Peter Wulff
Biographic Data
| ID | 9512352 |
|---|---|
| NAME | Peter Wulff |
| GIVEN NAMES | Peter |
| FAMILY NAME | Wulff |
| SIGNATURE | WULFF P |
| AFFILIATIONS | Heidelberg University |
| ORCID | 0000-0002-5471-7977 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
When AI Feedback Was Still in Its Infancy
Reflective writing is a core component of teacher education, especially during practical internships. However, providing high-quality feedback on reflections is resource-intensive. This study examines descriptively observable associations between an early dual-feedback approach combining basic (automated) and elaborate (human-generated) feedback and structural features of preservice physics teachers’ reflective writing, prior to the widespread ad…
Climate change education
Tackling climate change is one of the most pressing issues faced by societies around the world. Climate change education (CCE) is therefore of great importance. Moreover, previous research has shown that addressing science concepts behind societal issues such as the climate crisis can reduce the gender gap in science. The present study used bibliometric methods to provide an overview of the field of CCE research. Based on 1447 research articles o…
Exploring new depths
Constructing arguments is essential in science subjects like chemistry. For example, students in organic chemistry should learn to argue about the plausibility of competing chemical reactions by including various sources of evidence and justifying the derived information with reasoning. While doing so, students face significant challenges in coherently structuring their arguments and integrating chemical concepts. For this reason, a reliable asse…
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Introduction Science educators use writing assignments to assess competencies and facilitate learning processes such as conceptual understanding or reflective thinking. Writing assignments are typically scored with holistic, summative coding rubrics. This, however, is not very responsive to the more fine-grained features of text composition and represented knowledge in texts, which might be more relevant for adaptive guidance and writing-to-learn…
Fast-and-frugal means to assess reflection-related reasoning processes in teacher training—Development and evaluation of a scalable machine learning-based metric
Reflection is hypothesized to be a key component for teachers’ professional development and is often assessed and facilitated through written reflections in university-based teacher education. Empirical research shows that reflection-related competencies are domain-dependent and multi-faceted. However, assessing reflections is complex. Given this complexity, novel methodological tools such as non-linear, algorithmic models can help explore unseen…
Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model
Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consen…
No prominent works on this page.
Modelling STEM Teachers’ Pedagogical Content Knowledge in the Framework of the Refined Consensus Model
Science education researchers have developed a refined understanding of the structure of science teachers’ pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consen…
Enhancing writing analytics in science education research with machine learning and natural language processing—Formative assessment of science and non-science preservice teachers’ written reflections
Introduction Science educators use writing assignments to assess competencies and facilitate learning processes such as conceptual understanding or reflective thinking. Writing assignments are typically scored with holistic, summative coding rubrics. This, however, is not very responsive to the more fine-grained features of text composition and represented knowledge in texts, which might be more relevant for adaptive guidance and writing-to-learn…
Fast-and-frugal means to assess reflection-related reasoning processes in teacher training—Development and evaluation of a scalable machine learning-based metric
Reflection is hypothesized to be a key component for teachers’ professional development and is often assessed and facilitated through written reflections in university-based teacher education. Empirical research shows that reflection-related competencies are domain-dependent and multi-faceted. However, assessing reflections is complex. Given this complexity, novel methodological tools such as non-linear, algorithmic models can help explore unseen…
Exploring new depths
Constructing arguments is essential in science subjects like chemistry. For example, students in organic chemistry should learn to argue about the plausibility of competing chemical reactions by including various sources of evidence and justifying the derived information with reasoning. While doing so, students face significant challenges in coherently structuring their arguments and integrating chemical concepts. For this reason, a reliable asse…
Climate change education
Tackling climate change is one of the most pressing issues faced by societies around the world. Climate change education (CCE) is therefore of great importance. Moreover, previous research has shown that addressing science concepts behind societal issues such as the climate crisis can reduce the gender gap in science. The present study used bibliometric methods to provide an overview of the field of CCE research. Based on 1447 research articles o…
When AI Feedback Was Still in Its Infancy
Reflective writing is a core component of teacher education, especially during practical internships. However, providing high-quality feedback on reflections is resource-intensive. This study examines descriptively observable associations between an early dual-feedback approach combining basic (automated) and elaborate (human-generated) feedback and structural features of preservice physics teachers’ reflective writing, prior to the widespread ad…
Computer Science (4 works) · Mathematics education (4 works) · Psychology (4 works) · Artificial Intelligence (3 works) · Reflective Practices in Education (3 works) · Science education (3 works) · Chemistry (2 works) · Educational Strategies and Epistemologies (2 works) · Epistemology (2 works) · Innovative Teaching and Learning Methods (2 works)