Peter A Edelsbrunner
Biographic Data
| ID | 6509210 |
|---|---|
| NAME | Peter A Edelsbrunner |
| GIVEN NAMES | Peter A |
| FAMILY NAME | Edelsbrunner |
| SIGNATURE | EDELSBRUNNER P A |
| AFFILIATIONS | ETH Zurich |
| ORCID | 0000-0001-9102-1090 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cross-fertilization of content and strategy knowledge: Bayesian insights into fostering scientific literacy in physics education
Background Scientific literacy entails domain-specific content knowledge and domain-general strategies for generating and evaluating evidence. The latter include the control-of-variables strategy (CVS). Aims We examined whether domain-specific physics curricula and CVS trainings complement and cross-fertilize one another. Sample In total, 189 primary school students (100 male, 89 female) participated. Method In a randomized controlled field trial…
Exploring the role of conceptual knowledge and representational competence in an augmented reality physics environment
Prior knowledge plays a crucial role in learning in STEM education. The potential interplay between components of the prior knowledge, such as representational competence and conceptual understanding, remains remarkably underexplored. Even less is known about how these relationships unfold in augmented reality (AR)-supported learning environments, which offer unique affordances, such as visualizing the invisible, that may shape the role of prior …
How should pretest measures be included in multilevel models when examining the effects of teacher or school variables on learning
Does Interference Between Intuitive Conceptions and Scientific Concepts Produce Reliable Inter-individual Differences? A Psychometric Analysis
Statement-verification studies indicate the coexistence of intuitive conceptions and scientific concepts within learners. The underlying assumption is that the intuitive conceptions typically built in childhood never disappear, but are co-activated with scientific concepts when we face relevant situations. This is visible in increased reaction times and error rates when confronting statements for which intuitive conceptions and scientific concept…
Examining and comparing the relation between representational competence and conceptual knowledge across four samples
Introduction Whereas it is commonly assumed that in learning science, representational competence is a critical prerequisite for the acquisition of conceptual knowledge, comprehensive psychometric investigations of this assumption are rare. We undertake a step in this direction by re-analyzing the data from a recent study that found a substantial correlation between the two constructs in undergraduates in the context of field representations and …
Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children's screen time in early childhood
Screen media are increasingly shaping our everyday lives, including those of young children. Among other reasons, parents might use screen media as a problem-oriented coping strategy to reduce parenting stress levels. Furthermore, parental attitudes towards children's screen media use have been shown to predict screen time in young children. The present study examines the intertwined roles of parenting stress and parental attitudes to children's …
Screen time vs. scream time: Developmental interrelations between young children's screen time, negative affect, and effortful control
This study aimed to examine developmental relations of screen time, negative affect and effortful control in children aged 12–36 months. Parents of 462 children up to 3 years of age at the start of the study (M = 1.28 years, SD = 0.61; 50% female) participated in four assessments within 10 months. Parents reported their children's screen time, negative affect, and effortful control at each assessment in a diary study. Results of multivariate Baye…
Preparation for future conceptual learning: Content-specific long-term effects of early physics instruction
Unraveling the relation between representational competence and conceptual knowledge across four samples from two different countries
Introduction Whereas it is commonly assumed that in learning science, representational competence is a critical prerequisite for the acquisition of conceptual knowledge, comprehensive psychometric investigations of this assumption are rare. We undertake a step in this direction by re-analyzing the data from a recent study that found a substantial correlation between the two constructs in undergraduates in the context of field representations and …
What skills related to the control-of-variables strategy need to be taught, and who gains most? Differential effects of a training intervention
Accommodating heterogeneity: The interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning
Hypothesis-based reasoning with conditionals is a skill that is required for engaging in integral activities of modern elementary school science-curricula. The teaching of this skill at this early stage of education, however, is demanding, particularly in whole school classes in which it is difficult to adapt teaching to children’s individual needs. We examine whether a scaffold that is static yet tailored to the context, in which the teacher exp…
A many-analysts approach to the relation between religiosity and well-being
The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N=10,535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-…
How to understand a research question—a challenging first step in setting up a statistical model
When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research
Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen
In dieser Längsschnittstudie wurden unterschiedliche Verläufe in der Entwicklung der intrinsischen Wertüberzeugungen in den Unterrichtsfächern Mathematik und Französisch in den Schuljahren 9 bis 11 und deren Zusammenhänge mit Berufsaspirationen untersucht. Bei 850 Schüler*innen von Deutschschweizer Gymnasien (54 % weiblich, Alter T1: 15,6 Jahre) wurden in einem bivariaten Wachstumsmodell fünf Wachstumsklassen identifiziert. Zwei dieser Klassen ze…
The benefit of combining teacher-direction with contrasted presentation of algebra principles
Longitudinal Within-Person Associations Between Quality of Social Relations, Structure of Social Relations, and Cognitive Functioning in Older Age
Quality of social relations is a protective factor of cognitive aging. Additionally, responding to prior lower cognitive functioning, social network diversity reduced, but quality of social relations did not seem to change. Overall, this study suggested that social relations and cognitive functioning mutually influence each other, but different aspects of social relations (i.e., quality, structure) might have different directional associations wi…
Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis
Longitudinal Within-Person Associations Between Quality of Social Relations, Structure of Social Relations, and Cognitive Functioning in Older Age
Quality of social relations is a protective factor of cognitive aging. Additionally, responding to prior lower cognitive functioning, social network diversity reduced, but quality of social relations did not seem to change. Overall, this study suggested that social relations and cognitive functioning mutually influence each other, but different aspects of social relations (i.e., quality, structure) might have different directional associations wi…
