Publications

Journals

• Bichler, S., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2022). Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect?. Instructional Science, 50, 335–359. https://doi.org/10.1007/s11251-022-09579-4 
• Kaltefleiter, L. J.,Schuwerk, T., Grosse Wiesmann,C., Kristen-Antonow, S., Jarvers, I., & Sodian, B. (2022). Evidence for goal- and mixed evidence for false belief-based action prediction in two- to four-year-old children: A large-scale longitudinal anticipatory looking replication study. Developmental Science, e13224. https://doi.org/10.1111/desc.13224
• Bascopé, M. & Reiss, K. (2021). Place-based STEM education for sustainability: A path towards socioecological resilience. Sustainability 2021, 13(15), 8414. https://doi.org/10.3390/su13158414 
• Berndt, M., Schmidt, F. M., Sailer, M., Fischer, F., Fischer, M. R., & Zottmann, J. M. (2021). Investigating statistical literacy and scientific reasoning & argumentation in medical-, social sciences-, and economics students. Learning and Individual Differences, 86. 101963
• Castaño Díaz, C., Dorner, B., Hussmann, H., & Strijbos, J.-W. (2021). Conceptual review on scientific reasoning and scientific thinking. Current Psychology 2021. https://doi.org/10.1007/s12144-021-01786-5 
• Fink, M.C., Radkowitsch, A., Bauer, E., Sailer, M., Kiesewetter, J., Schmidmaier, R., Siebeck, M., Fischer, F., & Fischer, M.R. (2021). Simulation research and design: a dual-level framework for multi-project research programs. Education Technology Research and Development, 69(2), 809-841. https://doi.org/10.1007/s11423-020-09876-0 
• Kaltefleiter, L. J., Sodian, B., Kristen-Antonow, S., Grosse Wiesmann, C., & Schuwerk, T. (2021). Does syntax play a role in Theory of Mind development before the age of 3 years? Infant Behavior and Development, 64. https://doi.org/10.1016/j.infbeh.2021.101575 
• Koerber, S., & Osterhaus, C. (2021). Science competencies in kindergarten: A prospective study in the last year of kindergarten. Unterrichtswissenschaft, 49, 117-136. doi.org/10.1007/s42010-020-00093-5
• Köksal, Ö., Sodian, B., & Legare, C. H. (2021). Young children’s metacognitive awareness of confounded evidence. Journal of Experimental Child Psychology, 205, 105080. https://doi.org/10.1016/j.jecp.2020.105080 
• Opitz, A., Heene, M., & Fischer, F. (2021). Using Differential Item Functioning to Analyze the Domain Generality of a Common Scientific Reasoning Test. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000662
• Opitz, T., Schuwerk, T., Paulus, M., Kloo, D., Osterhaus, C., Lesch, K.-P., & Sodian, B. (2021). No links between genetic variation and developing theory of mind: A preregistered replication attempt of candidate gene studies. Developmental Science, 24(5), doi.org/10.1111/desc.13100
• Osterhaus, C., & Koerber, S. (2021). The development of advanced theory of mind in middle childhood: A longitudinal study from age 5 to 10 years. Child Development, 92(5), 1872-1888. doi.org/10.1111/cdev.13627
• Osterhaus, C., Brandone, A. C., Vosniadou, S., & Nicolopoulou, A. (2021). The Emergence and Development of Scientific Thinking During the Early Years: Basic Processes and Supportive Contexts. Frontiers in Psychology, 12(387). doi.org/10.3389/fpsyg.2021.629384
• Osterhaus, C., & Koerber, S. (2021). Social cognition in and beyond kindergarten: The relation between first-order and advanced theory of mind. European Journal of Developmental Psychology, 18(4), 573-592. https://doi.org/10.1080/17405629.2020.182086
• Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2021). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. European Journal of Psychology of Education, 1-14.
• Schmidt, F. M., Zottmann, J. M., Sailer, M., Fischer, M. R., & Berndt, M. (2021). Statistical Literacy and Scientific Reasoning & Argumentation in physicians. GMS Journal for Medical Education, 38(4).
• Smogorzewska, J., & Osterhaus, C. (2021). Advanced theory of mind in children with mild intellectual disability and deaf or hard-of-hearing children: A two-year longitudinal study in middle childhood. British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12389
• Sommerhoff, D., Kollar, I., Ufer, S. (2021). Supporting Mathematical Argumentation and Proof Skills: Comparing the Effectiveness of a Sequential and a Concurrent Instructional Approach to Support Resource-based Cognitive Skills. Frontiers in Psychology, 11, 572165. https://doi.org/10.3389/fpsyg.2020.572165 
• Spensberger, F., Kollar, I., & Pankofer, S. (2021). Effects of worked examples and external scripts on social work students’ fallacy recognition skills: A randomized controlled trial, Journal of Social Work Education, 1-18. https://doi.org/10.1080/10437797.2021.1963892 
• Sümmermann, M. L., Sommerhoff, D., & Rott, B. (2021). Mathematics in the digital age: The case of simulation-based proofs. International Journal of Research in Undergraduate Mathematics Education, 7(3), 438-465. https://doi.org/10.1007/s40753-020-00125-6
• Bauer, E., Fischer, F., Kiesewetter, J., Shaffer, D. W., Fischer, M. R., Zottmann, J. M., & Sailer, M. (2020). Diagnostic Activities and Diagnostic Practices in Medical Education and Teacher Education: An Interdisciplinary Comparison. Frontiers in Psychology, 11. https://www.frontiersin.org/articles/10.3389/fpsyg.2020.562665/full
• Bichler, S., Schwaighofer, M., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2020). How working memory capacity and shifting matter for learning with worked examples—A replication study. Journal of Educational Psychology, 112(7), 1320–1337. https://doi.org/10.1037/edu0000433 
• Codreanu, E., Sommerhoff, D., Huber, S., Ufer, S., & Seidel, T. (2020). Between authenticity and cognitive demand: finding a balance in designing a video-based simulation in the context of mathematics teacher education. Teaching and Teacher Education, 95, 103146. https://doi.org/10.1016/j.tate.2020.103146
• Datsogianni, A., Sodian, B., Markovits, H., Ufer, S. (2020). Reasoning with conditionals about everyday and mathematical concepts in primary school. Frontiers in Psychology, 11, 531640. https://doi.org/10.3389/fpsyg.2020.531640 
• Georgiou, D., Mok, S. Y., Fischer, F., Vermunt, J. D., & Seidel, T. (2020). Evidence-Based Practice in Teacher
  Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge. Frontiers in Education, 5, Article 559192. https://doi.org/10.3389/feduc.2020.559192 
• Kiesewetter, J., Sailer, M., Jung, V. M., Schönberger, R., Bauer, E., Zottmann, J. M., Hege, I., Zimmermann, H., Fischer, F., & Fischer, M. R. (2020). Learning clinical reasoning: how virtual patient case format and prior knowledge interact. BMC Medical Education, 20(1), 1-10. https://doi.org/10.1186/s12909-020-1987-y 
