Valentina Nachtigall
Biographic Data
| ID | 5791395 |
|---|---|
| NAME | Valentina Nachtigall |
| GIVEN NAMES | Valentina |
| FAMILY NAME | Nachtigall |
| SIGNATURE | NACHTIGALL V |
| AFFILIATIONS | Ruhr University Bochum |
| ORCID | 0000-0001-7593-0323 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Comparing learners’ conceptions of natural and educational scientists: Relations to study interest and self-image
Learners’ conceptions of scientists are often assumed to influence their academic interests – but empirical evidence for this relationship remains limited and inconsistent. Moreover, little is known about how students perceive scientists beyond STEM domains and how these conceptions relate to their academic interests. These blind spots are uncovered in the present study by investigating secondary school students’ conceptions of educational scient…
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…
Improving students' processing of history‐related 360° videos through collaboration and emotion regulation
Model authenticity in learning mathematical experimentation: How students perceive and learn from scientist and peer models
The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conduc…
Exploring the impact of authentic learning activities on school students’ epistemic beliefs in the social sciences and humanities
The present two studies investigated whether students’ development of epistemic beliefs about the educational sciences (study A; N = 152) and linguistics (study B; N = 150) can be affected by authentic learning activities in an out-of-school lab (OSL). OSLs aim to engage students in authentic activities that attempt to simulate the ways how scientists gather new knowledge, making an impact on students’ epistemic beliefs likely. To test this assum…
Perspectives on authentic learning
The authenticity dilemma: Towards a theory on the conditions and effects of authentic learning
A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners an…
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: A replication study
Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking and working by engaging them in authentic activities that emulate processes of scientific inquiry. However, research has not yet focused on investigating whether students perceive those activities as authentic and whether students’ perceived authenticity is related to further motivational (e.g. situational interest) or cognitive (e.g. ach…
When failure fails to be productive: Probing the effectiveness of productive failure for learning beyond STEM domains
The current work builds on research demonstrating the effectiveness of Productive Failure (PF) for learning. While the effectiveness of PF has been demonstrated for STEM learning, it has not yet been investigated whether PF is also beneficial for learning in non-STEM domains. Given this need to test PF for learning in domains other than mathematics or science, and the assumption that features embodied in a PF design are domain-independent, we inv…
No prominent works on this page.
When failure fails to be productive: Probing the effectiveness of productive failure for learning beyond STEM domains
The current work builds on research demonstrating the effectiveness of Productive Failure (PF) for learning. While the effectiveness of PF has been demonstrated for STEM learning, it has not yet been investigated whether PF is also beneficial for learning in non-STEM domains. Given this need to test PF for learning in domains other than mathematics or science, and the assumption that features embodied in a PF design are domain-independent, we inv…
Investigating students’ perceived authenticity of learning activities in an out-of-school lab for social sciences: A replication study
Out-of-school labs (OSLs) aim to foster students’ interest in and knowledge about scientific ways of thinking and working by engaging them in authentic activities that emulate processes of scientific inquiry. However, research has not yet focused on investigating whether students perceive those activities as authentic and whether students’ perceived authenticity is related to further motivational (e.g. situational interest) or cognitive (e.g. ach…
Improving students' processing of history‐related 360° videos through collaboration and emotion regulation
Model authenticity in learning mathematical experimentation: How students perceive and learn from scientist and peer models
The implementation of video modeling examples of mathematical hands-on experimentation may provide students with authentic and, at the same time, not too cognitively overwhelming experiences. However, the effectiveness of video modeling examples can be influenced by different characteristics of the observed models. On the one hand, based on the model-observer similarity hypothesis, it is likely that the observation of peers is particularly conduc…
Exploring the impact of authentic learning activities on school students’ epistemic beliefs in the social sciences and humanities
The present two studies investigated whether students’ development of epistemic beliefs about the educational sciences (study A; N = 152) and linguistics (study B; N = 150) can be affected by authentic learning activities in an out-of-school lab (OSL). OSLs aim to engage students in authentic activities that attempt to simulate the ways how scientists gather new knowledge, making an impact on students’ epistemic beliefs likely. To test this assum…
Perspectives on authentic learning
The authenticity dilemma: Towards a theory on the conditions and effects of authentic learning
A highly authentic learning setting is likely to trigger positive motivational and emotional reactions due to its emphasis on promoting the acquisition of knowledge that is connected and transferable to real-world phenomena outside the learning environment. However, a high level of authenticity is usually accompanied by a high level of complexity due to the complexity inherent in the real world. This complexity can be overwhelming for learners an…
Comparing learners’ conceptions of natural and educational scientists: Relations to study interest and self-image
Learners’ conceptions of scientists are often assumed to influence their academic interests – but empirical evidence for this relationship remains limited and inconsistent. Moreover, little is known about how students perceive scientists beyond STEM domains and how these conceptions relate to their academic interests. These blind spots are uncovered in the present study by investigating secondary school students’ conceptions of educational scient…
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…
Educational psychology (7 works) · Psychology (7 works) · Mathematics education (5 works) · Computer Science (4 works) · Educational Strategies and Epistemologies (4 works) · Innovative Teaching and Learning Methods (4 works) · Science Education and Pedagogy (4 works) · Social Psychology (4 works) · Cognitive psychology (3 works) · Pedagogy (3 works)