Judith Stanja
Biographic Data
| ID | 9493708 |
|---|---|
| NAME | Judith Stanja |
| GIVEN NAMES | Judith |
| FAMILY NAME | Stanja |
| SIGNATURE | STANJA J |
| AFFILIATIONS | Didactics of Electrical Engineering and Computer Science Leibniz University Hannover Hannover Germany |
| ORCID | 0000-0002-4137-9294 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Investigating evidence-oriented generation of synthetic text data with a generative large language model in science education
The scarcity and privacy of student data present significant challenges in research on technical support of the diagnosis of students’ conceptions. Whilst synthetic data generation offers promising solutions, its application in science education requires careful consideration of domain-specific aspects. This study investigates an evidence-oriented prompting approach to generate synthetic text data with a generative large language model without di…
Formative assessment strategies for students' conceptions—The potential of learning analytics
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. …
No prominent works on this page.
Formative assessment strategies for students' conceptions—The potential of learning analytics
Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. …
Investigating evidence-oriented generation of synthetic text data with a generative large language model in science education
The scarcity and privacy of student data present significant challenges in research on technical support of the diagnosis of students’ conceptions. Whilst synthetic data generation offers promising solutions, its application in science education requires careful consideration of domain-specific aspects. This study investigates an evidence-oriented prompting approach to generate synthetic text data with a generative large language model without di…
Artificial Intelligence (2 works) · Computer Science (2 works) · Mathematics education (2 works) · Psychology (2 works) · Advanced Text Analysis Techniques (1 works) · Analytics (1 works) · Artificial Intelligence (1 works) · Class (philosophy) (1 works) · Computational and Text Analysis Methods (1 works) · Data science (1 works)