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Sascha Bernholt
Leibniz Association
43Publications
6H-index
167Citations
Publications 43
Newest
#1Hendrik HärtigH-Index: 4
Last.Jan Retelsdorf (UHH: University of Hamburg)H-Index: 13
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Fachtexte stellen Lesende im Unterricht bekanntermasen vor grose Herausforderungen. Es wird regelmasig bemangelt, dass die Texte aufgrund ihrer Gestaltung nicht fur die Zielgruppe geeignet seien. Eine Moglichkeit, dem zu begegnen, ist die sprachliche Veranderung der Texte, hierfur gibt es aus der Textverstandnisforschung auch belegte Empfehlungen. In dem hier vorgestellten Projekt wurden solche Masnahmen zur Vereinfachung der Texte in den Fachern Physik und Chemie eingesetzt und in drei aufeinan...
#1Lars HöftH-Index: 1
#2Sascha BernholtH-Index: 6
Die Forderung des Interesses und der Freude am Fach sowie der Erwerb eines grundlegenden Verstandnisses chemischer Konzepte sind wesentliche Ziele des Chemieunterrichts. Diese motivationalen und kognitiven Personenmerkmale pragen nicht nur das Handeln der Schulerinnen und Schuler im Unterricht, sondern auch auserhalb der Schule. In dieser Studie wurde daher untersucht, inwieweit sich die Freude am Chemieunterricht, das Konzeptwissen und das individuelle Interesse der Schulerinnen und Schuler an ...
#1Sebastian T. Opitz (MSU: Michigan State University)H-Index: 3
#2Knut Neumann (Leibniz Association)H-Index: 11
Last.Ute Harms (Leibniz Association)H-Index: 9
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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...
#1Lars Höft (Leibniz Association)H-Index: 1
#2Sascha Bernholt (Leibniz Association)H-Index: 6
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...
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 ...
#1Sascha Bernholt (Leibniz Association)H-Index: 6
#2Karolina Broman (Umeå University)H-Index: 4
Last.Ilka Parchmann (Leibniz Association)H-Index: 12
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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 ...
#1Sören Podschuweit (Leibniz Association)H-Index: 2
#2Sascha Bernholt (Leibniz Association)H-Index: 6
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...
#1Karolina Broman (Umeå University)H-Index: 4
#2Sascha Bernholt (Leibniz Association)H-Index: 6
Last.Ilka Parchmann (Leibniz Association)H-Index: 12
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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...
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