Knut Neumann
Biographic Data
| ID | 3942144 |
|---|---|
| NAME | Knut Neumann |
| GIVEN NAMES | Knut |
| FAMILY NAME | Neumann |
| SIGNATURE | NEUMANN K |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0002-4391-7308 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 30 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Learning analytics
Learning analytics has considerable potential to support individualized classroom instruction by using artificial intelligence (AI) to analyze data generated through students’ interactions with digital technologies. While learning analytics has traditionally focused on specific digital technologies such as intelligent tutoring systems or MOOCs, its application to regular classroom instruction remains limited. However, effective classroom learning…
Wie hängen das fachdidaktische Wissen und Selbstwirksamkeitserwartungen von Naturwissenschaftslehrkräften mit ihrem selbst berichteten Unterrichtsangebot zusammen? Zur moderierenden Rolle wahrgenommen…
Qualitätsvoller Unterricht erfordert fachdidaktisches Wissen (FDW) und motivationale Orientierungen. Weitgehend unklar ist, wie Facetten des FDW und naturwissenschaftsbezogene Selbstwirksamkeitserwartungen mit zentralen Dimensionen des selbst berichteten Unterrichtsangebots (Adaptivität, konstruktive Unterstützung, Disziplin) zusammenhängen und wie schulische Kontext- und Prozessmerkmale (Autonomieerleben, Austausch und Koordination im Kollegium,…
Lern- und Leistungsaufgaben im mathematisch-naturwissenschaftlichen Unterricht
Lern- und Leistungsaufgaben sind zentrale Elemente des mathematisch-naturwissenschaftlichen Unterrichts und wichtig für die Umsetzung der Bildungsstandards. Der Beitrag analysiert N = 5877 Aufgaben aus der PISA-Ceco-Studie hinsichtlich ihrer Orientierung an den Bildungsstandards (Fachkenntnisse, Fachmethoden, Kommunikation, Reflexion) und ihres motivationalen Potenzials (z. B. innere Differenzierung, Lebensweltbezug, Autonomie- und Kompetenzunter…
Zusammenhänge zwischen professioneller Handlungskompetenz von Lehrkräften, der Unterrichtsgestaltung und der Förderung mehrdimensionaler Bildungsziele in den Naturwissenschaften – Ergebnisse aus Pisa-…
Dieser Beitrag untersucht den Zusammenhang zwischen der professionellen Handlungskompetenz von Lehrkräften, der Qualität des Unterrichtsangebots und dem Erreichen mehrdimensionaler Bildungsziele in den Naturwissenschaften. Die Befundlage zu dieser theoretisch beschriebenen Wirkkette ist in den Naturwissenschaften uneinheitlich, was auf unterschiedliche Operationalisierungen zurückgeführt wird. Anhand einer differenzierten Erfassung des fachdidakt…
Unlocking the potential of innovations
To implement innovations successfully, science teachers must enhance and refine their pedagogical content knowledge (PCK). More specifically, they must transform collective PCK (cPCK) (i.e. what is known about the innovation) into personal PCK (pPCK) (i.e. their own understanding). In this paper, we combine the Refined Consensus Model (RCM) of PCK and the Network of Resources Model to investigate the mechanisms underlying the transformation of cP…
Comparing e-learning courses pre and during the Covid-19 pandemic in physics
The impact of the COVID-19 pandemic on students’ engagement and learning achievement is widely recognised. Many studies provide evidence for this finding, but there rarely are comparative investigations of identical teaching units used in-class before and during the COVID-19 pandemic. This study addresses the transition from traditional classroom learning to distance learning on example of the use of e-learning courses in physics with significant…
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study
Energy is one important concept in physics, but science education research has repeatedly shown that students struggle to develop a full understanding of energy. Especially challenging for students is the notion of potential energy. Overwhelmed by the sheer number of potential energy forms, students struggle to make connections between them. Students often struggle to develop a conceptual understanding of potential energy, resulting in difficulti…
Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics
Science competitions target students interested in science with the aim to support them in developing science competence and career aspirations. Contrary to the common belief that science competition participants are exceptionally competent and strongly motivated to pursue a science career, there is growing evidence that the entirety of participants is rather heterogeneous in terms of their cognitive and affective characteristics. For science com…
I don't have time! But keep me in the loop
Middle school students' use of the energy concept to engage in new learning
One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are e…
Positioning responsible learning analytics in the context of STEM identities of under-served students
Addressing 21st century challenges, professionals competent in science, technology, engineering, and mathematics (STEM) will be indispensable. A stronger individualisation of STEM learning environments is commonly considered a means to help more students develop the envisioned level of competence. However, research suggests that career aspirations are not only dependent on competence but also on STEM identity development. STEM identity developmen…
Coding energy knowledge in constructed responses with explainable NLP models
Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes
The German Physics Olympiad is an extracurricular science contest for students. Here, they have the opportunity to compete against other talented students, can do physics outside of school, and take a first step to more engagement in the domain. Yet, female students participate in the competition in fewer numbers and are disproportionally more likely to drop out of the contest earlier than the male students. The present study hence explored the q…
The interplay between students' motivational profiles and science learning
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self‐evaluation. This complexity is further increased because students' motivation and success in science learning influen…
A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK
This study identifies proficiency levels in pre‐service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre‐service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific…
Course quality in higher education teacher training
This study examines the impact of course quality on pre-service physics teachers’ content knowledge (CK) development. Teachers’ CK is one prerequisite to effective teaching. To support teachers in developing CK, the quality of higher education content courses plays a major role. Yet, models of course quality for higher education vary in their dimensions and it is hence not clear how course quality is best conceptualized. To address this issue, we…
Stereotypes in the German Physics Olympiad - Hurdle or no Harm at all
The German Physics Olympiad is a science competition in which students can compete to measure their Physics knowledge and skills with other students. Female participants are underrepresented and typically drop out of the competition earlier than their male counterparts. As the cause for this underrepresentation, social identity threat theory identifies a threat to women’s gender identity in the predominantly male environment. Stereotype threat th…
Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design
National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are …
The role of affect in science literacy for all
The goal of science literacy for all underlies much of today's K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be …
Hilft viel viel? Der Einfluss von Studienstrukturen auf das Professionswissen angehender Physiklehrkräfte
Universitäre Lerngelegenheiten sind zentral für den Erwerb des Fachwissens (FW) und fachdidaktischen Wissens (FDW) angehender Lehrkräfte. Die Unterschiede in Umfang und Inhalt der Lerngelegenheiten zwischen den Hochschulen sind jedoch groß. Am Beispiel des Physik-Lehramtsstudiums werden in dieser Studie verschiedene Studienstrukturen und ihr Einfluss auf das FW und FDW angehender Lehrkräfte analysiert. Hierzu wurden Curricula von 20 deutschen Hoc…
Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge
This study explores benefits of studying two related subjects, mathematics and physics, in teacher education. German teacher students study two subjects as a major, which allows for investigating how the development of content knowledge in one subject, mathematics, benefits students’ content knowledge in the other subject, physics. The sample included teacher students from 12 major teacher education universities in Germany. Each of the N = 104 ph…
Promoting progression in higher education teacher training
This study examined the influence of higher education teacher training on student physics teachers’ progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural – conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural – conditional knowledge exclusively. The progression in decl…
Contextualization in the Assessment of Students’ Learning About Science
Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization
Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on …
Patterns of inquiry-based science instruction and student science achievement in Pisa 2015
Scientific literacy is a central aim of science education. The Programme for International Student Assessment (PISA) provides a measure of secondary students’ scientific literacy and reported science instruction in 72 countries. Researchers have analyzed PISA data to identify important relationships between science instruction and students’ science achievement. The purpose of this study is to further explore these relationships by using PISA 2015…
Promoting progression in higher education teacher training
This study examined the influence of higher education teacher training on student physics teachers’ progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural – conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural – conditional knowledge exclusively. The progression in decl…
The impact of physics teachers’ pedagogical content knowledge and motivation on students’ achievement and interest
This paper examines students’ achievement and interest and the extent to which they are predicted by teacher knowledge and motivation. Student achievement and interest are both considered desirable outcomes of school instruction. Teacher pedagogical content knowledge has been identified a major predictor of student achievement in previous research, whereas teacher motivation is considered a decisive factor influencing students’ interest. So far, …
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Assessing Complex Patterns of Student Resources and Behavior in the Large Scale
