Jörg Großschedl
Biographic Data
| ID | 2555720 |
|---|---|
| NAME | Jörg Großschedl |
| GIVEN NAMES | Jörg |
| FAMILY NAME | Großschedl |
| SIGNATURE | GROßSCHEDL J |
| AFFILIATIONS | University of Cologne |
| ORCID | 0000-0002-7943-4818 |
| VERIFIED | Yes |
| TOTAL WORKS | 22 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 22 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Do future biology teachers bug out with higher insect-related knowledge and more positive attitudes? A comparison of different education levels
Introduction Global species extinction rates are increasing, with a particularly severe impact on insects. Biology teachers are crucial in raising students’ awareness of insects’ importance for the economy (e.g., food production) and ecosystems. Consequently, it is essential for biology teachers to possess comprehensive knowledge about insects and to maintain a positive attitude toward them. Methods Therefore, our cross-sectional study examines t…
Effectiveness of interventions in teacher education—curricular and methodological innovations
Challenges in the governance of teacher education relate to numerous decisions about how to organize and design teacher education programs (e.g., Kuhlee et al. 2014 ). This includes the creation of opportunities for pre-service and in-service teachers to learn (e.g., Cochran-Smith and Zeichner 2005 ; Flores 2016 ), focusing on new topics such as inclusive education (e.g., Rott et al. 2018 ) or digitalization (e.g., Richter et al. 2024 ). Although…
Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention
Combining theoretical and practical content is crucial for enabling (preservice) teachers to reflect on their teaching critically. To support this, practical phases emphasizing research-based learning have been embedded in initial teacher education (ITE). Research-based learning requires and develops research competence, which comprises affective-motivational and cognitive domains. However, research shows that the affective-motivational domain is…
Effectiveness of interventions in teacher education: Synthesis of reviews (2010–2024)
This paper offers an overview of current research on the effectiveness of interventions in teacher education. We synthesize 27 reviews published between 2010 and 2024, comprising 510 research publications of empirical intervention studies targeting pre-service and in-service teachers’ professional learning. We applied a specific analysis category system to address five research questions concerning (1) justifications and theoretical frameworks, (…
Effectiveness and use of optional scaffolds: An intervention study in biology lessons on phylogenetic trees
In heterogeneous classes, students require different levels of support to effectively learn complex content such as interpreting phylogenetic trees. Incremental scaffolds are a promising approach that considers students’ knowledge and skills and offers individual ways of working on tasks. These scaffolds consist of an initial prompt followed by a worked-out example. Current research on the effectiveness of incremental scaffolds for cognitive (kno…
Bugbear or surefire success? Secondary school students’ conceptual learning about evolution with ChatGPT
Evolution is challenging to understand for students. When engaging with challenging topics, students increasingly use the support of AI tools such as ChatGPT. Nevertheless, it is largely unclear how interacting with ChatGPT affects students’ learning success. Thus, we conducted an experimental intervention study (N = 241 upper secondary school students) with two intervention groups (i.e. control and experimental group) and a pre- post-follow-up-t…
Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study
This study analyzes the effect of different instructions on threshold concepts within material covering natural selection on students' use of concepts about evolution. Moreover, it examines students' use of concepts as interconnected networks when reasoning about natural selection and analyzes how these concepts relate to each other regarding their connections and centrality within the network. We recruited a sample of N = 128 German 10th‐grade s…
Concept mapping – increased potential as a retrieval-based task
Concept mapping is a practical task for enhancing learning performance. Learners usually construct concept maps while studying the learning material or after studying. In the first case, the learning material is available during construction, and learners are less involved in retrieval practice from memory (study-based concept mapping; SCM). In the second case, the learning material is absent during construction, and the learners rely on retrievi…
Can metacognitive accuracy be altered through prompting in biology text reading
Metacognitive accuracy is understood as the congruency of subjective evaluation and objectively measured learning performance. With reference to the cue utilisation framework and the embedded-processes model of working memory , we proposed that prompts impact attentional processes during learning. Through guided prompting, learners place their attention on specific information during the learning process. We assumed that the information will be t…
Teacher education effectiveness as an emerging research paradigm: A synthesis of reviews of empirical studies published over three decades (1993–2023)
Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development…