• Klemm, J., Flores, P., Sodian, B., & Neuhaus, B. J. (2020). Scientific Reasoning in Biology - the Impact of Domain-General and Domain-Specific Concepts on Children's Observation Competency. Frontiers in Psychology, 11. https://doi.org/10.3389/fpsyg.2020.01050
• Koerber, S., & Osterhaus, C. (2020). Some but not all aspects of (advanced) Theory of Mind predict loneliness. British Journal of Developmental Psychology, 38, 144–148. https://doi.org/10.1111/bjdp.12302
• Li, Y., Rossmy, B., & Hußmann, H. (2020). Tangible Interaction with Light: A Review. Multimodal Technologies and Interaction, 4(4), 72. https://doi.org/10.3390/mti4040072 
• Li, Y., Dai, J., Wang, X., & Slotta, J. (2020). Active learning designs for Calculus II: a learning community approach for interconnected smart classrooms. International Journal of Smart Technology and Learning, 2(1), 66-87. https://doi.org/10.1504/IJSMARTTL.2020.109504 
• Nyberg, K., Koerber, S., & Osterhaus, C. (2020). How to measure scientific reasoning in primary school: A comparison of different test modalities. European Journal of Science and Mathematics Education, 8, 137–144. http://scimath.net/articles/83/833.pdf
• Osterhaus, C., Putnick, D. L., Kristen-Antonow, S., Kloo, D., Bornstein, M. H., & Sodian, B. (2020). Theory of Mind and diverse intelligences in 4-year-olds: Modeling associations of false beliefs with children’s numerate-spatial, verbal, and social intelligence. British Journal of Developmental Psychology, 38, 580–593. https://doi.org/10.1111/bjdp.12336
• Osterhaus, C., Koerber, S., & Sodian, B. (2020). The Science-P Reasoning Inventory (SPR-I): Measuring emerging scientific-reasoning skills in primary school. International Journal of Science Education, 42, 1087–1107. https://doi.org/10.1080/09500693.2020.1748251 [Supplementary materials]
• Schwichow, M., Osterhaus, C., & Edelsbrunner, P. (2020). The relation between the control-of-variables strategy and content knowledge in physics in secondary school. Contemporary Educational Psychology, 63, 101923. https://doi.org/10.1016/j.cedpsych.2020.101923
• Spensberger, F., Kollar, I., Gambrill, E., Ghanem, C., & Pankofer, S. (2020). 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 
• Zottmann, J. M., Horrer, A., Chouchane, A., Huber, J., Heuser, S., Iwaki, L., Kowalski, C., Gartmeier, M., Berberat, P. O., Fischer, M. R., & Weidenbusch, M. (2020). Isn't here just there without a “t” – to what extent can digital clinical case discussions compensate for the absence of face-to-face teaching? GMS Journal for Medical Education, 37(7). doi: 10.3205/zma001392
• Alqassab, M., Strijbos, J.-W., Ufer, S. (2019). Preservice mathematics teachers' beliefs about peer-feedback, perceptions of their peer-feedback message, and emotions as predictors of peer-feedback accuracy and comprehension of the learning task. Assessment and Evaluation in Higher Education, 44(1), 139-154.
• Bascopé, M., Perasso, P., & Reiss, K. (2019). Systematic review of education for sustainable development at an early stage: Cornerstones and pedagogical approaches for teacher professional development. Sustainability 2019, 11(3), 719. https://doi.org/10.3390/su11030719 
• Ghanem, C., Kollar, I., Pankofer, S., Eckl, M., & Fischer, F. (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 
• Grosso, S. S., Schuwerk, T., Kaltefleiter, L. J., & Sodian, B. (2019). 33-month-old children succeed in a false belief task with reduced processing demands: A replication of Setoh et al. (2016). Infant Behavior and Development, 54, 151-155. https://doi.org/10.1016/j.infbeh.2018.09.012
• Heitzmann, N., Seidel, T., Opitz, A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R., & Fischer, F. (2019). Facilitating Diagnostic Competences in Simulations: A Conceptual Framework and a Research Agenda for Medical and Teacher Education. Frontline Learning Research, 7(4), 1-24.
• Klemm, J., Kohlhauf, L., Boone, B., Sodian, B., & Neuhaus, B. J. (2019). Förderung biologischer Beobachtungskompetenz im Kindergarten. Frühe Bildung, 8(1), 1-8.
• Knöchelmann, N., Krueger, S., Flack, A. , & Osterhaus, C. (2019). Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem. Frontline Learning Research, 7(4), 58–65. https://doi.org/10.14786/flr.v7i4.471
• Koerber, S., & Osterhaus, C. (2019). Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning. Journal of Cognition and Development, 20(4), 510–533. https://doi.org/10.1080/15248372.2019.1620232
• Lenz, H., Opitz, A., Huber, D., Jacobs, F., Paik, W. G., Roche, J., & Fischer, M. R. (2019). Sprache zählt: Entwicklung eines objektiven strukturierten Sprachtests für ausländische Ärztinnen und Ärzte – Ergebnisse einer Pilotstudie in Deutschland. GMS Journal for Medical Education, 36(1).
• Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2019). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology, 72, 994–1004. https://doi.org/10.1177/1747021818775909
• Schuwerk, T., Kaltefleiter, L. J., Au, J. Q., Hoesl, A., & Stachl, C. (2019). Enter the wild: Autistic traits and their relationship to mentalizing and social interaction in everyday life. Journal of autism and developmental disorders, 49(10), 4193-4208. https://doi.org/10.1007/s10803-019-04134-6
• Sommerhoff, D., & Ufer, S. (2019). Acceptance criteria for validating mathematical proofs used by school students, university students, and mathematicians in the context of teaching. ZDM Mathematics Education, 51(5), 717-730, doi:10.1007/s11858-019-01039-7
• Spensberger, F. (2019). The digitalization of a social work theory: Experiences of a German child welfare social worker. International Social Work. https://doi.org/10.1177/0020872819865018 
• Weixler, S.,Sommerhoff, D., & Ufer, S. (2019). The empirical law of large numbers and the hospital problem: systematic investigation of the impact of multiple task and person characteristics. Educational Studies in Mathematics, 100(1), 61-82, doi:10.1007/s10649-018-9856-x
• Alqassab, M., Strijbos, J.-W., Ufer, S. (2018). The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis. Learning and Instruction, 58, 182-192.
• Berndt, M., & Fischer, M. R. (2018). The role of electronic health record in clinical reasoning. Annals of the New York Academy of Sciences, 1434(1), 109-114.
• Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, A., Reiss, K., Stürmer, K., Siebeck, M., Schmidmaier, R., Seidel, T., Ufer, S., Wecker, C., & Neuhaus, B. J. (2018). Systematizing Professional Knowledge of Medical Doctors and Teachers: Development of an Interdisciplinary Framework in the Context of Diagnostic Competences. Education Sciences, 8(4), doi:10.3390/educsci8040207
• Ghanem, C., Kollar, I., Fischer, F., Lawson, T.R., & Pankofer, S. (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
