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Sascha Bernholt
Leibniz Association
41Publications
6H-index
166Citations
Publications 41
Newest
Published on Apr 1, 2019in Research in Science Education 1.57
Sebastian T. Opitz3
Estimated H-index: 3
(Michigan State University),
Knut Neumann11
Estimated H-index: 11
(Leibniz Association)
+ 1 AuthorsUte Harms9
Estimated H-index: 9
(Leibniz Association)
Energy is considered both as a disciplinary core idea and as a concept cutting across science disciplines. Most previous approaches studied progressing energy understanding in specific disciplinary contexts, while disregarding the relation of understanding across them. Hence, this study provides a systematic analysis of cross-disciplinary energy learning. On the basis of a cross-sectional study with n = 742 students from grades 6, 8, and 10, we analyze students’ progression in understanding ener...
2 Citations Source Cite
Published on Mar 24, 2019in International Journal of Science Education 1.32
Lars Höft1
Estimated H-index: 1
(Leibniz Association),
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association)
ABSTRACTThis paper presents the findings of a three-year longitudinal study (Grades 9–11; N = 756 students in German secondary schools; mean starting age = 14.7 years) that explores the development of and the interplay between upper-secondary students’ individual interest and conceptual understanding in chemistry. Students’ individual interest was assessed in seven dimensions of school science activities (realistic, investigative, artistic, social, conventional, and networking) according to Dier...
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Published on Feb 1, 2019in Journal of Research in Science Teaching 3.21
Lars Höft1
Estimated H-index: 1
,
Sascha Bernholt6
Estimated H-index: 6
+ 1 AuthorsMikael Winberg4
Estimated H-index: 4
The development of students' interest in school science activities, their understanding of central chemical concepts, and the interplay between both constructs across Grades 5–11 were analyzed in a ...
1 Citations Source Cite
Published on Nov 8, 2018in Israel Journal of Chemistry 2.61
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association),
Karolina Broman4
Estimated H-index: 4
(Umeå University)
+ 1 AuthorsIlka Parchmann12
Estimated H-index: 12
(Leibniz Association)
Chemistry requires and combines both observable and mental representations. Still we know that learners often struggle in combining these perspectives successfully, especially when experimental obs ...
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Published on Aug 1, 2018in Research in Science Education 1.57
Sören Podschuweit2
Estimated H-index: 2
(Leibniz Association),
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association)
Context-based learning has become a widespread approach in science education. While positive motivational effects of such approaches have been well established empirically, clear results regarding cognitive aspects of students’ learning are still missing. In this article, we argue that this circumstance might be mainly rooted in the definition of context itself. Based on this argument, we shift from the issue of if contexts are cognitively beneficial to focus on the question of which composition...
4 Citations Source Cite
Published on Jul 3, 2018in International Journal of Science Education 1.32
Karolina Broman4
Estimated H-index: 4
(Umeå University),
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association),
Ilka Parchmann12
Estimated H-index: 12
(Leibniz Association)
ABSTRACTContext-based learning aims to make learning more meaningful by raising meaningful problems. However, these types of problems often require reflection and thinking processes that are more complex and thus more difficult for students, putting high demands on students’ problem-solving capabilities. In this paper, students’ approaches when solving context-based chemistry problems and effects of systematic scaffolds are analysed based on the Model of Hierarchical Complexity. Most answers wer...
2 Citations Source Cite
Published on Jan 1, 2018in Chemistry Education Research and Practice 1.62
Sascha Bernholt6
Estimated H-index: 6
(Leibniz Association),
Hannah Sevian13
Estimated H-index: 13
(University of Massachusetts Boston)
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Published on Jan 1, 2017
Karolina Broman4
Estimated H-index: 4
,
Sascha Bernholt6
Estimated H-index: 6
To make students interested and engaged in science, several new teaching approaches have been developed aiming for higher order thinking. Context-based learning approaches emanates from an idea tha ...
Published on Jan 1, 2017
Karolina Broman4
Estimated H-index: 4
,
Sascha Bernholt6
Estimated H-index: 6
To make students interested and engaged in science, several new teaching approaches have been developed aiming for higher order thinking. Context-based learning approaches emanates from an idea tha ...
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