Doris Lewalter
Biographic Data
| ID | 3860970 |
|---|---|
| NAME | Doris Lewalter |
| GIVEN NAMES | Doris |
| FAMILY NAME | Lewalter |
| SIGNATURE | LEWALTER D |
| AFFILIATIONS | Technical University of Munich |
| ORCID | 0000-0002-4705-5645 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Exploring cognitive processes of professional vision
What Happens During School Class Visits to Out-of-School Learning Environments? A Multi-Method Approach to Measure Engagement
Engagement is essential in informal learning contexts, as it fosters meaningful learning, personal relevance, and sustained motivation. However, engagement is a complex construct that requires diverse methodological approaches for accurate assessment. This study empirically examines a multi-method approach, combining questionnaires, log file analyses, and observations, in the context of a tablet-based educational program developed for an exhibiti…
Enhancing Informal Education Through Augmented Reality
Informal learning in institutional settings plays a vital role in lifelong education by fostering self-directed knowledge acquisition. With the increasing integration of digital media into these environments, augmented reality (AR) has emerged as a particularly promising technology due to its ability to overlay virtual content in real-time and across multiple sensory modalities. This systematic literature review investigates the use of AR in inst…
A quasi-experimental eye-tracking study investigating the relationship between professional vision and the dispositions for inclusive teaching
Inclusive education aims to provide equal learning opportunities for all students by addressing their diverse needs. Teachers must identify and respond to the physical and psychological requirements of individual learners to deliver adaptive and differentiated instruction. Professional vision plays a critical role in managing inclusive classrooms, which demands more nuanced approaches than homogeneous groups. This study explores key factors that …
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Learning scientific observation with worked examples in a digital learning environment
Science education often aims to increase learners’ acquisition of fundamental principles, such as learning the basic steps of scientific methods. Worked examples (WE) have proven particularly useful for supporting the development of such cognitive schemas and successive actions in order to avoid using up more cognitive resources than are necessary. Therefore, we investigated the extent to which heuristic WE are beneficial for supporting the acqui…
The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning
Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies within an AR context, and there’s a lack of studies …
Presenting a socio‐scientific issue in a science and technology museum
Many museums deal with socio‐scientific issues—meaning topics with multiple perspectives and ongoing research, such as climate change, vaccinations, or livestock farming. As important and trusted sources of science education, museums can play a critical role in raising awareness about such issues. They tend to highlight the various perspectives on the topic and thereby are able to provide a balanced and impartial information presentation. Visitor…
Learning to self-regulate the professional work outside the classroom
Workload stress is a significant challenge for many novice teachers, often resulting in increased turnover intentions. This longitudinal quasi-experiment, involving 189 novice teachers, investigates whether brief cognitive self-regulation training (two 4-h training sessions) can improve coping with workload stress (indicated by reduced emotional exhaustion and increased leisure satisfaction, assessed by questionnaire). Results from latent true ch…
Fostering students’ willingness to act pro-environmentally through an identity-oriented socio-scientific exhibition on the energy transition
Successfully communicating the importance of a global energy transition toward carbon-free energy sources and increasing participation in it depends on society as a whole, including the socio-cultural identities and personal values of all involved. Since a person’s willingness to engage in the energy transition is strongly influenced by their social environmental identity, we argue that interventions offering students opportunities to develop thi…
Assessment of noticing of classroom disruptions
Teachers’ noticing as a basic precondition for effective teaching is characterized by focusing on relevant events in the classroom and ignoring the irrelevant. In recent years, many researchers have used eye-tracking methodology in classroom observations to gather information about the continuous attentional processes of teachers. Despite the general validity of the eye–mind assumption, methodological triangulation is necessary to draw conclusion…
Guiding pre-service teachers’ visual attention through instructional settings
In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need instructional guidance to attend to relevant information in classroom videos. Previous studies identified a specific task instruction and prompts as promising instructions to enhance pre-service teachers’ profes…
Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention
The early recognition of potential disruptions in learning environments is of great importance for the proactive control of the teaching process and maximizing learning outcomes. The professional competence of (prospective) teachers is required for successful classroom management. Teachers’ professional vision (PV) serves as a link between their knowledge and classroom management behavior. Expertise research in different domains has shown that ex…
Informelles Lernen und digitale Medien
Stephanie Moser und Doris Lewalter stellen am Beispiel Museum aus trans-disziplinärer Sicht grundlegende theoretische Konzepte sowie empirische Befunde hinsichtlich digital vermittelter Lernprozesse im Kontext informellen Lernens vor. Dabei werden maßgebliche Merkmale von informellen Lernorten sowie von digitalen Medien erläutert. Wesentliche Forschungsstränge zum informellen Lehren und Lernen werden aufgezeigt sowie die Rolle der digitalen Medie…
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Teacher Expertise and Professional Vision
Classroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning proces…
There is more to touch than meets the eye
