Andreas Nehring
Biographic Data
| ID | 4611025 |
|---|---|
| NAME | Andreas Nehring |
| GIVEN NAMES | Andreas |
| FAMILY NAME | Nehring |
| SIGNATURE | NEHRING A |
| AFFILIATIONS | Leibniz University Hannover |
| ORCID | 0000-0002-8723-5552 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Turning the Plurality of Chemistry into a Resource for Learning
Chemistry is a science that not only examines substances at different levels of abstraction and involves a wide multitude of cognitive and experimental operations, but also used and uses a variety of concepts and representations referring to the same term. At the same time, many studies on the professional competencies of teachers underline the importance of content knowledge as a prerequisite for pedagogical content knowledge and instructional q…
Alternative Rationalities and Esoteric Practices from a Global Perspective
This text provides a translated, revised and curtailed version of the original research proposal that led to the foundation of the Center for Advanced Studies ‘Alternative Rationalities and Esoteric Practices from a Global Perspective’ at Friedrich- AlexanderUniversität Erlangen-Nürnberg ( CAS-E ). The text discusses the pitfalls of the notion of ‘esotericism’ and provides a working definition of ‘esoteric practices.’ CAS-E ’s praxeological turn …
Afterword – Global Esotericism
In this afterword, the directors of the Center for Advanced Studies ‘Alternative Rationalities and Esoteric Practices from a Global Perspective’ ( CAS-E ) at Friedrich- Alexander-Universität offer a brief response to the comments by Carole Cusack, Mark Q. Gardiner, Steven Engler, Wouter Hanegraaff, Elizabeth McAlister, Jason Josephson Storm, and Hugh Urban. Reflecting on various theoretical and methodological discussions within CAS-E , particular…
Students' awareness and conceptions of science‐related communication mechanisms on social media
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication…
Learning analytics and the Universal Design for Learning (UDL)
In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th…
Fostering scientific reasoning competencies
Instructional quality in science teacher education
Evaluating and improving instructional quality is important in pre-service teacher education, given it is a crucial factor for students’ learning gains. This process is complex and involves multiple classroom events with various interpretations. Criteria for instructional quality are rarely applied systematically in teacher education, leading to divergent evaluations and hindering comparable development. Comparability has rarely been researched i…
Scientific Reasoning in Science Education
In modern science- and technology-based societies, competencies that allow citizens to reason scientifically play a key role for science- and technology-based careers as well as for democratic co-determination (e [...]
Universal Design for Learning
An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invarianc…
Scientific reasoning and views on the nature of scientific inquiry
Against the background of many studies focusing either on scientific reasoning or views on the nature of scientific inquiry (NOSI), the aim of this article is to present and empirically analyse a framework that associates these central science education constructs. Based on the idea of inquiry methods, the ScieNo-framework includes three scientific reasoning competencies (‘Scie’) and ten naïve and informed NOSI views (‘No’) that can be aligned on…
Unterrichtsqualität zwischen Generik und Fachspezifik
Public Theology, Religious Diversity, and Interreligious Learning
Präsenz und implizites Wissen
Populäre Achtsamkeit
I.6 Aneignung von ,Religion‘ – postkoloniale Konstruktionen des Hinduismus
Alternative Rationalities and Esoteric Practices from a Global Perspective
This text provides a translated, revised and curtailed version of the original research proposal that led to the foundation of the Center for Advanced Studies ‘Alternative Rationalities and Esoteric Practices from a Global Perspective’ at Friedrich- AlexanderUniversität Erlangen-Nürnberg ( CAS-E ). The text discusses the pitfalls of the notion of ‘esotericism’ and provides a working definition of ‘esoteric practices.’ CAS-E ’s praxeological turn …
Students' awareness and conceptions of science‐related communication mechanisms on social media
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication…
I.6 Aneignung von ,Religion‘ – postkoloniale Konstruktionen des Hinduismus
Präsenz und implizites Wissen
Populäre Achtsamkeit
Public Theology, Religious Diversity, and Interreligious Learning
Scientific reasoning and views on the nature of scientific inquiry
Against the background of many studies focusing either on scientific reasoning or views on the nature of scientific inquiry (NOSI), the aim of this article is to present and empirically analyse a framework that associates these central science education constructs. Based on the idea of inquiry methods, the ScieNo-framework includes three scientific reasoning competencies (‘Scie’) and ten naïve and informed NOSI views (‘No’) that can be aligned on…
Unterrichtsqualität zwischen Generik und Fachspezifik
Universal Design for Learning
An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invarianc…
Scientific Reasoning in Science Education
In modern science- and technology-based societies, competencies that allow citizens to reason scientifically play a key role for science- and technology-based careers as well as for democratic co-determination (e [...]
Instructional quality in science teacher education
Evaluating and improving instructional quality is important in pre-service teacher education, given it is a crucial factor for students’ learning gains. This process is complex and involves multiple classroom events with various interpretations. Criteria for instructional quality are rarely applied systematically in teacher education, leading to divergent evaluations and hindering comparable development. Comparability has rarely been researched i…
Learning analytics and the Universal Design for Learning (UDL)
In the context of inclusive education, Universal Design for Learning (UDL) is a framework used worldwide to create learning opportunities accessible to all learners. While much research focused on the design and students' perceptions of UDL-based learning settings, studies on students’ usage patterns in UDL-guided elements, particularly in digital environments, are still scarce. Therefore, we analyze and cluster the usage patterns of 9th and 10th…
Fostering scientific reasoning competencies
Turning the Plurality of Chemistry into a Resource for Learning
Chemistry is a science that not only examines substances at different levels of abstraction and involves a wide multitude of cognitive and experimental operations, but also used and uses a variety of concepts and representations referring to the same term. At the same time, many studies on the professional competencies of teachers underline the importance of content knowledge as a prerequisite for pedagogical content knowledge and instructional q…
Alternative Rationalities and Esoteric Practices from a Global Perspective
This text provides a translated, revised and curtailed version of the original research proposal that led to the foundation of the Center for Advanced Studies ‘Alternative Rationalities and Esoteric Practices from a Global Perspective’ at Friedrich- AlexanderUniversität Erlangen-Nürnberg ( CAS-E ). The text discusses the pitfalls of the notion of ‘esotericism’ and provides a working definition of ‘esoteric practices.’ CAS-E ’s praxeological turn …
Afterword – Global Esotericism
In this afterword, the directors of the Center for Advanced Studies ‘Alternative Rationalities and Esoteric Practices from a Global Perspective’ ( CAS-E ) at Friedrich- Alexander-Universität offer a brief response to the comments by Carole Cusack, Mark Q. Gardiner, Steven Engler, Wouter Hanegraaff, Elizabeth McAlister, Jason Josephson Storm, and Hugh Urban. Reflecting on various theoretical and methodological discussions within CAS-E , particular…
Students' awareness and conceptions of science‐related communication mechanisms on social media
The rise of social media platforms and subsequent lack of traditional gatekeeping mechanisms have enabled the proliferation of scientific disinformation. Users attempting to properly evaluate scientific information and disinformation are immensely obstructed by media communication mechanisms such as filter bubbles and echo chambers. Given the recent approaches to reconceptualizing the nature of science represented by facets of media communication…
Mathematics education (8 works) · Psychology (8 works) · Sociology (7 works) · Educational Strategies and Epistemologies (6 works) · Computer Science (5 works) · Philosophy (5 works) · Science education (5 works) · Science Education and Pedagogy (5 works) · Education and Critical Thinking Development (4 works) · Epistemology (4 works)