Matthias Nückles
Biographic Data
| ID | 1502867 |
|---|---|
| NAME | Matthias Nückles |
| GIVEN NAMES | Matthias |
| FAMILY NAME | Nückles |
| SIGNATURE | NÜCKLES M |
| AFFILIATIONS | University of Freiburg |
| ORCID | 0000-0001-9924-5806 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Writing or speaking? The role of the production medium in the effectiveness of learning journals
Learning journals are a powerful tool to foster deep comprehension and lasting learning. However, the effectiveness of prompts in supporting high-school students’ learning journals is understudied. Similarly, the role of the production medium needs to be addressed. We investigated the effects of cognitive and metacognitive prompts on learning strategy use and learning outcomes as well as the influence of the medium (written vs. spoken journals). …
Generative and Retrieval Tasks: Does the Sequence Matter and Do Sequence Effects Depend on Learning Task Delay?
Engaging in both generative tasks (main function: knowledge construction) and retrieval tasks (main function: knowledge consolidation) is a common means for supporting knowledge acquisition. In the present study, we investigated the role of task sequence (i.e., generative‐before‐retrieval vs. retrieval‐before‐generative) and its potential dependence on learning task delay (i.e., delay between initial study phase and follow‐up generative or retrie…
Overlooked and Undersupported: How financial and time scarcity disempower Students' Agency and the prospect of unconditional basic income (UBI)
The present study investigates how financial and time scarcity undermine university students' sense of agency and explores the potential of an unconditional basic income (UBI) as an educational policy intervention. Using a mixed-methods design, this study examines a comprehensive sample of 504 university students from Germany, through qualitative content analysis and quantitative correlation analysis to investigate to what extent, financial and t…
Navigating the academic road with an empty tank? The impact of financial and time scarcity mindsets on students’ sense of agency
Students’ scarcity mindset negatively predicts self-perceived competence. • Students’ scarcity mindset negatively predicts psychological need satisfaction. • Students’ scarcity mindset does not predict implicit theories of intelligence. • Financial and time scarcity mindsets have similar motivational implications. The goal of the study is to investigate the relationships between university students' scarcity mindset – defined as the feeling of no…
Combining generative tasks and retrieval tasks
Both tasks designed to elicit generative activities (i.e., generative tasks) and tasks designed to elicit retrieval activities (i.e., retrieval tasks) can substantially foster learning after an initial study phase in which learners encountered new content. More specifically, in line with the theoretical notion that generative tasks serve the function of fostering the construction of mental representations, generative tasks have been found to subs…
Der Einfluss wissenschaftlicher Textgenres auf das Textverständnis und epistemologische Überzeugungen bei Studierenden der Bildungswissenschaften
Die Studie untersucht, ob adaptierte Primärliteratur, ein neu eingeführtes wissenschaftliches Textformat, sowohl Textverstehen als auch elaboriertere epistemologische Überzeugungen fördert. In einem randomisierten Experiment lasen 74 Studierende der Bildungswissenschaften wissenschaftliche Originalliteratur, adaptierte Primärliteratur oder einen Lehrbuchtext. Studierende, die adaptierte Primärliteratur lasen, zeigten ein besseres Textverständnis …
The Short-Term Reliability of Metaphors as an Assessment Method
Metaphors are assumed to be a means of accessing implicit aspects of cognition. Metaphors, therefore, have been increasingly used in educational science as an innovative tool to examine a broad range of constructs. However, there are both empirical findings and theoretical considerations suggesting that metaphors are also by experiences that are salient just in the moment of production of the metaphor. Therefore, we examined in a sample of N = 95…
Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations
Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students’ writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cogni…
Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks
Kristin Wäschlea, Thomas Lehmannb, Nicola Brauchc & Matthias Nücklesa*a University of Freiburgb University of Bremenc Ruhr-University Bochum
Knowledge acquisition or participation in communities of practice? Academics' metaphors of teaching and learning at the university
Learning has been described by two conceptual metaphors: as individual acquisition of knowledge (acquisition metaphor), and as an enculturation into a subject community (participation metaphor). On the other hand, academics' conceptions of teaching are usually reported to vary between teacher and student orientation. In order to integrate metaphors of learning with research on conceptions of teaching, we analyzed 36 academics' metaphors of teachi…
Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals
Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (C…
Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension
Reflecting on the personal utility and value of learning contents is important for motivation building and engagement in high quality learning processes. We investigated the effects of a personal-utility prompt in journal writing on students’ learning motivation and comprehension in biology education. 40 students of a German secondary school took part in a quasi-experimental field study. The students kept a weekly learning journal over six weeks.…
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
Knowledge acquisition or participation in communities of practice? Academics' metaphors of teaching and learning at the university
Learning has been described by two conceptual metaphors: as individual acquisition of knowledge (acquisition metaphor), and as an enculturation into a subject community (participation metaphor). On the other hand, academics' conceptions of teaching are usually reported to vary between teacher and student orientation. In order to integrate metaphors of learning with research on conceptions of teaching, we analyzed 36 academics' metaphors of teachi…