Large-scale assessments still focus on those aspects of students’ competence that can be evaluated using paper-and-pencil tests (or computer-administered versions thereof). Performance tests are considered costly due to administration and scoring, and, more importantly, they are limited in reliability and validity. In this article, we demonstrate how a sociocognitive perspective provides an understanding of these issues and how, based on this und…
Contextualization in the Assessment of Students’ Learning About Science
Transferring Knowledge in a Knowledge-in-Use Task—Investigating the Role of Knowledge Organization
Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one’s knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expertise suggests that how one organizes one’s knowledge is critical for successful transfer. Drawing on …
Patterns of inquiry-based science instruction and student science achievement in Pisa 2015
Scientific literacy is a central aim of science education. The Programme for International Student Assessment (PISA) provides a measure of secondary students’ scientific literacy and reported science instruction in 72 countries. Researchers have analyzed PISA data to identify important relationships between science instruction and students’ science achievement. The purpose of this study is to further explore these relationships by using PISA 2015…
St‐century Science Education Digital Ecologies
This special issue, Science teaching, learning, and assessment with 21st century, cutting-edge digital ecologies, aimed to examine the use and impact of 21st-century cutting-edge technologies, technological platforms, technological activity, and digital ecologies on science teaching, learning, and assessment. The call for this issue also focused on conceptual and/or critical analyses related to theories and frameworks needed to advance the ways i…
The digitalization of science education
This special issue set out to provide a platform for reporting on empirical research that examines the use and impact of 21st century cutting-edge digital technologies and ecologies on science teaching, learning, and assessment. For decades technologies, and more recently digital technologies, have been said to revolutionize education, STEM education and, more specifically, science education. This movement started in the 1980s, when personal comp…
Hilft viel viel? Der Einfluss von Studienstrukturen auf das Professionswissen angehender Physiklehrkräfte
Universitäre Lerngelegenheiten sind zentral für den Erwerb des Fachwissens (FW) und fachdidaktischen Wissens (FDW) angehender Lehrkräfte. Die Unterschiede in Umfang und Inhalt der Lerngelegenheiten zwischen den Hochschulen sind jedoch groß. Am Beispiel des Physik-Lehramtsstudiums werden in dieser Studie verschiedene Studienstrukturen und ihr Einfluss auf das FW und FDW angehender Lehrkräfte analysiert. Hierzu wurden Curricula von 20 deutschen Hoc…
Synergy effects in learning? The influence of mathematics as a second subject on teacher students’ physics content knowledge
This study explores benefits of studying two related subjects, mathematics and physics, in teacher education. German teacher students study two subjects as a major, which allows for investigating how the development of content knowledge in one subject, mathematics, benefits students’ content knowledge in the other subject, physics. The sample included teacher students from 12 major teacher education universities in Germany. Each of the N = 104 ph…
Promoting progression in higher education teacher training
This study examined the influence of higher education teacher training on student physics teachers’ progression in content knowledge (CK). To become experts, student teachers must acquire both declarative and procedural – conditional CK. This progression is generally characterized by the prerequisite role of declarative knowledge, meaning that declarative knowledge influences procedural – conditional knowledge exclusively. The progression in decl…
Stereotypes in the German Physics Olympiad - Hurdle or no Harm at all
The German Physics Olympiad is a science competition in which students can compete to measure their Physics knowledge and skills with other students. Female participants are underrepresented and typically drop out of the competition earlier than their male counterparts. As the cause for this underrepresentation, social identity threat theory identifies a threat to women’s gender identity in the predominantly male environment. Stereotype threat th…
Toward learning progression analytics — Developing learning environments for the automated analysis of learning using evidence centered design
National educational standards stress the importance of science and mathematics learning for today’s students. However, across disciplines, students frequently struggle to meet learning goals about core concepts like energy. Digital learning environments enhanced with artificial intelligence hold the promise to address this issue by providing individualized instruction and support for students at scale. Scaffolding and feedback, for example, are …
The role of affect in science literacy for all
The goal of science literacy for all underlies much of today's K-12 science education (National Academies of Sciences [2016]. Science literacy: Concepts, contexts, and consequences. National Academies Press; Roberts, [2007]. Scientific literacy/science literacy. In S. K. Abell, & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729–780). Lawrence Erlbaum). This goal assumes that the citizens of contemporary societies must be …
