Kim Lange‐Schubert
Biographic Data
| ID | 9527105 |
|---|---|
| NAME | Kim Lange‐Schubert |
| GIVEN NAMES | Kim |
| FAMILY NAME | Lange‐Schubert |
| SIGNATURE | SCHUBERT K L |
| AFFILIATIONS | University of Augsburg |
| ORCID | 0000-0003-0815-9094 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Investigating scientific modeling practices in U.S. and German elementary science classrooms
Science education reform efforts have emphasized the incorporation of more authentic and meaningful scientific practices into formal learning environments. With this focus on practices, such as scientific modeling, a powerful tool for sense‐making and reasoning, comes a need to observe and understand if and how it is actually occurring, particularly in elementary science learning environments. To address this need, and moving forward an internati…
The Development of Prospective Primary School Science Teachers’ TPaCK Fostered by Innovative Science-Teacher Education
The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional com…
Instruction and Students’ Declining Interest in Science
Students’ interest in science declines substantially in the transition from elementary to secondary education. Using students’ ratings of their instruction on the topic of evaporation and condensation, we examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms. Multilevel regression analyse…
No prominent works on this page.
Instruction and Students’ Declining Interest in Science
Students’ interest in science declines substantially in the transition from elementary to secondary education. Using students’ ratings of their instruction on the topic of evaporation and condensation, we examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms. Multilevel regression analyse…
The Development of Prospective Primary School Science Teachers’ TPaCK Fostered by Innovative Science-Teacher Education
The EEdnaS study “Development and testing of digitally enriched science-related subject matter teaching in digital teaching-learning labs and university classrooms” aims to promote the professional competencies of prospective teachers that are needed for teaching science content in a world shaped by digitalization. To achieve this goal, university teaching units (seminars) that directly address cognitive components of a teacher’s professional com…
Investigating scientific modeling practices in U.S. and German elementary science classrooms
Science education reform efforts have emphasized the incorporation of more authentic and meaningful scientific practices into formal learning environments. With this focus on practices, such as scientific modeling, a powerful tool for sense‐making and reasoning, comes a need to observe and understand if and how it is actually occurring, particularly in elementary science learning environments. To address this need, and moving forward an internati…
Mathematics education (3 works) · Psychology (3 works) · Science education (3 works) · Computer Science (2 works) · Educational Strategies and Epistemologies (2 works) · Science Education and Pedagogy (2 works) · Animal and Plant Science Education (1 works) · Chemistry (1 works) · CLARITY (1 works) · Digital literacy in education (1 works)