• Köksal-Tuncer, Ö., & Sodian, B. (2018). The development of scientific reasoning: Hypothesis testing and argumentation from evidence in young children. Cognitive Development, 48, 135–145. doi: 10.1016/j.cogdev.2018.06.011
• Li, Y. H., Yang, H. H., & MacLeod, J. (2018). Preferences toward the constructivist smart classroom learning environment: Examining pre-service teachers’ connectedness. Interactive Learning Environments, 1-14. https://doi.org/10.1080/10494820.2018.1474232
• MacLeod, J., Yang, H. H., Zhu, S., & Li, Y. H. (2018). Understanding students’ preferences towards the smart classroom learning environment: Development and validation of an instrument. Computers & Education, 122, 80-91. https://doi.org/10.1016/j.compedu.2018.03.015
• Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2018). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology. doi:10.1177/1747021818775909
• Klemm, J., & Neuhaus, B. J. (2017). The role of involvement and emotional well-being for preschool children’s scientific observation competency in biology. International Journal of Science Education, 39(7), 863-876. https://doi.org/10.1080/09500693.2017.1310408 
• Koerber, S., Osterhaus, C., & Sodian, B. (2017). Diagrams support revision of prior belief in primary school. Frontline Learning Research, 5(1), 76–84. https://doi.org/10.14786/flr.v5i1.265
• Osterhaus, C., Koerber, S., & Sodian, B. (2017). Scientific thinking in elementary school: Children’s social cognition and their epistemological understanding promote experimentation skills. Developmental Psychology, 53, 450–462. https://doi.org/10.1037/dev0000260
• Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs. Journal of the Learning Sciences, 27(2), 319-351, doi:10.1080/10508406.2018.1440353
• Weixler, S., Sommerhoff, D., & Ufer, S. (2018). The Empirical Law of Large Numbers and the Hospital Problem: Systematic Investigation of the Impact of Multiple Task and Person Characteristics. Educational Studies in Mathematics, 100(1), 61-82. https://doi.org/10.1007/s10649-018-9856-x
• Alqassab, M., Strijbos, J. W., & Ufer, S. (2017). Training peer-feedback skills on geometric construction tasks: Role of domain knowledge and peer-feedback levels. European Journal of Psychology of Education, 33, 11-30. http://dx.doi.org/10.1007/s10212-017-0342-0
• Ghanem, C., Spensberger, F., & Kollar, I. (2017). Die Diffusion von evidenzbasierter Praxis (EBP) - Eine Literaturanalyse der EBP-Netzwerke in den Vereinigten Staaten und in deutschsprachigen Ländern. Neue Praxis, 5, 438-456.
• Ghanem, C., Lawson, T. R., Pankofer, S., Maragkos, M., & Kollar, I. (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
• Gentsch, K., Loderer, K., Soriano, C., Fontaine, R. J., Eid, M., Pekrun, R., & Scherer, K. R. (2017). Effects of achievement contexts on the meaning structure of emotion words. Cognition & Emotion. doi: 10.1080/02699931.2017.1287668
• Goymann, W., & Flores Dávila, P. (2017). Acute peaks of testosterone suppress paternal care: evidence from individual hormonal reaction norms. Proceedings of the Royal Society B: Biological Sciences, 284(1857). https://doi.org/10.1098/rspb.2017.0632
• Nawani, J., Kotzebue, L., Rixius, J., Graml, M., & Neuhaus, B. J. (2017). Teachers’ use of focus questions in german biology classrooms: A video-based naturalistic study. International Journal of Science and Mathematics Education, 1-21.
• Nawani, J., Kotzebue, L., Spangler, M., & Neuhaus, B. J. (2017). Teachers’ use of focus questions in german biology classrooms: A video-based naturalistic study. International Journal of Science and Mathematics Education, 1-21.
• Opitz, A., Heene, M., & Fischer, F. (2017). Measuring scientific reasoning–a review of test instruments. Educational Research and Evaluation, 1-24.
• Putwain, D. W., Becker, S., Symes, W., & Pekrun, R. (2017). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73-81. https://doi.org/10.1016/j.learninstruc.2017.08.004
• Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016). Fostering scientific reasoning in education - meta-analytic evidence from intervention studies. Educational Research and Evaluation, 22(5-6), 333-349. http://dx.doi.org/10.1080/13803611.2016.1240089
• Epstein, N., Brendel, T., Hege, I., Ouellette, D. L., Schmidmaier, R., & Kiesewetter, J. (2016). The power of the pen: how to make physicians more friendly and patients more attractive. Medical Education, 50(12), 1214-1218.
• Ghanem, C., Kollar, I., Fischer, F., Lawson, T.R., & Pankofer, S. (2016). 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
• Ghanem, C. (2016). The Need for Intercultural Sensitivity: A Frontline Report of a German Probation Officer. International Social Work, 61(2), 308-311. https://doi.org/10.1177/0020872816664966
• Nawani, J., Rixius, J., & Neuhaus, B. J. (2016). Influence of using challenging tasks in biology classrooms on students’ cognitive knowledge structure: an empirical video study. International Journal of Science Education, 38(12), 1882-1903. https://doi.org/10.1080/09500693.2016.1213456
• Saffran, A., Barchfeld, P., Sodian, B., & Alibali, M. W. (2016). Children’s and adults’ interpretation of covariation data: Does symmetry of variables matter?. Developmental Psychology, 52(10), 1530-1544. https://doi.org/10.1037/dev0000203
• Sommerhoff, D., Weixler, S., Geppert, S., & Weixler, P. (2016). Was passt da noch rein? Modellieren mit pyramidenförmigen Teebeuteln. Praxis der Mathematik, 69, 21-25.
• Steinberger, F., Moeller, A., & Schroeter, R. (2016). The antecedents, experience, and coping strategies of driver boredom in young adult males. Journal of safety research, 59, 69-82.
• Wecker, C., Vogel, F., & Hetmanek, A. (2016). Visionär und imposant - aber auch belastbar? Eine Kritik der Methodik von Hatties “Visible Learning”. Zeitschrift für Erziehungswissenschaft, 20, 21-40. http://dx.doi.org/10.1007/s11618-016-0696-0 
• Wecker, C., Hetmanek, A., & Fischer, F. (2016). Zwei Fliegen mit einer Klappe? Fachwissen und fächerübergreifende Kompetenzen gemeinsam fördern. Unterrichtswissenschaft, 44(3), 226-238. https://www.researchgate.net/profile/Andreas-Hetmanek/publication/320287295_Zwei_Fliegen_mit_einer_Klappe_Fachwissen_und_facherubergreifende_Kompetenzen_gemeinsam_fordern/links/59db8ac545851508a43a0a98/Zwei-Fliegen-mit-einer-Klappe-Fachwissen-und-faecheruebergreifende-Kompetenzen-gemeinsam-foerdern.pdf 
• Wenglein, S., Bauer, J., Heininger, S., & Prenzel, M. (2015). Kompetenz angehender Lehrkräfte zum Argumentieren mit Evidenz: Erhöht ein Training von Heuristiken die Argumentationsqualität? Unterrichtswissenschaft, 43(3), 209-224. doi: 10.3262/UW1503209
• Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., ... & Eberle, J. (2014). Scientific reasoning and argumentation: advancing an interdisciplinary research agenda in education. Frontline Learning Research, 2(3), 28-45.

