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2024
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Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (in press). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation. jero - Journal for Educational Research Online, 16(1), 1-37.
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?zbek, Tugce, Greisel, Martin, Wekerle, Christina, & Kollar, Ingo (2024). Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024: proceedings(pp. 99-106). Buffalo, NY: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2024.633786
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Heiler, Katharina, Wekerle, Christina, Bischoff, Alena, Schweiger, Moritz, Peuschel, Kristina, Proske, Kerstin, Weckerle, Birgit, Vettermann, Lisa, & Schindler, Ann-Kathrin (2024). Ein heuristisches Rahmenmodell für videobasierte Lehr-Lernszenarien in der Hochschullehre [Poster]. 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 18.-20. M?rz 2024, Potsdam.
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?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2024). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies, 29, 6139-6161. https://doi.org/10.1007/s10639-023-12047-2
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?zbek, Tugce, Greisel, Martin, Wekerle, Christina, Gegenfurtner, Andreas, & Kollar, Ingo (2024). How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study. Frontiers in Psychology, 15, 1410152. https://doi.org/10.3389/fpsyg.2024.1410152
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2023
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Stark, Katharina Sophie, Wekerle, Christina, Bischoff, Alena, Schweiger, Moritz, Peuschel, Kristina, Proske, Kerstin, Weckerle, Birgit, Vettermann, Lisa, & Schindler, Ann-Kathrin (in press). A heuristic framework for video-based teaching and learning scenarios in higher education. Journal of Research on Technology in Education, . https://doi.org/10.1080/15391523.2023.2242980
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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
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Wekerle, Christina (2023). Exploring (typical) technology-enhanced learning activities in higher education and their effects on students' cognitive and affective-motivational learning outcomes. 20th Biennial EARLI Conference, Thessaloniki, Greece, 22-26 August 2023.
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Wekerle, Christina, Kaistra, Eva, Dufter, Johanna, & Kollar, Ingo (2023). Ist weniger mehr? Die Effekte von Fading von L?sungsbeispielen auf die professionelle Wahrnehmung technologiegestützten Unterrichts von Lehramtsstudierenden. Fachtagung P?dagogische Psychologie (PAEPS), Kiel, 18.-20. September 2023.
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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
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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
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2022
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?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).
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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.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2022). F?rderung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Lehrtexten mit Anwendungsbezug und unterschiedlich stark strukturierten Probleml?seprompts. 9. GEBF-Tagung der Gesellschaft für Empirische Bildungsforschung, Bamberg, 9.-11. M?rz 2022, virtuell.
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Wekerle, Christina (2022). 新万博体育下载_万博体育app【投注官网】iendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte. Dissertation, Universit?t Augsburg. .
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Sailer, Michael, Wekerle, Christina, & Petko, Dominik (2022). New ways to investigate teachers' and students' technology use - applying the ICAP model to TEL research. EARLI SIG 6 & 7 Conference 2022, Zollikofen, Switzerland, 22-24 August 2022.
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Wekerle, Christina & Daumiller, Martin (2022). Technologiegestützte Lehre, aber wie? Kognitive und motivational-affektive Effekte unterschiedlicher technologiegestützter Lernaktivit?ten. DGPs Congress 2022 - 52. Kongress der Deutschen Gesellschaft für Psychologie, Hildesheim, 10.-15. September 2022.
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Technology-enhanced learning activities, cognitive and affective-motivational learning outcomes in higher education – how are they related?. EARLI SIG 6 & 7 Conference, Zollikofen, Switzerland, 22-24 August 2022.
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?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.
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?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service teachers' passive vs. constructive engagement on technology acceptance. EARLI SIG11 Conference 2022, Oldenburg, Germany, 22nd - 24th June 2022.
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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
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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
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?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). ?bung macht (nicht) den Meister? – Die F?rderung der Technologieakzeptanz von Lehramtsstudierenden mithilfe unterschiedlicher Lernaktivit?ten. DGPs Congress 2022 - 52. Kongress der Deutschen Gesellschaft für Psychologie, Hildesheim, 10.-15. September 2022.
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2021
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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.
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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.
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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.
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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.
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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
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Wekerle, Christina (2021). Teachers' and teacher educators' evidence-informed practice: takeaways for teacher education. 19th Biennial EARLI Conference 2021, Gothenburg, Sweden, 23-27 August 2021, online.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Trempler, Kati, Kollar, Ingo, & Stark, Robin (2021). Using the theory of planned behavior to explain pre-service teachers' evidence-informed reasoning. 19th Biennial EARLI Conference, 23-27 August 2021, virtual.
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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).
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2020
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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.
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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
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2019
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Adammek, Christine, Endberg, Manuela, Steffens, Yannik, & Wekerle, Christina (2019). Digitale 新万博体育下载_万博体育app【投注官网】ien im Untericht – Entwurf eines Planungsinstruments für Referendar*innen. In Claudia Priebe, Christiane Mattiesson, & Katrin Sommer (Eds.), Dialogische Verbindungslinien zwischen Wissenschaft und Schule: theoretische Grundlagen, praxisbezogene Anwendungsaspekte, zielgruppenorientiertes Publizieren (pp. 129-137). Bad Heilbrunn: Julius Klinkhardt.
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Wekerle, Christina & Kollar, Ingo (2019). Using external scripts to enhance pre-service teachers' internal technology-related reasoning scripts. EARLI Conference, Aachen, Germany, August 2019.
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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.
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2018
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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.
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Proff, Alexandra von, Matthes, Eva, Heiland, Thomas, Mayer-Simmet, Oliver, & Wekerle, Christina (2018). Digitale 新万博体育下载_万博体育app【投注官网】ien im Unterricht – aktuelle Fragestellungen der Theorie und Praxis: zum (Qualit?ts-)Diskurs um Open Educational Resources (OER). 5. LeHet-Netzwerktreffen "Heterogenit?t in der Schule", 6. Juli 2018, Augsburg.
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Wekerle, Christina & Kollar, Ingo (2018). Effects of expertise on teachers' technology-supported teaching scripts. 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
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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.
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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.
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Wekerle, Christina & Backfisch, Iris (2018). Erfassung mediendidaktischer Kompetenzen von Lehrkr?ften und Effekte auf den Einsatz von digitalen 新万博体育下载_万博体育app【投注官网】ien im Unterricht. DGPs-Kongress 2018: Konferenz der Deutschen Gesellschaft für Psychologiee (DGPs), Frankfurt am Main, 15.-20. September 2018.
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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.
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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.
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2017
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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.
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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.
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2016
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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.
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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.
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Draghina, Mario, Stahl, Christine, & Wekerle, Christina (2016). Videos in der Lehrerbildung im Rahmen des LeHet-Projekts [Poster]. Programm-Workshop "Videos in der Lehrerbildung" der Qualit?tsoffensive Lehrerbildung des Bundesministeriums für Bildung und Forschung (BMBF), Münster, Juni 2016.
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