Previous research from in and outside museums suggests that the haptic exploration of surfaces and objects have various educational benefits and can positively influence the museum visit experience. However, there is still a need for more research on the potential effects of object handling on museum learning, especially in science museums. The present study attempts to fill this research gap by investigating differences in museum visitors’ scien…
Visit Motivation as Part of Visitors’ Personal Context in a Science Museum
Visit motivation is a multidimensional construct that can be viewed as a convergence of various elements of a visitor’s personal context that lead him or her to visit a particular museum on a particular day. We explored associations between six visit motivation categories, four personal characteristics and three visit-related characteristics that have previously been linked to visit motivation and museum learning. Our main aim was to increase our…
Visit motivations
Motivations for visiting educational leisure settings (ELS) are a lasting research focus for academics and museum practitioners alike. Insights into visit motivations have proven valuable in drawing audiences, creating satisfying experiences and for better understanding visitors’ learning processes. However, the lack of an instrument offering a reasonable degree of measurement invariance to use across sites has challenged attempts to make valid c…
Comparing the Effectiveness of Two Communication Formats on Visitors’ Understanding of Nanotechnology
The authors investigated the results of the Europe-wide initiative NanoToTouch, which aims to create innovative environments in science museums to encourage public understanding of nanotechnology and nanotechnological research. The concepts of civic scientific literacy and expert–layperson communication formed the theoretical framework of the study. Two kinds of communication formats, which varied in the degree to which presentations were individ…
Interessenentwicklung in der beruflichen Ausbildung
Eine erfolgreiche berufliche Erstausbildung wird auch heute noch in hohem Maße davon abhängig gemacht, dass die Auszubildenden zahlreiche berufsrelevante Kenntnisse und Fertigkeiten in angemessener Breite und Tiefe erlernen und einüben konnten. Neben diesem Kernbereich der beruflichen Ausbildung treten aber zu Recht zunehmend Ausbildungsziele, die über diesen engeren Bereich der fachlichen Kompetenzen hinausgehen und eine Veränderung der sozialen…
Visit motivations
Motivations for visiting educational leisure settings (ELS) are a lasting research focus for academics and museum practitioners alike. Insights into visit motivations have proven valuable in drawing audiences, creating satisfying experiences and for better understanding visitors’ learning processes. However, the lack of an instrument offering a reasonable degree of measurement invariance to use across sites has challenged attempts to make valid c…
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Learning to self-regulate the professional work outside the classroom
Workload stress is a significant challenge for many novice teachers, often resulting in increased turnover intentions. This longitudinal quasi-experiment, involving 189 novice teachers, investigates whether brief cognitive self-regulation training (two 4-h training sessions) can improve coping with workload stress (indicated by reduced emotional exhaustion and increased leisure satisfaction, assessed by questionnaire). Results from latent true ch…
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Interessenentwicklung in der beruflichen Ausbildung
Eine erfolgreiche berufliche Erstausbildung wird auch heute noch in hohem Maße davon abhängig gemacht, dass die Auszubildenden zahlreiche berufsrelevante Kenntnisse und Fertigkeiten in angemessener Breite und Tiefe erlernen und einüben konnten. Neben diesem Kernbereich der beruflichen Ausbildung treten aber zu Recht zunehmend Ausbildungsziele, die über diesen engeren Bereich der fachlichen Kompetenzen hinausgehen und eine Veränderung der sozialen…
Comparing the Effectiveness of Two Communication Formats on Visitors’ Understanding of Nanotechnology
The authors investigated the results of the Europe-wide initiative NanoToTouch, which aims to create innovative environments in science museums to encourage public understanding of nanotechnology and nanotechnological research. The concepts of civic scientific literacy and expert–layperson communication formed the theoretical framework of the study. Two kinds of communication formats, which varied in the degree to which presentations were individ…
Visit motivations
Motivations for visiting educational leisure settings (ELS) are a lasting research focus for academics and museum practitioners alike. Insights into visit motivations have proven valuable in drawing audiences, creating satisfying experiences and for better understanding visitors’ learning processes. However, the lack of an instrument offering a reasonable degree of measurement invariance to use across sites has challenged attempts to make valid c…
Teacher Expertise and Professional Vision
Classroom professional vision is a teaching skill that refers to the ability of teachers to rapidly notice information in class and engage in knowledge-based reasoning about the noticed information. Knowledge-based reasoning includes three interrelated processes: description, explanation, and prediction. The present study aimed to examine how pre-service teachers, in-service teachers, and school principals differed in these three reasoning proces…
There is more to touch than meets the eye
Previous research from in and outside museums suggests that the haptic exploration of surfaces and objects have various educational benefits and can positively influence the museum visit experience. However, there is still a need for more research on the potential effects of object handling on museum learning, especially in science museums. The present study attempts to fill this research gap by investigating differences in museum visitors’ scien…
Visit Motivation as Part of Visitors’ Personal Context in a Science Museum
Visit motivation is a multidimensional construct that can be viewed as a convergence of various elements of a visitor’s personal context that lead him or her to visit a particular museum on a particular day. We explored associations between six visit motivation categories, four personal characteristics and three visit-related characteristics that have previously been linked to visit motivation and museum learning. Our main aim was to increase our…
Informelles Lernen und digitale Medien