Informative tools for characterizing individual differences in learning: Latent class, latent profile, and latent transition analysis
The benefit of combining teacher-direction with contrasted presentation of algebra principles
Longitudinal Within-Person Associations Between Quality of Social Relations, Structure of Social Relations, and Cognitive Functioning in Older Age
Quality of social relations is a protective factor of cognitive aging. Additionally, responding to prior lower cognitive functioning, social network diversity reduced, but quality of social relations did not seem to change. Overall, this study suggested that social relations and cognitive functioning mutually influence each other, but different aspects of social relations (i.e., quality, structure) might have different directional associations wi…
Wachstumsverläufe der intrinsischen Wertüberzeugungen in Mathematik und Französisch: Zusammenhänge mit Berufsorientierungen
In dieser Längsschnittstudie wurden unterschiedliche Verläufe in der Entwicklung der intrinsischen Wertüberzeugungen in den Unterrichtsfächern Mathematik und Französisch in den Schuljahren 9 bis 11 und deren Zusammenhänge mit Berufsaspirationen untersucht. Bei 850 Schüler*innen von Deutschschweizer Gymnasien (54 % weiblich, Alter T1: 15,6 Jahre) wurden in einem bivariaten Wachstumsmodell fünf Wachstumsklassen identifiziert. Zwei dieser Klassen ze…
Unraveling the relation between representational competence and conceptual knowledge across four samples from two different countries
Introduction Whereas it is commonly assumed that in learning science, representational competence is a critical prerequisite for the acquisition of conceptual knowledge, comprehensive psychometric investigations of this assumption are rare. We undertake a step in this direction by re-analyzing the data from a recent study that found a substantial correlation between the two constructs in undergraduates in the context of field representations and …
What skills related to the control-of-variables strategy need to be taught, and who gains most? Differential effects of a training intervention
Accommodating heterogeneity: The interaction of instructional scaffolding with student preconditions in the learning of hypothesis-based reasoning
Hypothesis-based reasoning with conditionals is a skill that is required for engaging in integral activities of modern elementary school science-curricula. The teaching of this skill at this early stage of education, however, is demanding, particularly in whole school classes in which it is difficult to adapt teaching to children’s individual needs. We examine whether a scaffold that is static yet tailored to the context, in which the teacher exp…
A many-analysts approach to the relation between religiosity and well-being
The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N=10,535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-…
How to understand a research question—a challenging first step in setting up a statistical model
When perceived informativity is not enough. How teachers perceive and interpret statistical results of educational research
Examining and comparing the relation between representational competence and conceptual knowledge across four samples
Introduction Whereas it is commonly assumed that in learning science, representational competence is a critical prerequisite for the acquisition of conceptual knowledge, comprehensive psychometric investigations of this assumption are rare. We undertake a step in this direction by re-analyzing the data from a recent study that found a substantial correlation between the two constructs in undergraduates in the context of field representations and …
Are screen media the new pacifiers? The role of parenting stress and parental attitudes for children's screen time in early childhood
Screen media are increasingly shaping our everyday lives, including those of young children. Among other reasons, parents might use screen media as a problem-oriented coping strategy to reduce parenting stress levels. Furthermore, parental attitudes towards children's screen media use have been shown to predict screen time in young children. The present study examines the intertwined roles of parenting stress and parental attitudes to children's …
Screen time vs. scream time: Developmental interrelations between young children's screen time, negative affect, and effortful control
This study aimed to examine developmental relations of screen time, negative affect and effortful control in children aged 12–36 months. Parents of 462 children up to 3 years of age at the start of the study (M = 1.28 years, SD = 0.61; 50% female) participated in four assessments within 10 months. Parents reported their children's screen time, negative affect, and effortful control at each assessment in a diary study. Results of multivariate Baye…
Preparation for future conceptual learning: Content-specific long-term effects of early physics instruction
Does Interference Between Intuitive Conceptions and Scientific Concepts Produce Reliable Inter-individual Differences? A Psychometric Analysis
Statement-verification studies indicate the coexistence of intuitive conceptions and scientific concepts within learners. The underlying assumption is that the intuitive conceptions typically built in childhood never disappear, but are co-activated with scientific concepts when we face relevant situations. This is visible in increased reaction times and error rates when confronting statements for which intuitive conceptions and scientific concept…
Cross-fertilization of content and strategy knowledge: Bayesian insights into fostering scientific literacy in physics education
Background Scientific literacy entails domain-specific content knowledge and domain-general strategies for generating and evaluating evidence. The latter include the control-of-variables strategy (CVS). Aims We examined whether domain-specific physics curricula and CVS trainings complement and cross-fertilize one another. Sample In total, 189 primary school students (100 male, 89 female) participated. Method In a randomized controlled field trial…
Exploring the role of conceptual knowledge and representational competence in an augmented reality physics environment
Prior knowledge plays a crucial role in learning in STEM education. The potential interplay between components of the prior knowledge, such as representational competence and conceptual understanding, remains remarkably underexplored. Even less is known about how these relationships unfold in augmented reality (AR)-supported learning environments, which offer unique affordances, such as visualizing the invisible, that may shape the role of prior …
How should pretest measures be included in multilevel models when examining the effects of teacher or school variables on learning
Psychology (14 works) · Computer Science (10 works) · Cognitive psychology (7 works) · Science Education and Pedagogy (7 works) · Educational Strategies and Epistemologies (6 works) · Developmental psychology (5 works) · Mathematics education (5 works) · Concept learning (4 works) · Social Psychology (4 works) · Artificial Intelligence (3 works)