Sascha Bernholt
Biographic Data
| ID | 6553237 |
|---|---|
| NAME | Sascha Bernholt |
| GIVEN NAMES | Sascha |
| FAMILY NAME | Bernholt |
| SIGNATURE | BERNHOLT S |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0003-4045-3795 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Analyzing students’ conceptual understanding over the course of a teaching unit
The implementation of adaptive teaching poses an enormous challenge to teachers and requires them to perform a balancing act that is difficult to achieve with traditional teaching methods. Digitalization offers the opportunity to use new support tools to record and analyse students’ learning status in real time, and to use this information to adapt teaching and provide direct feedback to learners. The present study aims to illustrate an approach …
Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks
Some linguistic features can inhibit students’ text comprehension. • Texts of STEM subjects have their own pattern of prevalent linguistic features. • Expository texts in chemistry textbooks have the highest linguistic complexity. • Expository texts in mathematics textbooks have the lowest linguistic complexity. • Practical implications for STEM teachers are suggested and discussed. STEM education relies heavily on written language that students …
Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension
Prior research has examined the impact of different cognitive predictors on students’ expository and narrative text comprehension. It has become apparent that some cognitive variables predict text comprehension in both genres, while some are genre-specific predictors. However, the effect of reading motivation on expository and narrative text comprehension remains unclear. Thus, the aim was to investigate which reading-related cognitive and motiva…
Stepping stones to success
Supporting students in complex problem-solving tasks is intricate due to the variety of difficulties students face. Although adaptive support has proven effective in addressing various difficulties in different disciplines, its application and exploration in science education, particularly through intelligent tutoring systems (ITSs), is limited. This study aimed to investigate the effectiveness of adaptive support in fostering students' problem-s…
Pupil dilation as cognitive load measure in instructional videos on complex chemical representations
This secondary analysis of an earlier eye-tracking experiment investigated how triangulating changes in pupil dilation with student-self reports can be used as a measure of cognitive load during instructional videos with complex chemical representations. We incorporated three signaling conditions, dynamic, static and no signals, into instructional videos to purposefully alter cognitive load. Our results indicate that self-reported extraneous cogn…
Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms
Students’ interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students’ interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore necessary to foster or at least maintain students’ interest. Despite the variety of approaches that have …
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 …
Connecting explanations to representations
Research in science education agrees that one of the key challenges of learners in the discipline is certainly connecting domain-specific representations to the underlying concepts. One way of supporting students to make applicable connections is using purposefully designed highlighting techniques in multimedia instructions. In order to examine the influence of different highlighting techniques on learning, 171 chemistry undergraduate students we…
Investigating Network Coherence to Assess Students’ Conceptual Understanding of Energy
Conceptual knowledge is a crucial tool for students to understand scientific phenomena. Knowledge about the structure and function of mental concepts potentially helps science educators to foster the acquisition of this tool. Specifically, the coherence of students’ mental concepts is an intensely discussed issue within the related conceptual change discourse. While former discussions focused on the question of whether these conceptions are coher…
Searching for a common ground – A literature review of empirical research on scientific inquiry activities
Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different co…
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Searching for a common ground – A literature review of empirical research on scientific inquiry activities
Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also on different theoretical grounds. Here, only little systematic research has analysed the different co…
Investigating Network Coherence to Assess Students’ Conceptual Understanding of Energy
Conceptual knowledge is a crucial tool for students to understand scientific phenomena. Knowledge about the structure and function of mental concepts potentially helps science educators to foster the acquisition of this tool. Specifically, the coherence of students’ mental concepts is an intensely discussed issue within the related conceptual change discourse. While former discussions focused on the question of whether these conceptions are coher…
Connecting explanations to representations
Research in science education agrees that one of the key challenges of learners in the discipline is certainly connecting domain-specific representations to the underlying concepts. One way of supporting students to make applicable connections is using purposefully designed highlighting techniques in multimedia instructions. In order to examine the influence of different highlighting techniques on learning, 171 chemistry undergraduate students we…
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 …
Pupil dilation as cognitive load measure in instructional videos on complex chemical representations
This secondary analysis of an earlier eye-tracking experiment investigated how triangulating changes in pupil dilation with student-self reports can be used as a measure of cognitive load during instructional videos with complex chemical representations. We incorporated three signaling conditions, dynamic, static and no signals, into instructional videos to purposefully alter cognitive load. Our results indicate that self-reported extraneous cogn…
Interestingness is in the eye of the beholder – the impact of formative assessment on students’ situational interest in chemistry classrooms
Students’ interest is considered an important learning outcome, but it is also a relevant predictor for student learning, and future vocational choices. According to numerous studies, however, students’ interest in STEM fields usually declines during the course of secondary education. From the perspective of science education, it is therefore necessary to foster or at least maintain students’ interest. Despite the variety of approaches that have …
Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension
Prior research has examined the impact of different cognitive predictors on students’ expository and narrative text comprehension. It has become apparent that some cognitive variables predict text comprehension in both genres, while some are genre-specific predictors. However, the effect of reading motivation on expository and narrative text comprehension remains unclear. Thus, the aim was to investigate which reading-related cognitive and motiva…
Stepping stones to success
Supporting students in complex problem-solving tasks is intricate due to the variety of difficulties students face. Although adaptive support has proven effective in addressing various difficulties in different disciplines, its application and exploration in science education, particularly through intelligent tutoring systems (ITSs), is limited. This study aimed to investigate the effectiveness of adaptive support in fostering students' problem-s…
Every subject has its own language – patterns of linguistic features of expository texts in German stem textbooks
Some linguistic features can inhibit students’ text comprehension. • Texts of STEM subjects have their own pattern of prevalent linguistic features. • Expository texts in chemistry textbooks have the highest linguistic complexity. • Expository texts in mathematics textbooks have the lowest linguistic complexity. • Practical implications for STEM teachers are suggested and discussed. STEM education relies heavily on written language that students …
Analyzing students’ conceptual understanding over the course of a teaching unit
The implementation of adaptive teaching poses an enormous challenge to teachers and requires them to perform a balancing act that is difficult to achieve with traditional teaching methods. Digitalization offers the opportunity to use new support tools to record and analyse students’ learning status in real time, and to use this information to adapt teaching and provide direct feedback to learners. The present study aims to illustrate an approach …
Psychology (8 works) · Computer Science (7 works) · Mathematics education (7 works) · Innovative Teaching and Learning Methods (4 works) · Intelligent Tutoring Systems and Adaptive Learning (4 works) · Artificial Intelligence (3 works) · Cognitive psychology (3 works) · Educational Strategies and Epistemologies (3 works) · Mathematics (3 works) · Science education (3 works)