Stephanie Moser und Doris Lewalter stellen am Beispiel Museum aus trans-disziplinärer Sicht grundlegende theoretische Konzepte sowie empirische Befunde hinsichtlich digital vermittelter Lernprozesse im Kontext informellen Lernens vor. Dabei werden maßgebliche Merkmale von informellen Lernorten sowie von digitalen Medien erläutert. Wesentliche Forschungsstränge zum informellen Lehren und Lernen werden aufgezeigt sowie die Rolle der digitalen Medie…
Professional knowledge and task instruction specificity as influencing factors of prospective teachers' professional vision
Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention
The early recognition of potential disruptions in learning environments is of great importance for the proactive control of the teaching process and maximizing learning outcomes. The professional competence of (prospective) teachers is required for successful classroom management. Teachers’ professional vision (PV) serves as a link between their knowledge and classroom management behavior. Expertise research in different domains has shown that ex…
Fostering students’ willingness to act pro-environmentally through an identity-oriented socio-scientific exhibition on the energy transition
Successfully communicating the importance of a global energy transition toward carbon-free energy sources and increasing participation in it depends on society as a whole, including the socio-cultural identities and personal values of all involved. Since a person’s willingness to engage in the energy transition is strongly influenced by their social environmental identity, we argue that interventions offering students opportunities to develop thi…
Assessment of noticing of classroom disruptions
Teachers’ noticing as a basic precondition for effective teaching is characterized by focusing on relevant events in the classroom and ignoring the irrelevant. In recent years, many researchers have used eye-tracking methodology in classroom observations to gather information about the continuous attentional processes of teachers. Despite the general validity of the eye–mind assumption, methodological triangulation is necessary to draw conclusion…
Guiding pre-service teachers’ visual attention through instructional settings
In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need instructional guidance to attend to relevant information in classroom videos. Previous studies identified a specific task instruction and prompts as promising instructions to enhance pre-service teachers’ profes…
Learning scientific observation with worked examples in a digital learning environment
Science education often aims to increase learners’ acquisition of fundamental principles, such as learning the basic steps of scientific methods. Worked examples (WE) have proven particularly useful for supporting the development of such cognitive schemas and successive actions in order to avoid using up more cognitive resources than are necessary. Therefore, we investigated the extent to which heuristic WE are beneficial for supporting the acqui…
The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning
Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact on learning, scant research explores specific learning strategies within an AR context, and there’s a lack of studies …
Presenting a socio‐scientific issue in a science and technology museum
Many museums deal with socio‐scientific issues—meaning topics with multiple perspectives and ongoing research, such as climate change, vaccinations, or livestock farming. As important and trusted sources of science education, museums can play a critical role in raising awareness about such issues. They tend to highlight the various perspectives on the topic and thereby are able to provide a balanced and impartial information presentation. Visitor…
Learning to self-regulate the professional work outside the classroom
Workload stress is a significant challenge for many novice teachers, often resulting in increased turnover intentions. This longitudinal quasi-experiment, involving 189 novice teachers, investigates whether brief cognitive self-regulation training (two 4-h training sessions) can improve coping with workload stress (indicated by reduced emotional exhaustion and increased leisure satisfaction, assessed by questionnaire). Results from latent true ch…
A quasi-experimental eye-tracking study investigating the relationship between professional vision and the dispositions for inclusive teaching
Inclusive education aims to provide equal learning opportunities for all students by addressing their diverse needs. Teachers must identify and respond to the physical and psychological requirements of individual learners to deliver adaptive and differentiated instruction. Professional vision plays a critical role in managing inclusive classrooms, which demands more nuanced approaches than homogeneous groups. This study explores key factors that …
Guiding attention in the classroom
BackgroundTeachers' goals play an important role in teaching quality and student outcomes. However, the processes through which this aspect of teacher motivation translates into specific teaching behaviours remain unclear.AimsThis study investigates how goals directed at students and the classroom are associated with visual information processing of classroom events, aiming to link teacher motivation with professional vision.SampleThe study invol…
Exploring cognitive processes of professional vision
What Happens During School Class Visits to Out-of-School Learning Environments? A Multi-Method Approach to Measure Engagement
Engagement is essential in informal learning contexts, as it fosters meaningful learning, personal relevance, and sustained motivation. However, engagement is a complex construct that requires diverse methodological approaches for accurate assessment. This study empirically examines a multi-method approach, combining questionnaires, log file analyses, and observations, in the context of a tablet-based educational program developed for an exhibiti…
Enhancing Informal Education Through Augmented Reality
Informal learning in institutional settings plays a vital role in lifelong education by fostering self-directed knowledge acquisition. With the increasing integration of digital media into these environments, augmented reality (AR) has emerged as a particularly promising technology due to its ability to overlay virtual content in real-time and across multiple sensory modalities. This systematic literature review investigates the use of AR in inst…
Psychology (16 works) · Computer Science (11 works) · Visual and Cognitive Learning Processes (10 works) · Mathematics education (9 works) · Artificial Intelligence (6 works) · Museums and Cultural Heritage (6 works) · Cognition (5 works) · Cognitive psychology (5 works) · Eye tracking (5 works) · Pedagogy (5 works)