Conference Contributions and Posters

• Kaltefleiter, L. J., Kristen-Antonow, S., Schuwerk, T., & Sodian, B. (2022, January). Effects of two linguistic interventions on three-year-olds' early mental state reasoning abilities. BCCCD22, virtual conference, 10.01.-14.01.2022.
• Auner, C., & Opio-Göres, M. (2021). Transferring Innovative Teaching Approaches to Social Work Education: Preparing Social Work Students for practice with Computer Supported Scripts (css) and Standardized Client Simulation in Germany. ECSWE 2021 - European Conference on Social Work Education: Innovation and Resilience: preparedness of Social Work Education in uncertain times, Symposium 8. Tallinn, 18.06.2021.
• Horrer, A., Thewes, R., Bringenberg, M., Sailer, M., Fischer, M. R., Weidenbusch, M., & Zottmann, J. (2021, September). Digitale Clinical Case Discussions – Analyse und Förderung klinischer Entscheidungsfindungskompetenz von Medizinstudierenden im Kontext von Online-Falldiskussionen. Paper presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Zurich, Switzerland.
• Spensberger, F., Kollar, I., Gambrill, E., Ghanem, C., & Pankofer, S. (2021, May). How to teach evidence-based practice in social work: A systematic review. Presentation at ECSWR 2021: Social Work Research Contributing to Innovations in Practice, Policy and Social Development, Onlinekonferenz (Bukarest).
• Bauer, E., Sailer, M., Kiesewetter, J., Shaffer, D. W., Schulz, C., Pfeiffer, J., ... & Fischer, F. (2020). Pre-Service Teachers’ Diagnostic Argumentation: What is the Role of Conceptual Knowledge and Cross-Domain Epistemic Activities?. ICLS 2020 Proceedings, 2399-2400.
• Berndt, M., Schmidt, F. M., Zottmann, J., Sailer, M., & Fischer, M. R. (2020, February / March). Development of Statistical Literacy and Scientific Reasoning & Argumentation Skills in Medical Doctors. Paper presented at the Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, Kuala Lumpur, Malaysia.
• Berndt, M., Schmidt, F. M., Zottmann, J., Sailer, M., & Fischer, M. R. (2020, January). Development of Statistical Literacy and Scientific Reasoning & Argumentation Skills in Medical Doctors. Paper presented at the Asia Pacific Medical Education Conference (APMEC), Singapore, Singapore.
• Herrera-Bennett, A., Lakens, D., Heene, M., & Ufer, S. (2020) Disrupting the Null Ritual via MOOCs: Can Dynamic Instructional Support Reduce Statistical Misconceptions?. AERA Annual Meeting San Francisco, CA.
• Kiesewetter, J., Bauer, E., Sailer, M., Zottmann, J., & Fischer, M. R. (2020, February / March). Assessing dyads’ collaborative clinical reasoning - more than just the better students’ knowledge. Poster session presented at the Ottawa Conference on the Assessment of Competence in Medicine and the Healthcare Professions, Kuala Lumpur, Malaysia.
• Diery, A., Horrer, A., Knogler, M., Wiesbeck, A., Hetmanek, A., Bannert, M., & Seidel, T. (2019). Teacher Educators as Brokers for Research Evidence: Attitudes, Current Practice, and Challenges. Paper presented at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, 12-16.08.2019.
• Diery, A., Horrer, A., Knogler, M., Wiesbeck, A., Hetmanek, A., Bannert, M., & Seidel, T. (2019). Adressatengerechte Kommunikation von wissenschaftlicher Evidenz in der Lehrerbildung – Befunde zum Clearing House Unterricht. Vortrag auf der 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Cologne, 25.-27.02.2019.
• Horrer, A., Heuser, S., Lenzer, B., Sailer, M., Sailer, M., Fischer, F., Fischer, M., & Zottmann, J. (2019). Fallbasierte Gruppendiskussionen zur Förderung des wissenschaftlichen Denkens und Argumentierens Studierender im Medizin- und Lehramtsstudium. Vortrag auf der 84. Tagung der Arbeitsgruppe für empirische Pädagogische Forschung (AEPF), Münster, 15-18.09.2019.
• Pfeiffer, J., Meyer, C. M., Schulz, C., Kiesewetter, J., Zottmann, J., Sailer, M., Bauer, E., Fischer, F., Fischer, M. R., & Gurevych, I. (2019, November). FAMULUS: Interactive Annotation and Feedback Generation for Teaching Diagnostic Reasoning. Paper presented at the Conference on Empirical Methods in Natural Language Processing (EMNLP), Hong Kong, China.
• Schmidt, F. M., Zottmann, J., Sailer, M., Fischer, M. R., & Berndt, M. (2019, August). Development of Statistical Literacy and Scientific Reasoning & Argumentation Skills in Medical Doctors. Paper presented at the Conference of the Association for Medical Education in Europe (AMEE), Vienna, Austria.
• Schulz, C., Meyer, C., Kiesewetter, J., Sailer, M., Bauer, E., Fischer, M., Fischer, F., Fischer, F., & Gurevych, I. (2019): Analysis of Automatic Annotation Suggestions for Hard Discourse-Level Tasks in Expert Domains. Proceedings of the 57th Annual Meeting of the Association for Computational Linguistics (ACL), Florence, Italy; https://arxiv.org/abs/1906.02564
• Spensberger, F., Kollar, I., Gambrill, E., Ghanem, C., & Pankofer, S. (2019, November). How to teach evidence-based practice in social work: A systematic review. Presentation at the Years of Degree Programme in Social Work: Awakening, Continuity and Change, Brixen, Italy.
• Spensberger, F., Kollar, I., Gambrill, E., Ghanem, C., & Pankofer, S. (2019, June). How to teach evidence-based practice in social work: A systematic review. Presentation at the EASSW 2019: Meanings of quality of social work education in a changing Europe, Madrid, Spain.
• Spensberger, F., Kollar, I., & Pankofer, S. (2019, June). Effects of worked examples and external scripts on social work students’ fallacy revelation skills. Presentation at the EASSW 2019: Meanings of quality of social work education in a changing Europe, Madrid, Spain.
• Spensberger, F., Pankofer, S., & Kollar, I. (2019, February). Scaffolding evidence-based reasoning skills of social work students – Effects of worked examples and external scripts on social work students’ internal fallacy revelation scripts. Poster presentation at the REASON Winter School 2019: Bridging the research-practice-gap – Advancing evidence-based argumentation, Munich, Germany.
• Berndt, M., Schmidt, F. M., Sailer, M., Fischer, F., Fischer, M. R., & Zottmann, J. (2018, November). Statistical Literacy and Scientific Reasoning & Argumentation as cross-domain key qualifications. Poster session presented at the Annual AAMC Meeting Learn Serve Lead (LSL), Austin, TX, USA.
• Horrer, A., Bannert, M., & Vogel, F. (2018). Promoting inquiry learning in digital simulation environments by metacognitive scaffolds. Poster presented at the REASON Interdisciplinary Spring School, Munich, 05.-07.03.2018.
• Kiesewetter, J., Jung, V., Sailer, M., Schönberger R., Bauer, E., Zottmann, J., Hege, I., Fischer, F., & Fischer, M. R. (2018, August). Fostering diagnostic competence with whole cases vs. serial cue cases: Effects on learning process and outcomes. Paper presented at the Conference of the Association for Medical Education in Europe (AMEE), Basel, Switzerland.