Supporting pre-service teachers in developing research competence
Introduction Teachers need research competence to reflect on their teaching and to interpret and implement research-based recommendations. However, many pre-service teachers have critical attitudes toward research, little motivation to engage in research, and comparatively low knowledge of research methods and thereby consequently indicating a low research competence. Flexible online modules in university teaching could be a promising approach to…
Comparing Construction and Study of Concept Maps – An Intervention Study on Learning Outcome, Self-Evaluation and Enjoyment Through Training and Learning
Concept maps are graphical tools for organizing and representing knowledge. They are recommended for biology learning to support conceptual thinking. In this study, we compare concept map construction (CM-c, i.e., creating concept maps) and concept map study (CM-s, i.e., observing concept maps). Existing theories and indirect empirical evidence suggest distinct effects of both formats on cognitive, metacognitive and emotional aspects of learning.…
Emotional Design in Concept Maps – No Support but Also No Burden
A concept map is a powerful method that promotes meaningful learning and is highly recommended for use in biology classes. According to multimedia research, the effectiveness of concept maps could be improved by incorporating pictorial elements. Apart from using realistic images, a new field of research claims that specific design manipulations, including human-like features with appealing colors ( emotional design ), influence learners’ affectiv…
Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning
Several empirical studies have shown that, during COVID-19-caused distance learning, many learners were struggling to realize the extent of self-regulated learning activities that were required to ensure the ongoing learning progress. Due to the significance of self-regulated learning regarding students’ learning success, the construct of metacognition also gained in importance, since corresponding skills are closely related to successful self-di…
School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject
German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs, and professional knowledge. In our exploratory study, we chose a cross‐sectional quasi‐experimental …
The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology
Professional teaching competence is significantly influenced by beliefs about learning. Prospective teachers start their teacher training at university with quite persistent beliefs about learning processes. Beliefs about learning can be differentiated into two perspectives: beliefs about student learning and beliefs about one’s own learning. Theoretical considerations suggest that the latter influence beliefs about student learning and both pers…
Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially
Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students’ meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of e…
Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping
Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potenti…
Experience and Health-Related Behavior in Times of the Corona Crisis in Germany: An Exploratory Psychological Survey Considering the Identification of Compliance-Enhancing Strategies
Despite the need for enduring preventive behavior in times of the COVID-19 pandemic, several counteracting behavioral reactions can be observed worldwide. Considering the grave consequences resulting from such health-related risk behavior, we carried out an online questionnaire study to identify personal characteristics that frame a motivational sketch of those who refuse to follow the pandemic-related preventive measures. Our results from a samp…
Opportunities to Learn for Teachers' Self-Efficacy and Enthusiasm
The aim of this study was to identify opportunities to learn for teachers' motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she…
Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept
We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their professional knowledge. The sample consisted of N = 631 German preservice secondary teachers in biology and …
Assessing conceptual knowledge using similarity judgments
Opportunities to Learn for Teachers' Self-Efficacy and Enthusiasm
The aim of this study was to identify opportunities to learn for teachers' motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she…
Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept
We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their professional knowledge. The sample consisted of N = 631 German preservice secondary teachers in biology and …
Assessing conceptual knowledge using similarity judgments
Preservice Teachers' Professional Knowledge and Its Relation to Academic Self-Concept
We investigated the factorial structure of preservice teachers' academic self-concept with regard to three domains of professional knowledge (content knowledge [CK], pedagogical content knowledge [PCK], and pedagogical/psychological knowledge [PPK]). We also analyzed the relation between preservice teachers' academic self-concept and their professional knowledge. The sample consisted of N = 631 German preservice secondary teachers in biology and …
Opportunities to Learn for Teachers' Self-Efficacy and Enthusiasm
