Since, 2013 the PSE funds a doctoral network which is now in its third phase.
From 2013 to 2018, the effects of authentic science education in the Alfried Krupp Student Lab were investigated by the first two cohorts in the doctoral network. Since 2018, MeMo-akS links the research on the topic of authenticity with research in the field of metacomprehension. Metacomprehension deals with learners' metacognitive judgements and aims in particular at:
identifing reasons for inaccurate (often: overoptimistic) metacognitive judgements of learners
exploring the consequences of these judgements; and
developing measures to increase the accuracy of judgements.
Research at the intersection of metacomprehension and authenticity in science education could answer the following research questions:
Why has authenticity in science education shown heterogeneous effects and proved to be hardly beneficial, especially with regard to learning success?
How can metacognitive judgement accuracy be promoted in teaching-learning settings?
The individual research projects in the doctoral network are supervised by tandems from subject didactics and educational science.
Project A: Perception of authenticity in Citizen Science projects between participation and performance
Doctoral candidate: Lena Finger
Scientific supervisors: Prof. Dr. Joachim Wirth (Learning and Instruction), Prof. Dr. Katrin Sommer (Didactics of Chemistry)
Project support: Vanessa van den Bogaert (Learning and Instruction)
Project B: Reading like the pros - promoting the calibration of metacognitive judgements when reading multiple documents in the subject of history
Dr. Corinna Schuster
Scientific supervisors: Prof. Dr. Marc Stadtler (Competence development and modelling), Prof. Dr. Nicola Brauch (Didactics of History)
Project support: Dr. Marcel Mierwald (Didactics of History)
Project C: Learning through independent experimentation vs. model learning in the student lab
Doctoral candidate: Ramona Hagenkötter
Scientific supervisors: Prof. Dr. Katrin Rolka (Didactics of Mathematics), Prof. Dr. Nikol Rummel (Educational psychology and technology)
Project support: Dr. Valentina Nachtigall (Educational psychology and technology)
Project D: Non-formal learning through open and guided experimentation
Doctoral candidate: Sarah Hohrath
Scientific supervisors: Prof. Dr. Sandra Aßmann (Social spaces and places of non-formal and informal learning), Prof. Dr. Heiko Krabbe (Didactics of Physics)
Project support: Dr. Maria Opfermann (University of Wuppertal)
Project E: Monitoring and regulation in propaedeutic writing in science: Promotable through Rubrics and Dependent on Authenticity?
Doctoral candidate: Rebecca Krebs
Scientific supervisors: Prof. Dr. Julian Roelle (Educational Psychology), Prof. Dr. Björn Rothstein (German didactics)
Project support: Dr. Julia Waldeyer (Educational Psychology)
Professional School of Education