• Spensberger, F., Pankofer, S., Ghanem, C., Gambrill, E., & Kollar, I. (2018, October). Educational interventions to teach evidence-based practice to social workers and social work students: A systematic review. Poster presented at GEIS 2018: Evidence, synthesis and implementation: creating impact for stronger communities around the world, Melbourne, Australia.
• Spensberger, F., Pankofer, S., & Kollar, I. (2018, October). Scaffolding evidence-based reasoning skills of social work students – Effects of worked examples and external scripts. Poster presented at EARLI SIG 26 2018: Argumentation, Dialogue and Reasoning, Jerusalem, Israel.
• Spensberger, F., Pankofer, S., & Kollar, I. (2018, April). Didaktische Unterstützung evidenzbasierter Denkprozesse von Student*innen der Sozialen Arbeit - Bildungserzieherische Interventionen evidenzbasierter Praxis & Effekte von Lösungsbeispielen und Externaler Skripte auf die Entwicklung internaler Skripte von Sozialarbeitsstudent*innen zur Identifikation von Argumentationsfehlern. Poster presented at DGSA Pre-con 2018: Teilhabe, Solidarität und bürgerschaftliche Identifikation in einer pluralen Gesellschaft, Hamburg, Germany.
• Spensberger, F., Pankofer, S., & Kollar, I. (2018, April). Scaffolding evidence-based reasoning skills of social work students – Effects of worked examples and external scripts. Poster presented at ESWRA 2018: Social Work in Transition: Challenges for Social Work Research in a Changing Local and Global World, Edinburgh, Scotland.
• Spensberger, F., Pankofer, S., & Kollar, I. (2018, March). The revelation of social work fallacies: Using script theory in critical thinking education. Poster presented at the REASON Spring School 2018: Advances in measuring scientific reasoning and argumentation, Munich, Germany.
• Lenzer, B., Ghanem, C., Weidenbusch, M., Fischer, M. R., & Zottmann, J. (2017, September). Clinical Case Discussions: Ein innovatives Format zur Förderung von Clinical Reasoning bei Medizinstudierenden. Poster session presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Münster, Germany.
• Lenzer, B., Ghanem, C., Weidenbusch, M., Fischer, M. R., & Zottmann, J. (2017, August). Scientific Reasoning in Medical Education: A Novel Approach for the Analysis of Epistemic Activities in Clinical Case Discussions. Paper presented at the Conference of the Association for Medical Education in Europe (AMEE), Helsinki, Finland.
• Lenzer, B., Ghanem, C., Weidenbusch, M., Fischer, M. R., & Zottmann, J. (2017, August). Scientific Reasoning in Medical Education: A Novel Approach for the Analysis of Epistemic Activities in Clinical Case Discussions. Poster session presented at the European Conference on Educational Research (ECER), Copenhagen, Denmark.
• Lenzer, B., Ghanem, C., Weidenbusch, M., Fischer, M. R., & Zottmann, J. (2017, March). Scientific Reasoning in Medical Education: A Novel Approach for the Analysis of Epistemic Activities in Clinical Case Discussions. Paper presented at the 5th International Conference for Research in Medical Education (RIME), Düsseldorf, Germany.
• Ouellette, D. L., Dudko, Y., Zottmann, J., Berndt, M., Fischer, F., & Fischer, M. R. (2017, March). The Role of Epistemic Beliefs in Clinical Reasoning: Preliminary Results of a Systematic Literature Review. Paper presented at the 5th International Conference for Research in Medical Education (RIME), Düsseldorf, Germany.
• Sommerhoff, D., Ufer, S., & Kollar, I. (2017). The impact of cognitive resources on students' performance in mathematical proof construction. 17th Biennial Conference der European Association for Research on Learning and Instruction (EARLI) Tampere, Finland.
• Schmidt, F. M., Berndt, M., Sailer, M., Fischer, F., Fischer, M. R., & Zottmann, J. (2017, September). Zur Erfassung von Statistical Literacy als Schlüsselqualifikation Medizin- und Pädagogikstudierender. Paper presented at the 82. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Tübingen, Germany.
• Sommerhoff, D., Ufer, S., & Kollar, I. (2017). Der Einfluss individueller kognitiver Ressourcen von Studierenden auf die Konstruktion von Beweisen. Beiträge zum Mathematikunterricht 2017.
• Spensberger, F., Pankofer, S., & Kollar, I. (2017, October). Scaffolding evidence-based reasoning skills of social work students – Evidence-based practice interventions in social work & the revelation of social work fallacies: Using script theory in critical thinking education. Poster presented at the REASON Retreat, Venice, Italy.
• Vogel, F., & Sommerhoff, D. (2017). Advances and trends in teaching the Learning Sciences. 17th Biennial Conference der European Association for Research on Learning and Instruction (EARLI) Tampere, Finland.
• Zottmann, J., Berndt, M., Schmidt, F. M., Kolano, A., Ouellette, D. L., Sailer, M., Fischer, F., & Fischer, M. R. (2017, September). Scientific Reasoning and Argumentation - Studien zur Analyse und Förderung des wissenschaftlichen Denkens und Argumentierens von Studierenden der Humanmedizin. Poster session presented at the Jahrestagung der Gesellschaft für Medizinische Ausbildung (GMA), Münster, Germany.
• Zottmann, J., Berndt, M., Ouellette, D. L., Sailer, M., Fischer, F., & Fischer, M. R. (2017, August). Investigating Scientific Reasoning and Argumentation in Medical Education and Beyond. Poster session presented at the Conference of the Association for Medical Education in Europe (AMEE), Helsinki, Finland.
• Alqassab, M., Strijbos, J. W., & Ufer, S. (2016). Exploring the composition process of peer feedback. In C.K. Looi, J. L. Polman, U. Cress & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS), Volume 2 (pp. 862-865). International Society of the Learning Sciences, Singapore.
• Fysaraki, M., Fischer, F., Hußmann, H., & Stegmann, K. (2016). Team Awareness Support for Collaborative Argumentation in Higher Education: A Qualitative Multiple-Case Study. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS), Volume 2 (pp. 1227-1228). International Society of the Learning Sciences, Singapore.
• Lerner, P., Csanadi, A., Daxenberger, J., Flekova, L., Ghanem, C., Kollar, I., Fischer, F., & Gurevych, I. (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: The International Conference of the Learning Sciences (ICLS), Volume 2 (pp. 938-941). International Society of the Learning Sciences, Singapore.
• Ottinger, S., Kollar, I., & Ufer, S. (2016). Content and Form - All the Same or Different Qualities of Mathematical Arguments? In C. Csikos, A. Rausch & J. Szitanyi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4 (pp. 19-26). PME, Szeged, Hungary.
• Ouellette, D. L., Zottmann, J., Bolzer, M., Fischer, F., & Fischer, M. R. (2016, August). Development of a Meta-Analysis Coding Scheme on the Interplay of Epistemological Beliefs and Scientific Reasoning and Argumentation. Poster session presented at the EARLI SIG 20 & 26 Conference 2016, Ghent, Belgium.