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
Writing about the Personal Utility of Learning Contents in a Learning Journal Improves Learning Motivation and Comprehension
Reflecting on the personal utility and value of learning contents is important for motivation building and engagement in high quality learning processes. We investigated the effects of a personal-utility prompt in journal writing on students’ learning motivation and comprehension in biology education. 40 students of a German secondary school took part in a quasi-experimental field study. The students kept a weekly learning journal over six weeks.…
Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals
Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (C…
Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks
Kristin Wäschlea, Thomas Lehmannb, Nicola Brauchc & Matthias Nücklesa*a University of Freiburgb University of Bremenc Ruhr-University Bochum
Knowledge acquisition or participation in communities of practice? Academics' metaphors of teaching and learning at the university
Learning has been described by two conceptual metaphors: as individual acquisition of knowledge (acquisition metaphor), and as an enculturation into a subject community (participation metaphor). On the other hand, academics' conceptions of teaching are usually reported to vary between teacher and student orientation. In order to integrate metaphors of learning with research on conceptions of teaching, we analyzed 36 academics' metaphors of teachi…
The Short-Term Reliability of Metaphors as an Assessment Method
Metaphors are assumed to be a means of accessing implicit aspects of cognition. Metaphors, therefore, have been increasingly used in educational science as an innovative tool to examine a broad range of constructs. However, there are both empirical findings and theoretical considerations suggesting that metaphors are also by experiences that are salient just in the moment of production of the metaphor. Therefore, we examined in a sample of N = 95…
Using spatial contiguity and signaling to optimize visual feedback on students’ written explanations
Writing cohesive texts is a crucial but challenging skill to master. Recently, cognitive tools that provide students with a graphical representation of their texts in the form of concept-maps have been shown to support students’ writing. Despite its beneficial effects, the addition of a graphical representation may have the disadvantage that students have to process multiple isolated representations (i.e., text, graphic), which may increase cogni…
Der Einfluss wissenschaftlicher Textgenres auf das Textverständnis und epistemologische Überzeugungen bei Studierenden der Bildungswissenschaften
Die Studie untersucht, ob adaptierte Primärliteratur, ein neu eingeführtes wissenschaftliches Textformat, sowohl Textverstehen als auch elaboriertere epistemologische Überzeugungen fördert. In einem randomisierten Experiment lasen 74 Studierende der Bildungswissenschaften wissenschaftliche Originalliteratur, adaptierte Primärliteratur oder einen Lehrbuchtext. Studierende, die adaptierte Primärliteratur lasen, zeigten ein besseres Textverständnis …
Navigating the academic road with an empty tank? The impact of financial and time scarcity mindsets on students’ sense of agency
Students’ scarcity mindset negatively predicts self-perceived competence. • Students’ scarcity mindset negatively predicts psychological need satisfaction. • Students’ scarcity mindset does not predict implicit theories of intelligence. • Financial and time scarcity mindsets have similar motivational implications. The goal of the study is to investigate the relationships between university students' scarcity mindset – defined as the feeling of no…
Combining generative tasks and retrieval tasks
Both tasks designed to elicit generative activities (i.e., generative tasks) and tasks designed to elicit retrieval activities (i.e., retrieval tasks) can substantially foster learning after an initial study phase in which learners encountered new content. More specifically, in line with the theoretical notion that generative tasks serve the function of fostering the construction of mental representations, generative tasks have been found to subs…
Writing or speaking? The role of the production medium in the effectiveness of learning journals
Learning journals are a powerful tool to foster deep comprehension and lasting learning. However, the effectiveness of prompts in supporting high-school students’ learning journals is understudied. Similarly, the role of the production medium needs to be addressed. We investigated the effects of cognitive and metacognitive prompts on learning strategy use and learning outcomes as well as the influence of the medium (written vs. spoken journals). …
Generative and Retrieval Tasks: Does the Sequence Matter and Do Sequence Effects Depend on Learning Task Delay?
Engaging in both generative tasks (main function: knowledge construction) and retrieval tasks (main function: knowledge consolidation) is a common means for supporting knowledge acquisition. In the present study, we investigated the role of task sequence (i.e., generative‐before‐retrieval vs. retrieval‐before‐generative) and its potential dependence on learning task delay (i.e., delay between initial study phase and follow‐up generative or retrie…
Overlooked and Undersupported: How financial and time scarcity disempower Students' Agency and the prospect of unconditional basic income (UBI)
The present study investigates how financial and time scarcity undermine university students' sense of agency and explores the potential of an unconditional basic income (UBI) as an educational policy intervention. Using a mixed-methods design, this study examines a comprehensive sample of 504 university students from Germany, through qualitative content analysis and quantitative correlation analysis to investigate to what extent, financial and t…
Psychology (8 works) · Computer Science (6 works) · Educational Strategies and Epistemologies (6 works) · Innovative Teaching and Learning Methods (6 works) · Cognition (5 works) · Mathematics education (5 works) · Cognitive psychology (4 works) · Linguistics (3 works) · Visual and Cognitive Learning Processes (3 works) · Artificial Intelligence (2 works)