Positioning responsible learning analytics in the context of STEM identities of under-served students
Addressing 21st century challenges, professionals competent in science, technology, engineering, and mathematics (STEM) will be indispensable. A stronger individualisation of STEM learning environments is commonly considered a means to help more students develop the envisioned level of competence. However, research suggests that career aspirations are not only dependent on competence but also on STEM identity development. STEM identity developmen…
Coding energy knowledge in constructed responses with explainable NLP models
Persisting in Physics and the Physics Olympiad — Impact of Gender Identification and Sense of Belonging on Expectancy-Value Outcomes
The German Physics Olympiad is an extracurricular science contest for students. Here, they have the opportunity to compete against other talented students, can do physics outside of school, and take a first step to more engagement in the domain. Yet, female students participate in the competition in fewer numbers and are disproportionally more likely to drop out of the contest earlier than the male students. The present study hence explored the q…
The interplay between students' motivational profiles and science learning
Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a motivational system with numerous components that interact in complex ways and influence metacognitive processes such as self‐evaluation. This complexity is further increased because students' motivation and success in science learning influen…
A proficiency model for pre‐service physics teachers' pedagogical content knowledge ( PCK )—What constitutes high‐level PCK
This study identifies proficiency levels in pre‐service physics teachers' pedagogical content knowledge (PCK) and reveals how teacher education can promote transitions into higher proficiency. Teacher education plays a fundamental role in supporting pre‐service teachers' PCK development. Proficiency levels are a powerful source when evaluating this PCK development because they characterize what learners are likely to be able to know on a specific…
Course quality in higher education teacher training
This study examines the impact of course quality on pre-service physics teachers’ content knowledge (CK) development. Teachers’ CK is one prerequisite to effective teaching. To support teachers in developing CK, the quality of higher education content courses plays a major role. Yet, models of course quality for higher education vary in their dimensions and it is hence not clear how course quality is best conceptualized. To address this issue, we…
Towards a more individualised support of science competition participants – identification and examination of participant profiles based on cognitive and affective characteristics
Science competitions target students interested in science with the aim to support them in developing science competence and career aspirations. Contrary to the common belief that science competition participants are exceptionally competent and strongly motivated to pursue a science career, there is growing evidence that the entirety of participants is rather heterogeneous in terms of their cognitive and affective characteristics. For science com…
I don't have time! But keep me in the loop
Middle school students' use of the energy concept to engage in new learning
One reason for the widespread use of the energy concept across the sciences is that energy analysis can be used to interpret the behavior of systems even if one does not know the particular mechanisms that underlie the observed behavior. By providing an approach to interpreting unfamiliar phenomena, energy provides a lens on phenomena that can set the stage for deeper learning about how and why phenomena occur. However, not all energy ideas are e…
Comparing e-learning courses pre and during the Covid-19 pandemic in physics
The impact of the COVID-19 pandemic on students’ engagement and learning achievement is widely recognised. Many studies provide evidence for this finding, but there rarely are comparative investigations of identical teaching units used in-class before and during the COVID-19 pandemic. This study addresses the transition from traditional classroom learning to distance learning on example of the use of e-learning courses in physics with significant…
Supporting Learning About Energy With Fields—Evidence From a Mixed‐Methods Study
Energy is one important concept in physics, but science education research has repeatedly shown that students struggle to develop a full understanding of energy. Especially challenging for students is the notion of potential energy. Overwhelmed by the sheer number of potential energy forms, students struggle to make connections between them. Students often struggle to develop a conceptual understanding of potential energy, resulting in difficulti…
Psychology (21 works) · Mathematics education (20 works) · Computer Science (13 works) · Pedagogy (12 works) · Science education (11 works) · Innovative Teaching and Learning Methods (10 works) · Educational Strategies and Epistemologies (9 works) · Science Education and Pedagogy (8 works) · Social Psychology (7 works) · Education, Achievement, and Giftedness (6 works)