Chapters in Books and Peer-Reviewed Conference Proceedings

• Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Gurevych, I. Fischer, M.R., & Fischer, F. (2022). Learning to Diagnose Students’ Behavioral, Developmental and Learning Disorders in a Simulation-Based Learning Environment for Pre-Service Teachers. In F. Fischer & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3 
• Marczynski, B., Kaltefleiter, L. J., Siebeck, M., Wecker, C., Stürmer, K., & Ufer, S. (2022). Diagnosing 6th Graders´ Understanding of Decimal Fractions - Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-to-One Interviews. In F. Fischer & A. Opitz (Eds.). In F. Fischer & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3 
• Opitz, A., Fischer, M. R., Seidel, T., & Fischer, F. (2022). Conclusions and Outlook: Toward more Systematic Research on the Use of Simulations in Higher Education. In F. Fischer, & A. Opitz (Eds.). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer. https://doi.org/10.1007/978-3-030-89147-3 
• Auner, C., Dorner, B. & Pankofer, S. (2021). "This really forced me to think!“ Knowledge Construction and Utilization in Social Work Education using Simulation-Based Learning Environments with Standardized Clients - a Qualitative Study. In A. Wichmann, H. U. Hoppe & N. Rummel (Eds.). General Proceedings of the 1st Annual Meeting of the International Society of the Learning Sciences 2021. Bochum, Germany: International Society of the Learning Sciences. https://2021.isls.org/proceedings/ 
• Auner, C. (2021). Frauen in der Hochschulmedizin: Wie „Gläserne Decken“ individualisiert werden. Rezension zu: Marina Ginal (2019): Geschlechterungleichheiten in der Universitätsmedizin. In Open Gender Journal (Eds.). https://doi: 10.17169/ogj.2021.172
• Hirsch, L., Li, Y., Geiger, H., & Butz, A. (2021). Safe-to-Touch: Tracking Touched Areas in Public Transport. In 18th IFIP TC13 International Conference on Human-Computer interaction (INTERACT 2021), August 30-September 3, 2022, Bari, Italy.
• Kron, S., Sommerhoff, D., Achtner, M., Stürmer, K., Wecker, C., Siebeck, M., Ufer, S. (2021). The accuracy of pre-service teachers' diagnosis and its relation to professional knowledge. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 4, 159. Khon Kaen, Thailand: PME.
• Liang, M., Li, Y., Weber, T., & Hussmann, H. (2021). Tangible Interaction for Children’s Creative Learning: A Review. In Creativity and Cognition (C&C '21). Association for Computing Machinery, New York, NY, USA, (pp. 1–14). https://doi.org/10.1145/3450741.3465262 
• Li, Y., Liang, M., Preissing, J., Bachl, N., Dutoit, M., Weber, T., Mayer, S., & Hussmann, H. (2022). A Meta-Analysis of Tangible Learning Studies from the TEI Conference. In Sixteenth International Conference on Tangible, Embedded, and Embodied Interaction (TEI 22), February 13-16, 2022, Daejeon, Republic of Korea. ACM, New York, NY, https://doi.org/10.1145/3490149.3501313
• Li, Y., Bapisch, B., Phu, J., Weber, T., & Hussmann, H. (2021). Study Marbles: A Wearable Light for Online Collaborative Learning in Video Meetings. In 18th IFIP TC13 International Conference on Human-Computer interaction (INTERACT 2021) (pp. 712-721). Springer, Cham.
• Li, Y., Sun, Y., Lu, T., Weber, T., & Hussmann, H. (2021). GrouPen: A Tangible User Interface to Support Remote Collaborative Learning. In 18th IFIP TC13 International Conference on Human-Computer interaction (INTERACT 2021) (pp. 590-598). Springer, Cham.
• Li, Y., Rossmy, B., Hussmann, H. (2021). Supporting Learning Interaction in a Distributed Learning Environment with Tangible User Interfaces. In E. de Vries, J. Ahn, & Y. Hod (Eds.), 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 100–115). International Society of the Learning Sciences, 2021.
• Li, Y., Ufer, S., & Slotta, J. D. (2021). Scripting Small Group Processes within a Learning Community. In In E. de Vries, J. Ahn, & Y. Hod (Eds.), 15th International Conference of the Learning Sciences – ICLS 2021 (pp. 100–108). International Society of the Learning Sciences, 2021.
• Sommerhoff, D., & Heinze, A. (2021). Pre-service teachers' enthusiasm for school and university mathematics. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 81-88). Khon Kaen, Thailand: PME. https://pme44.kku.ac.th/home/uploads/volumn/pme44_vol4.pdf 
• Sommerhoff, D., Brunner, E., & Ufer, S. (2021). How beliefs shape the selection of proofs for classroom instruction. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.). Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 73-80). Khon Kaen, Thailand: PME. https://pme44.kku.ac.th/home/uploads/volumn/pme44_vol4.pdf 
• Wiebe, J., Li, Y., Dai, J., Wang, X., & Slotta, J. D. (2021). Active Online Learning: Supporting Collaboration and a Sense of Community in Undergraduate Mathematics. American Educational Research Association.
• Datsogianni, A., Ufer, S. (2020). The relation between elementary students' conditional reasoning and alternatives generation: The case of mathematics. Research Report for the 44th Conference of the International Group for the Psychology of Mathematics Education. Due to cancellation of the conference to be published in an interim proceedings volume.
• Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Pfeiffer, J., Gurevych, I., Fischer, M. R., & Fischer, F. (2019). Using ENA to Analyze Pre-service Teachers’ Diagnostic Argumentations: A Conceptual Framework and Initial Applications. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Proceedings of the International Conference on Quantitative Ethnography (pp. 14-25). Springer.
• Pfeiffer, J., Meyer, C. M., Schulz, C., Kiesewetter, J., Zottmann, J., Sailer, M., Bauer, E., Fischer, F., Fischer, M. R., & Gurevych, I. (2019). FAMULUS: Interactive Annotation and Feedback Generation for Teaching Diagnostic Reasoning. In S. Padó, & R. Huang (Eds.). Proceedings of the 2019 Conference on Empirical Methods in Natural Language Processing and the 9th International Joint Conference on Natural Language Processing (EMNLP-IJCNLP) (pp. 73-78). Hong Kong: ACL.
• Sommerhoff, D., Brunner, E., Ufer, S. (2019). Appraisals for different types of proof. In M. Graven, H. Venkat, A. A. Essien, P. Vale (Eds.), Proceedings of 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 101). Pretoria, South Africa: PME.
• Sommerhoff, D., Weixler, S., Ufer, S. (2019). Impact of task and person characteristics on performance in the hospital problem. In M. Graven, H. Venkat, A. A. Essien, P. Vale (Eds.), Proceedings of 43rd Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 185). Pretoria, South Africa: PME.
