Stefanie Findeisen
Biographic Data
| ID | 6897242 |
|---|---|
| NAME | Stefanie Findeisen |
| GIVEN NAMES | Stefanie |
| FAMILY NAME | Findeisen |
| SIGNATURE | FINDEISEN S |
| AFFILIATIONS | University of Konstanz |
| ORCID | 0000-0001-9203-2023 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Visual attention when solving economics learning tasks using dynamic, interactive graphs: An eye-tracking study
Price–quantity graphs are often used to visualize the supply-demand interplay. Interacting with dynamic graphs could increase interest in their content and thus enhance the learning process. Using eye tracking, the authors investigated how economic education students learned with static and dynamic graphs by analyzing their gaze behavior in a laboratory setting as they solved single-choice learning tasks involving price–quantity graphs. They foun…
Breaking Barriers? Social Inequality in Pathways to Higher Education Between General and Vocational Schools in Germany
Pathways to higher education through vocational upper secondary schools (VUSSs) are intended to increase permeability. However, in both VUSSs and general upper secondary schools (GUSSs), participation is socially selective. This article examined differences between GUSS and VUSS students in (a) the attainment of a higher education entrance qualification (HEEQ) and (b) the subsequent transition to higher education. Taking entry selectivity into ac…
Long-term effects of different VET-to-labor market transition patterns on subjective well-being
Several studies have analyzed the outcome of vocational education and training (VET); however, they primarily compared individuals with different qualification levels. This perspective neglects the fact that adolescents can differ in their training courses and transition to the labor market. Thus far, evidence on the consequences of different VET-to-labor market transition patterns is scarce. Therefore, the present study distinguished different V…
Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module
Providing instructional explanations is a core component of effective instruction and an important teaching skill. Teaching skills are generally regarded as learnable, and teacher education programs aim to improve teachers’ professional competences. In this study, we analyze to what extent explaining skills can be fostered during teacher education at university by means of a specific training module. We designed a training (university module) for…
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Fostering prospective teachers’ explaining skills during university education—Evaluation of a training module
Providing instructional explanations is a core component of effective instruction and an important teaching skill. Teaching skills are generally regarded as learnable, and teacher education programs aim to improve teachers’ professional competences. In this study, we analyze to what extent explaining skills can be fostered during teacher education at university by means of a specific training module. We designed a training (university module) for…
Long-term effects of different VET-to-labor market transition patterns on subjective well-being
Several studies have analyzed the outcome of vocational education and training (VET); however, they primarily compared individuals with different qualification levels. This perspective neglects the fact that adolescents can differ in their training courses and transition to the labor market. Thus far, evidence on the consequences of different VET-to-labor market transition patterns is scarce. Therefore, the present study distinguished different V…
Breaking Barriers? Social Inequality in Pathways to Higher Education Between General and Vocational Schools in Germany
Pathways to higher education through vocational upper secondary schools (VUSSs) are intended to increase permeability. However, in both VUSSs and general upper secondary schools (GUSSs), participation is socially selective. This article examined differences between GUSS and VUSS students in (a) the attainment of a higher education entrance qualification (HEEQ) and (b) the subsequent transition to higher education. Taking entry selectivity into ac…
Visual attention when solving economics learning tasks using dynamic, interactive graphs: An eye-tracking study
Price–quantity graphs are often used to visualize the supply-demand interplay. Interacting with dynamic graphs could increase interest in their content and thus enhance the learning process. Using eye tracking, the authors investigated how economic education students learned with static and dynamic graphs by analyzing their gaze behavior in a laboratory setting as they solved single-choice learning tasks involving price–quantity graphs. They foun…
Pedagogy (3 works) · Vocational education (3 works) · Demographic economics (2 works) · Economics (2 works) · Psychology (2 works) · Computer Science (1 works) · Economic growth (1 works) · Educational Games and Gamification (1 works) · Educational Strategies and Epistemologies (1 works) · Employment and Welfare Studies (1 works)