The aim of this study was to identify opportunities to learn for teachers' motivational orientations. Motivational orientations are relevant characteristics of psychological functioning, which are important for the behavior of a teacher and mandatory for effective teaching. We focus on three domains: self-efficacy, subject-specific enthusiasm, and enthusiasm for teaching the subject. Self-efficacy covers the belief of an individual that he or she…
The Influence of Previous Biology Lessons on Prospective Teachers’ Beliefs About Learning Biology
Professional teaching competence is significantly influenced by beliefs about learning. Prospective teachers start their teacher training at university with quite persistent beliefs about learning processes. Beliefs about learning can be differentiated into two perspectives: beliefs about student learning and beliefs about one’s own learning. Theoretical considerations suggest that the latter influence beliefs about student learning and both pers…
Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students’ Learning Success Differentially
Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students’ meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of e…
Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping
Concept mapping (CM) can be an effective strategy to facilitate understanding-based learning of complex and abstract scientific content. In our study, we tried to answer two questions that have not yet been clarified: (1) How effective is CM if the learners do not have the textual learning material available when constructing their concept maps (retrieval setting) in contrast to when the material is available (elaboration setting)? (2) Do potenti…
Experience and Health-Related Behavior in Times of the Corona Crisis in Germany: An Exploratory Psychological Survey Considering the Identification of Compliance-Enhancing Strategies
Despite the need for enduring preventive behavior in times of the COVID-19 pandemic, several counteracting behavioral reactions can be observed worldwide. Considering the grave consequences resulting from such health-related risk behavior, we carried out an online questionnaire study to identify personal characteristics that frame a motivational sketch of those who refuse to follow the pandemic-related preventive measures. Our results from a samp…
Comparing Construction and Study of Concept Maps – An Intervention Study on Learning Outcome, Self-Evaluation and Enjoyment Through Training and Learning
Concept maps are graphical tools for organizing and representing knowledge. They are recommended for biology learning to support conceptual thinking. In this study, we compare concept map construction (CM-c, i.e., creating concept maps) and concept map study (CM-s, i.e., observing concept maps). Existing theories and indirect empirical evidence suggest distinct effects of both formats on cognitive, metacognitive and emotional aspects of learning.…
Emotional Design in Concept Maps – No Support but Also No Burden
A concept map is a powerful method that promotes meaningful learning and is highly recommended for use in biology classes. According to multimedia research, the effectiveness of concept maps could be improved by incorporating pictorial elements. Apart from using realistic images, a new field of research claims that specific design manipulations, including human-like features with appealing colors ( emotional design ), influence learners’ affectiv…
Helping Learners Become Their Own Teachers: The Beneficial Impact of Trained Concept-Mapping-Strategy Use on Metacognitive Regulation in Learning
Several empirical studies have shown that, during COVID-19-caused distance learning, many learners were struggling to realize the extent of self-regulated learning activities that were required to ensure the ongoing learning progress. Due to the significance of self-regulated learning regarding students’ learning success, the construct of metacognition also gained in importance, since corresponding skills are closely related to successful self-di…
School subjects' synergy and teacher knowledge: Do biology and chemistry teachers benefit equally from their second subject
German preservice teachers always study two teaching subjects instead of only one. This offers an almost paradigmatic approach for the investigation of effects of specific subject combinations on professional competence. So far, few studies focused on potential beneficial effects or risks on preservice teachers' motivational orientations, beliefs, and professional knowledge. In our exploratory study, we chose a cross‐sectional quasi‐experimental …
Supporting pre-service teachers in developing research competence
Introduction Teachers need research competence to reflect on their teaching and to interpret and implement research-based recommendations. However, many pre-service teachers have critical attitudes toward research, little motivation to engage in research, and comparatively low knowledge of research methods and thereby consequently indicating a low research competence. Flexible online modules in university teaching could be a promising approach to…
Concept mapping – increased potential as a retrieval-based task
Concept mapping is a practical task for enhancing learning performance. Learners usually construct concept maps while studying the learning material or after studying. In the first case, the learning material is available during construction, and learners are less involved in retrieval practice from memory (study-based concept mapping; SCM). In the second case, the learning material is absent during construction, and the learners rely on retrievi…