• Ufer, S., Sommerhoff, D. (2019). Hauptsache überzeugt? Was kann Argumentieren (und Begründen und Beweisen) für den Mathematikunterricht leisten - und wie? In N. von Schroeders (Eds.), MaMut Materialien für den Mathematikunterricht - Argumentieren, Begründen, Beweisen (pp. 7-34). Franzbecker.
• Datsogianni, A., Ufer, S., Sodian, B. (2018). Elementary Students' Conditional Reasoning Skills in Mathematical and Everyday Contexts. In E. Bergqvist, M. Österholm, C. Granberg, L. Sumpter (Eds.). Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 331-338). Umea, Sweden: PME.
• Daxenberger, J., Csanadi, A., Ghanem, C., Kollar, I., & Gurevych, I. (2018). Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding. In F. Fischer, C. Chinn, K. Engelmann, & J. Osborne (Eds.), Scientific reasoning and argumentation. The roles of domain-specific and domain-general knowledge. (Chapter 3). Routledge.
• Engelmann, K., Chinn, C. A., Osborne, J., & Fischer, F. (2018). The Roles of Domain-Specific and Domain-General Knowledge in Scientific Reasoning and Argumentation. In F. Fischer, C. A. Chinn, K. Engelmann,& J. Osborne (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge. (Chapter 1). Routledge.
• Hetmanek, A., Engelmann, K., Opitz, A., & Fischer, F. (2018). Beyond Intelligence and Domain Knowledge. Scientific Reasoning and Argumentation as a Set of Cross-Domain Skills. In F. Fischer, C. Chinn, K. Engelmann, & J. Osborne (Eds.), Scientific reasoning and argumentation. The roles of domain-specific and domain-general knowledge. (Chapter 12). Routledge.
• Sommerhoff, D., Ufer, S. (2018). Students' and Mathematicians' Acceptance Criteria for Mathematical Proofs. In E. Bergqvist, M. Österholm, C. Granberg, L. Sumpter (Eds.), Proceedings of the 42nd Conference of the International Group for the Psychology of Mathematics Education (Vol. 5, p. 159). Umea, Sweden: PME.
• Ghanem, C., & Pankofer, S. (2017). Crisis! What crisis? Promotion als psychosoziale Krise – ethnografische Beschreibungen eines Doktoranden und seiner Betreuerin. In G. Ehlert, S. B. Gahleitner, M. Köttig, S. Sauer, G. Riemann, R. Schmitt & B. Völter (Eds.), Forschen und Promovieren in der Sozialen Arbeit (pp. 175-186). Barbara Budrich Verlag. https://doi.org/10.2307/j.ctvdf0hs4.18 
• Panadero, E., Jonsson, A., & Alqassab, M. (2017). Peer feedback used for formative purposes: Review of findings. In A. Lipnevich & J. K. Smith (Eds.), The Cambridge Handbook of Instructional Feedback. Cambridge University Press. https://doi.org/10.1017/9781316832134 
• Castaño Díaz, C., Dorner, B., Hussmann, H., & Strijbos, J.-W. (2016). Eppur Si Muove - Considerations in the Research of Commercial Video Games. 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). 10.1109/VS-GAMES.2016.7590346
• Ghanem, C., Schwegele, A., Pankofer, S., Kollar, I., & Fischer, F. (2016). Bewährungshilfe und Wissenschaft - eine Annäherung (?). Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer_innen. In S. Borrman & B. Thiessen (Eds.), Wirkungen Sozialer Arbeit. Potentiale und Grenzen der Evidenzbasierung für Profession und Disziplin (pp. 374-394). Barbara Budrich Verlag.
• Ouellette, D., Zottmann, J., Bolzer, M., Fischer, F., & Fischer, M.R. (2016). Investigating the interplay of epistemological beliefs and scientific reasoning and argumentation. In H. Laitko, H. Mieg & H. Parthey, (Eds.), Forschendes Lernen: Wissenschaftsforschung Jahrbuch 2016 (pp. 137-151). Wissenschaftlicher Verlag Berlin.
• Schiepe‐Tiska, A., Simm, I., & Schmidtner, S. (2016). Motivationale Orientierungen, Selbstbilder und Berufserwartungen in den Naturwissenschaften in PISA 2015. In K. Reiss, C. Sälzer, A. Schiepe‐Tiska, E. Klieme & O. Köller (Eds.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation (pp. 99‐132). Waxmann. https://www.researchgate.net/publication/312528883_Motivationale_Orientierungen_Selbstbilder_und_Berufserwartungen_in_den_Naturwissenschaften_in_PISA_2015
• Schiepe‐Tiska, A., Rönnebeck, S., Schöps, K., Neumann, K., Schmidtner, S., Parchmann, I., & Prenzel, M. (2016). Naturwissenschaftliche Kompetenz in PISA 2015 - Ergebnisse des internationalen Vergleichs mit einem modifizierten Testansatz. In K. Reiss, C. Sälzer, A. Schiepe‐Tiska, E. Klieme & O. Köller (Eds.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation (pp. 45‐98). Waxmann. https://www.researchgate.net/publication/312526081_Naturwissenschaftliche_Kompetenz_in_PISA_2015_-_Ergebnisse_des_internationalen_Vergleichs_mit_einem_modifizierten_Testansatz
• Schiepe‐Tiska, A., Schmidtner, S., Müller, K., Heine, J.‐H., Neumann, K., & Lüdtke, O. (2016). Naturwissenschaftlicher Unterricht in Deutschland in PISA 2015 im internationalen Vergleich. In K. Reiss, C. Sälzer, A. Schiepe‐Tiska, E. Klieme & O. Köller (Eds.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation (pp. 133‐176). Waxmann. https://www.researchgate.net/publication/312529090_Naturwissenschaftlicher_Unterricht_in_Deutschland_in_PISA_2015_im_internationalen_Vergleich 
• Sommerhoff, D., Ufer, S., Kollar, I. (2016). Proof Validation Aspects and Cognitive Student Prerequisites in Undergraduate Mathematics. In Csikos, C., Rausch, A., Szitanyi, J. (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 219-226). Szeged, Hungary: PME.
• Auner, C., & Münch, M. (2015). Integration partizipativ und kreativ mitgestalten. Seminare der außerschulischen politischen Bildung für Jugendliche und junge Erwachsene. In L. Harles. & D. Lange (Eds.), Zeitalter der Partizipation. Paradigmenwechsel in Politik und politischer Bildung?. Wochenschau Verlag.
• Castaño Díaz, C., Dorner, B., Hussmann, H., & Strijbos, J.-W. (2015). Explicit Fun, Implicit Learning in Multiplayer Online Battle Arenas: Methodological Proposal for Studying the Development of Cognitive Skills Using Commercial Video Games. 7th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). 10.1109/VS-GAMES.2015.7295775
• Castaño Díaz, C., Dorner, B., Hussmann, H., & Strijbos, J.-W. (2015). Scientific Heroes: Multiplayer Online Battle Arenas Foster Players' Hypothetico-Deductive Reasoning. CHI PLAY '15: Proceedings of the 2015 Annual Symposium on Computer-Human Interaction in PlayOctober 2015 (pp. 481-485). https://doi.org/10.1145/2793107.2810313 
• Sommerhoff, D., Ufer, S., Kollar, I. (2015). Research on mathematical argumentation: A descriptive review of PME proceedings. In Beswick, K.., Muir, T., Wells, J. (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 193-200). Hobart, Australia: PME.

