 2019.
BibTeX | RIS |
Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2018). Regulation von Motivations- und Wissensproblemen in studentischen Lerngruppen. Sechste Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17. Februar 2018, Basel, Schweiz.
BibTeX | RIS |
Greisel, Martin, Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2018). Wie regulieren Gruppen ihr Lernen? Der Einfluss von Lern- und Performanzzielen auf self-, co- und socially shared-Regulationsstrategien. DGPs-Kongress 2018, Frankfurt am Main, Deutschland, 15.-20. September 2018.
BibTeX | RIS | URL |
Wekerle, Christina & Kollar, Ingo (2018). Using scientific and subjective knowledge to analyze technology-supported teaching: a question of (technology-related) teaching expertise? [Poster]. Interdisciplinary Spring School REASON, Munich, March 2018.
BibTeX | RIS |
Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2018). Effekte der Nutzung digitaler 新万博体育下载_万博体育app【投注官网】ien in der Hochschullehre: was sagen die Studierenden?. 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz, Februar 2018.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2018). Analyzing pre-and in-service teachers' technology-supported teaching scripts – an expert-novice comparison. EARLI SIG 11 Conference onTeaching and Teacher Education, Kristiansand, Norway, June 2018.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2018). Effekte von mediendidaktischer Expertise auf die 新万博体育下载_万博体育app【投注官网】ienunterrichtsskripts von Lehrkr?ften. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt, September 2018.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2018). How do teachers reason about technology use in the classroom? Teachers' use of scientific and subjective theories and the effects of expertise. EARLI SIG 20/26 Conference on Inquiry Learning/Argumentation, Dialogue and Reasoning, Jerusalem, Israel, October 2018.
BibTeX | RIS |
Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2017). A script approach to the conceptualization of pre-service teachers' evidence-based reasoning. EARLI Conference, Tampere, Finland, August/September 2017.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2017). Effekte von Lehrerexpertise auf den Einsatz von digitalen 新万博体育下载_万博体育app【投注官网】ien im Unterricht – eine Skriptperspektive. Fachtagung P?dagogische Psychologie (PAEPSY), Münster, September 2017.
BibTeX | RIS |
Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2016). Analyse und F?rderung evidenzorientierter Problemkonzeptualisierung zur Bew?ltigung p?dagogischer Problemsituationen [Poster]. Tagung "Früher Bildungsdialog 2016 - Wissenschaftskommunikation zwischen Bildungsforschung und Schule", Bochum, November 2016.
BibTeX | RIS |
Wekerle, Christina & Kollar, Ingo (2016). Analyse und F?rderung mediendidaktischer Kompetenzen von Lehrkr?ften [Poster]. "Früher Bildungsdialog 2016 - Wissenschaftskommunikation zwischen Bildungsforschung und Schule", Bochum, November 2016.
BibTeX | RIS |
Stegmann, Karsten, Kollar, Ingo, Zottmann, Jan, Gijlers, Hannie, De Jong, Ton, Dillenbourg, Pierre, Slotta, James D., & Fischer, Frank (2007). Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learning. Clark A. Chinn, Gijsbert Erkens, Sadhana Puntambekar (Eds.), Proceedings of the 8th iternational conference on Computer supported collaborative learning - CSCL'07, New Brunswick, New Jersey, USA — July 16 - 21, 2007(pp. 831-832). Morristown, NJ: Association for Computational Linguistics. https://doi.org/10.3115/1599600.1599758
PDF | BibTeX | RIS | DOI |
