Timo Leuders
Biographic Data
| ID | 4286625 |
|---|---|
| NAME | Timo Leuders |
| GIVEN NAMES | Timo |
| FAMILY NAME | Leuders |
| SIGNATURE | LEUDERS T |
| AFFILIATIONS | University of Education Freiburg |
| ORCID | 0000-0002-7621-7826 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 24 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Fostering conceptual change by comparing correct and incorrect solutions – The role of individual misconceptions
Background Conceptual change emerges from cognitive conflicts between new information and prior understanding. Confronting learners with their incorrect solutions and asking them to compare these to correct solutions can facilitate successful acquisition of new concepts. This learning process of committing errors and comparing solutions occurs, for instance, in problem-solving prior to instruction (PS-I). However, it is not clear how well this co…
From replication to extension: Unveiling student profiles in fraction comparison tasks
Modeling and assessing multiplicative operation sense—validation of a test instrument for 5th grade
Introduction A considerable number of students enter secondary school with fundamental gaps in basic mathematical skills, particularly in their understanding of operations related to multiplication and division. The conceptual understanding of operations - operation sense - is the ability to relate situations (e.g., word problems) to mathematical-symbolic notations (e.g., calculations, equations) and vice versa and it is crucial for further learn…
Cognitive and behavioral engagement in online teacher professional development: The role of teacher characteristics and learning opportunities
Designing adaptive online teacher professional development (oTPD) requires an understanding of how both teacher characteristics and the nature of learning opportunities shape teacher engagement. While indicators of behavioral engagement (e.g., time spent) have received some attention, cognitive engagement—how deeply teachers process and reflect on learning opportunities—remains underexplored. This study investigates both behavioral and cognitive …
Implementing the four-component instructional design model in professional development programs: A systematic review with a focus on teachers
The four-component instructional design (4C/ID) model is designed to support complex learning by facilitating the transfer of theoretical knowledge into practice. This study presents a systematic research synthesis on the implementation of the 4C/ID model in training programs with a special focus on teachers. Specifically, we investigate how the four components and 10 steps of 4C/ID are applied in training programs, for which professional fields …
Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects
A central phenomenon of learning is that information is encoded more effectively when it connects to learners’ prior knowledge (Schneider & Simonsmaier, 2025). Such prior knowledge is acquired through various opportunities both in classrooms and beyond, before a specific instruction. In formal learning—both in research and in practice—this process can be considered more systematically: Instruction is often deliberately structured into multiple ph…
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instructi…
Cid: A Framework for the Cognitive Analysis of Composite Instructional Designs
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots
Tasks in which learners are asked to compare two data sets using box plots and decide which distribution contains more observations above a given threshold have already been investigated in research. There are indications that these tasks are solved schema-based and that different (correct and erroneous) schemas are used depending on the arrangement of the quartiles around the threshold. Erroneous schemas can cause systematic errors and are often…
Unveiling cognitive aspects and accuracy of diagnostic judgments in physical education teachers assessing different tasks in gymnastics
Introduction Diagnostics is an essential part of teachers’ profession. We investigated judgment accuracy and cognitive processes underlying judgment formation in physical education teachers who observed tasks in gymnastics, and compared teachers with gymnastics trainers as a reference group. Methods Teachers and trainers judged performance of prepuberal students in gymnastics, namely students exercising squat vault, underswing, and handstand. To …
The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions
PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, whic…
Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning
We investigate the use of content knowledge and pedagogical content knowledge among 32 novices' and different types of experts' pedagogical reasoning, as exemplified in the field of mathematics education. Think-aloud interviews based on a planning task that required pedagogical reasoning were evaluated using verbal analysis. Our results show differences in the use of mathematics-related content knowledge and pedagogical content knowledge between …
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis
When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the task by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on the processes underlying diagnostic judgements on tasks have rarely been modeled and investigated systematically. In an experimental study, we assume two processes (identifying relevant task features and integrating information on mult…
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explain…
Empirische Forschung in der Fachdidaktik. Eine Herausforderung für die Professionalisierung und die Nachwuchsqualifizierung
Die Fachdidaktiken haben sich in den letzten Jahrzehnten zunehmend zu eigenständigen Disziplinen weiterentwickelt. Sie besitzen einerseits ein eigenes Profil, das sich vor allem durch ihren Fachbezug ergibt, sind aber andererseits in ihren Fragen und Methoden untrennbar mit vielen benachbarten Disziplinen verbunden. Der Beitrag befasst sich mit den hieraus erwachsenden Herausforderungen für die Professionalisierung des forschenden Personals an Ho…
Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science
The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring s…
Cid: A Framework for the Cognitive Analysis of Composite Instructional Designs
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explain…
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instructi…
Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning
We investigate the use of content knowledge and pedagogical content knowledge among 32 novices' and different types of experts' pedagogical reasoning, as exemplified in the field of mathematics education. Think-aloud interviews based on a planning task that required pedagogical reasoning were evaluated using verbal analysis. Our results show differences in the use of mathematics-related content knowledge and pedagogical content knowledge between …
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis
When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the task by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on the processes underlying diagnostic judgements on tasks have rarely been modeled and investigated systematically. In an experimental study, we assume two processes (identifying relevant task features and integrating information on mult…
Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science
The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring s…
Empirische Forschung in der Fachdidaktik. Eine Herausforderung für die Professionalisierung und die Nachwuchsqualifizierung
Die Fachdidaktiken haben sich in den letzten Jahrzehnten zunehmend zu eigenständigen Disziplinen weiterentwickelt. Sie besitzen einerseits ein eigenes Profil, das sich vor allem durch ihren Fachbezug ergibt, sind aber andererseits in ihren Fragen und Methoden untrennbar mit vielen benachbarten Disziplinen verbunden. Der Beitrag befasst sich mit den hieraus erwachsenden Herausforderungen für die Professionalisierung des forschenden Personals an Ho…
Assessing the Development of Educational Research Literacy: The Effect of Courses on Research Methods in Studies of Educational Science
The ability to purposefully access, reflect, and use evidence from educational research (Educational Research Literacy) is expected of future professionals in educational practice. Based on the presented conceptual framework, a test instrument was developed to assess the different competency aspects: Information Literacy, Statistical Literacy, and Evidence-based Reasoning. This paper addresses the question of whether this test allows monitoring s…
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explain…
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis
When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the task by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on the processes underlying diagnostic judgements on tasks have rarely been modeled and investigated systematically. In an experimental study, we assume two processes (identifying relevant task features and integrating information on mult…
Unveiling cognitive aspects and accuracy of diagnostic judgments in physical education teachers assessing different tasks in gymnastics
Introduction Diagnostics is an essential part of teachers’ profession. We investigated judgment accuracy and cognitive processes underlying judgment formation in physical education teachers who observed tasks in gymnastics, and compared teachers with gymnastics trainers as a reference group. Methods Teachers and trainers judged performance of prepuberal students in gymnastics, namely students exercising squat vault, underswing, and handstand. To …
The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions
PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, whic…
Novice and expert teachers’ use of content-related knowledge during pedagogical reasoning
We investigate the use of content knowledge and pedagogical content knowledge among 32 novices' and different types of experts' pedagogical reasoning, as exemplified in the field of mathematics education. Think-aloud interviews based on a planning task that required pedagogical reasoning were evaluated using verbal analysis. Our results show differences in the use of mathematics-related content knowledge and pedagogical content knowledge between …
How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots
Tasks in which learners are asked to compare two data sets using box plots and decide which distribution contains more observations above a given threshold have already been investigated in research. There are indications that these tasks are solved schema-based and that different (correct and erroneous) schemas are used depending on the arrangement of the quartiles around the threshold. Erroneous schemas can cause systematic errors and are often…
Implementing the four-component instructional design model in professional development programs: A systematic review with a focus on teachers
The four-component instructional design (4C/ID) model is designed to support complex learning by facilitating the transfer of theoretical knowledge into practice. This study presents a systematic research synthesis on the implementation of the 4C/ID model in training programs with a special focus on teachers. Specifically, we investigate how the four components and 10 steps of 4C/ID are applied in training programs, for which professional fields …
Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects
A central phenomenon of learning is that information is encoded more effectively when it connects to learners’ prior knowledge (Schneider & Simonsmaier, 2025). Such prior knowledge is acquired through various opportunities both in classrooms and beyond, before a specific instruction. In formal learning—both in research and in practice—this process can be considered more systematically: Instruction is often deliberately structured into multiple ph…
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instructi…
Cid: A Framework for the Cognitive Analysis of Composite Instructional Designs
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
Fostering conceptual change by comparing correct and incorrect solutions – The role of individual misconceptions
Background Conceptual change emerges from cognitive conflicts between new information and prior understanding. Confronting learners with their incorrect solutions and asking them to compare these to correct solutions can facilitate successful acquisition of new concepts. This learning process of committing errors and comparing solutions occurs, for instance, in problem-solving prior to instruction (PS-I). However, it is not clear how well this co…
From replication to extension: Unveiling student profiles in fraction comparison tasks
Modeling and assessing multiplicative operation sense—validation of a test instrument for 5th grade
Introduction A considerable number of students enter secondary school with fundamental gaps in basic mathematical skills, particularly in their understanding of operations related to multiplication and division. The conceptual understanding of operations - operation sense - is the ability to relate situations (e.g., word problems) to mathematical-symbolic notations (e.g., calculations, equations) and vice versa and it is crucial for further learn…
Cognitive and behavioral engagement in online teacher professional development: The role of teacher characteristics and learning opportunities
Designing adaptive online teacher professional development (oTPD) requires an understanding of how both teacher characteristics and the nature of learning opportunities shape teacher engagement. While indicators of behavioral engagement (e.g., time spent) have received some attention, cognitive engagement—how deeply teachers process and reflect on learning opportunities—remains underexplored. This study investigates both behavioral and cognitive …
Psychology (8 works) · Cognition (7 works) · Mathematics education (7 works) · Computer Science (6 works) · Innovative Teaching and Learning Methods (6 works) · Visual and Cognitive Learning Processes (6 works) · Cognitive psychology (5 works) · Instructional design (4 works) · Intelligent Tutoring Systems and Adaptive Learning (4 works) · Mathematics Education and Teaching Techniques (4 works)