Online Papers

• Pfeiffer, J., Meyer, C., Schulz, C., Kiesewetter, J., Zottmann, J., Sailer, M., Bauer, E., Fischer, F., Fischer, M., & Gurevych, I. (2019). FAMULUS: Interactive Annotation and Feedback Generation for Teaching Diagnostic Reasoning. https://arxiv.org/abs/1908.11254v1
• Schulz, C., Meyer, C. M., Kiesewetter, J., Sailer, M., Bauer, E., Fischer, M., Fischer, F., & Gurevych, I. (2019). Analysis of Automatic Annotation Suggestions for Hard Discourse-Level Tasks in Expert Domains. https://arxiv.org/pdf/1906.02564.pdf 
• Schulz, C., Meyer, C. M., Sailer, M., Kiesewetter, J., Bauer, E., Fischer, F., Fischer M. R., & Gurevych, I. (2018). Challenges in the Automatic Analysis of Students' Diagnostic Reasoning. arXiv:1811.10550

Edited Volumes and Monographs

• Fischer, F., & Opitz, A. (2022). Learning to Diagnose with Simulations - Examples from Teacher Education and Medical Education. Springer Briefs in Education. Springer. https://doi.org/10.1007/978-3-030-89147-3 
• Fischer, F., Chinn, C. A., Engelmann, K., & Osborne, J. (Eds.). (2018). Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge. Routledge.

Cohort of 2016

• Datsogianni, A. (2020). Elementary students' conditional reasoning skills in mathematical and everyday contexts [Dissertation, Ludwig-Maximilians-Universität Munich].
• Georgiou, D. (2020). The research-practice gap in teacher education: Beliefs, evidence and practice of university-based teacher educators [Dissertation, Ludwig-Maximilians-Universität München].
• Moeller-Bachhuber, A. (2020): Scientific Reasoning in Preschool: The Development, Correlates, and Promotion of Control of Variables Strategy Abilities [Dissertation, Ludwig-Maximilians-Universität München].
• Spensberger, F. (2020). Scientific Reasoning & Evidence-Based Practice in Social Work [Dissertation, Ludwig-Maximilians-Universität München].
• Bichler, S. (2019). The role of executive functions and Inquiry Based Learning for Scientific Reasoning and Argumentation [Dissertation, Ludwig-Maximilians-Universität München].
• Herrera-Bennett, A. (2019). How do researchers evaluate statistical evidence when drawin inferences from data? [Dissertation, Ludwig-Maximilians-Universität München].
• Ioannidou, O. (2019). The role of content knowledge and formal scientific reasoning skills in informal reasoning: investigating preservice teachers’ reasoning skills on socio-scientific issues [Dissertation, Ludwig-Maximilians-Universität München].
• Ottinger, S. (2019). Mathematical conjecturing and proving: the structure and effects of process characteristics from an individual and social-discursive perspective [Dissertation, Ludwig-Maximilians-Universität München]. doi: 10.5282/edoc.23811

Cohort of 2013

• Fysaraki, M. (2018). Conceptualizing and supporting awareness in collaborative argumentation [Dissertation, Ludwig-Maximilians-Universität München].
• Köksal Tuncer, Ö. (2018). The development of scientific reasoning in preschoolers: Hypothesis testing, evidence evaluation and argumentation from evidence [Dissertation, Ludwig-Maximilians-Universität München].
• Ghanem, C. (2017). Evidence-Based Practice and Scientific Reasoning in Social Work [Inaugural dissertation, Ludwig-Maximilians-Universität München].
• Schmidtner, S. S. (2017). Leistungsstarke Jugendliche in Naturwissenschaften. Vertiefende Analysen zu PISA 2006 und PISA 2012 [Dissertation, Technische Universität München].
• Strobel, C. G. (2017): Watching people fail. Fostering diagnostic competences with peer feedback on erroneous cognitive modeling examples [Dissertation, Ludwig-Maximilians-Universität München].
• Castaño Díaz, C. M. (2017): How Multiplayer Online Battle Arenas Foster Scientific Reasoning [Inaugural dissertation, Ludwig-Maximilians-Universität München].
• Sommerhoff, D. (2017): The Individual Cognitive Ressources Underlying Students’ Mathematical Argumentation and Proof Skills. From Theory to Intervention [Dissertation, Ludwig-Maximilians-Universität München].
• Loderer, K. (2017): Emotional Truths by Way of the Control-Value Theory: Extensions, Applicability, and Affordances of the Relative Universality Principle Regarding Structures, Origins, and Functions of Emotions in Achievement Settings [Inaugural dissertation, Ludwig-Maximilians-Universität München].
• Engelmann, K. F. (2017): Fostering Scientific Reasoning and Argumentation: Two Meta-Analytic Studies on Interventions from Primary to Higher Education [Dissertation, Ludwig-Maximilians-Universität München].
• Opitz, A. (2017): Advancing the Assessment of Scientific Reasoning Skills: A Review of Tests and a Detailed Analysis of a Common Test [Dissertation, Ludwig-Maximilians-Universität München].
• Csanadi, A. (2017): Solving professional problems together: The impact of collaboration on pre-service teachers‘ scientific reasoning [Dissertation, Ludwig-Maximilians-Universität München].
• Schubert, S. (2017): Revisiting the cognitive-motivational model: A multi-method approach on the function of emotion for reasoning in mathematics [Dissertation, Ludwig-Maximilians-Universität München].
• Klemm, J. (2017): Biological Observation Competency in Preschool - the relation to scientific reasoning and opportunities for intervention [Dissertation, Ludwig-Maximilians-Universität München].
• Alqassab, M. (2016): Peer feedback provision and mathematical proofs: Role of domain knowledge, beliefs, perceptions, epistemic emotions, and peer feedback content [Dissertation, Ludwig-Maximilians-Universität München].

Dissemination

• Flores, P., Kohlhauf, L., & Neuhaus, B. J. (2020). Der Wald kommt in den Kindergarten. Kita Aktuell Spezial, 1, 22-25.
• Ghanem, C., Spensberger, F., & Kollar, I. (2017). Die Diffusion von evidenzbasierter Praxis (EBP) - Eine Literaturanalyse der EBP-Netzwerke in den Vereinigten Staaten und in deutschsprachigen Ländern. Neue Praxis, 5, 438-456.