Christoph Kulgemeyer
Biographic Data
| ID | 9512596 |
|---|---|
| NAME | Christoph Kulgemeyer |
| GIVEN NAMES | Christoph |
| FAMILY NAME | Kulgemeyer |
| SIGNATURE | KULGEMEYER C |
| AFFILIATIONS | University of Bremen |
| ORCID | 0000-0001-6659-8170 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Learning science and the illusion of understanding
Explainer videos are increasingly used to support science learning. While prior research has demonstrated their potential, studies have also identified limitations – particularly their tendency to foster an illusion of understanding, where learners overestimate their grasp of a topic despite gaps in their actual knowledge. Pairing explainer videos with cognitively engaging elements may help mitigate this effect. This paper reports two experimenta…
Exploring physics teachers’ views on physics education research
The gap between theory and practice is well-documented in educational research. Physics teachers’ willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers’ perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a…
Towards a constructivist view of instructional explanations as a core practice of science teachers
Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher‐centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional explanation in teaching has evolved in recent…
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience
Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 prese…
Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik
Im Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem…
Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding
Studies have shown the potential of explainer videos. An alternative is a written explanation, as found in science textbooks. Prior research suggests that instructional explanations sometimes lead to the belief that a topic has been fully understood, even though that is, not the case. This 'illusion of understanding' may be affected by the medium of the explanation. Also, prior studies comparing the achievement from explainer videos and writen ex…
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
Professional knowledge affects action‐related skills
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular ins…
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Professional knowledge affects action‐related skills
Professional knowledge is an important source of science teachers' actions in the classroom (e.g., personal professional content knowledge [pedagogical content knowledge, PCK] is the source of enacted PCK in the refined consensus model [RCM] for PCK). However, the evidence for this claim is ambiguous at best. This study applied a cross‐lagged panel design to examine the relationship between professional knowledge and actions in one particular ins…
Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience
The process of reflection is assumed to be important for developing professional knowledge through practical experience in science teaching. However, this claim requires more evidence, based on a clear definition of reflection. The main goal of the present study is to explore how reflection skills influence the development of professional knowledge gained through teaching experience. Before and after a five-month field experience, we have measure…
Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience
Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 prese…
Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik
Im Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem…
Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding
Studies have shown the potential of explainer videos. An alternative is a written explanation, as found in science textbooks. Prior research suggests that instructional explanations sometimes lead to the belief that a topic has been fully understood, even though that is, not the case. This 'illusion of understanding' may be affected by the medium of the explanation. Also, prior studies comparing the achievement from explainer videos and writen ex…
How authenticity impacts validity
Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Fiv…
Towards a constructivist view of instructional explanations as a core practice of science teachers
Instructional explanations are sometimes viewed as part of a nonconstructivist, solely teacher‐centered learning environment, leading to the perception that they are ineffective or inappropriate for teaching science. Consequently, teacher education programmes seldom focus on preparing teachers to explain scientific concepts effectively. Interestingly, the perception of a specific kind of instructional explanation in teaching has evolved in recent…
Learning science and the illusion of understanding
Explainer videos are increasingly used to support science learning. While prior research has demonstrated their potential, studies have also identified limitations – particularly their tendency to foster an illusion of understanding, where learners overestimate their grasp of a topic despite gaps in their actual knowledge. Pairing explainer videos with cognitively engaging elements may help mitigate this effect. This paper reports two experimenta…
Exploring physics teachers’ views on physics education research
The gap between theory and practice is well-documented in educational research. Physics teachers’ willingness to apply research findings in practice may be influenced by a sceptical attitude towards science education research. This study explores physics teachers’ perspectives on science education research, with a particular focus on potential scepticism towards the discipline. A two-step mixed-methods approach was employed: (1) Interviews with a…
Psychology (7 works) · Mathematics education (6 works) · Pedagogy (5 works) · Science Education and Pedagogy (5 works) · Computer Science (4 works) · Educational Strategies and Epistemologies (4 works) · Science education (4 works) · Professional development (3 works) · Teacher education (3 works) · Visual and Cognitive Learning Processes (3 works)