Can metacognitive accuracy be altered through prompting in biology text reading
Metacognitive accuracy is understood as the congruency of subjective evaluation and objectively measured learning performance. With reference to the cue utilisation framework and the embedded-processes model of working memory , we proposed that prompts impact attentional processes during learning. Through guided prompting, learners place their attention on specific information during the learning process. We assumed that the information will be t…
Teacher education effectiveness as an emerging research paradigm: A synthesis of reviews of empirical studies published over three decades (1993–2023)
Numerous reviews have synthesized the empirical research on the effectiveness of teacher education, highlighting teacher education effectiveness research (TEER) as an emerging research paradigm. Our systematic search identified 27 reviews related to TEER, wherein teacher education is broadly understood as comprising all stages of teacher professionalization—namely, initial teacher education, teacher induction, and teacher professional development…
Do future biology teachers bug out with higher insect-related knowledge and more positive attitudes? A comparison of different education levels
Introduction Global species extinction rates are increasing, with a particularly severe impact on insects. Biology teachers are crucial in raising students’ awareness of insects’ importance for the economy (e.g., food production) and ecosystems. Consequently, it is essential for biology teachers to possess comprehensive knowledge about insects and to maintain a positive attitude toward them. Methods Therefore, our cross-sectional study examines t…
Effectiveness of interventions in teacher education—curricular and methodological innovations
Challenges in the governance of teacher education relate to numerous decisions about how to organize and design teacher education programs (e.g., Kuhlee et al. 2014 ). This includes the creation of opportunities for pre-service and in-service teachers to learn (e.g., Cochran-Smith and Zeichner 2005 ; Flores 2016 ), focusing on new topics such as inclusive education (e.g., Rott et al. 2018 ) or digitalization (e.g., Richter et al. 2024 ). Although…
Development of the affective-motivational and cognitive domains of research competence in a research-based learning intervention
Combining theoretical and practical content is crucial for enabling (preservice) teachers to reflect on their teaching critically. To support this, practical phases emphasizing research-based learning have been embedded in initial teacher education (ITE). Research-based learning requires and develops research competence, which comprises affective-motivational and cognitive domains. However, research shows that the affective-motivational domain is…
Effectiveness of interventions in teacher education: Synthesis of reviews (2010–2024)
This paper offers an overview of current research on the effectiveness of interventions in teacher education. We synthesize 27 reviews published between 2010 and 2024, comprising 510 research publications of empirical intervention studies targeting pre-service and in-service teachers’ professional learning. We applied a specific analysis category system to address five research questions concerning (1) justifications and theoretical frameworks, (…
Effectiveness and use of optional scaffolds: An intervention study in biology lessons on phylogenetic trees
In heterogeneous classes, students require different levels of support to effectively learn complex content such as interpreting phylogenetic trees. Incremental scaffolds are a promising approach that considers students’ knowledge and skills and offers individual ways of working on tasks. These scaffolds consist of an initial prompt followed by a worked-out example. Current research on the effectiveness of incremental scaffolds for cognitive (kno…
Bugbear or surefire success? Secondary school students’ conceptual learning about evolution with ChatGPT
Evolution is challenging to understand for students. When engaging with challenging topics, students increasingly use the support of AI tools such as ChatGPT. Nevertheless, it is largely unclear how interacting with ChatGPT affects students’ learning success. Thus, we conducted an experimental intervention study (N = 241 upper secondary school students) with two intervention groups (i.e. control and experimental group) and a pre- post-follow-up-t…
Threshold Concepts and Concept Networks in Evolution Education: An Experimental Intervention Study
This study analyzes the effect of different instructions on threshold concepts within material covering natural selection on students' use of concepts about evolution. Moreover, it examines students' use of concepts as interconnected networks when reasoning about natural selection and analyzes how these concepts relate to each other regarding their connections and centrality within the network. We recruited a sample of N = 128 German 10th‐grade s…
Psychology (19 works) · Mathematics education (15 works) · Computer Science (12 works) · Educational Strategies and Epistemologies (11 works) · Social Psychology (8 works) · Cognition (7 works) · Innovative Teaching and Learning Methods (7 works) · Pedagogy (6 works) · Cognitive psychology (5 works) · Science Education and Pedagogy (5 works)