M Ullrich
Biographic Data
| ID | 9635638 |
|---|---|
| NAME | M Ullrich |
| GIVEN NAMES | M |
| FAMILY NAME | Ullrich |
| SIGNATURE | ULLRICH M |
| AFFILIATIONS | Goethe University Frankfurt |
| ORCID | 0000-0003-4484-1023 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Three practices of experimenting in the physics classroom – impact on students’ content knowledge acquisition
Experimenting is essential in teaching physics. Its importance is reflected in the large proportion of the teaching time devoted to experimenting. Many teachers and students assume that experimenting promotes acquiring content knowledge. In a longitudinal experimental study, seventh- and eighth-grade students (n = 1507) were examined about their content knowledge in geometrical optics acquired through different practices of experimenting in the c…
Sind (BNE-)Schullabels geeignete Indikatoren, um die Implementierung von Bildung für nachhaltige Entwicklung ins schulische Bildungssystem zu messen? Ergebnisse eines empirischen Projektes
Untersucht wurde im Projekt E-I-BNEs, mit welchen Indikatoren die Implementierung von Bildung für nachhaltige Entwicklung (BNE) ins schulische System gemessen werden kann. Nach einem kurzen Überblick über das Gesamtprojekt fokussiert der Beitrag auf das Teilprojekt zum Indikator für den Lernort Schule. Auf der Grundlage von Interviews und Konsultationen, unter Berücksichtigung der allgemeinen Anforderungen, die an Indikatoren gestellt werden, und…
Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons
Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex…
No prominent works on this page.
Measuring teachers’ competencies for a purposeful use of augmented reality experiments in physics lessons
Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex…
Sind (BNE-)Schullabels geeignete Indikatoren, um die Implementierung von Bildung für nachhaltige Entwicklung ins schulische Bildungssystem zu messen? Ergebnisse eines empirischen Projektes
Untersucht wurde im Projekt E-I-BNEs, mit welchen Indikatoren die Implementierung von Bildung für nachhaltige Entwicklung (BNE) ins schulische System gemessen werden kann. Nach einem kurzen Überblick über das Gesamtprojekt fokussiert der Beitrag auf das Teilprojekt zum Indikator für den Lernort Schule. Auf der Grundlage von Interviews und Konsultationen, unter Berücksichtigung der allgemeinen Anforderungen, die an Indikatoren gestellt werden, und…
Three practices of experimenting in the physics classroom – impact on students’ content knowledge acquisition
Experimenting is essential in teaching physics. Its importance is reflected in the large proportion of the teaching time devoted to experimenting. Many teachers and students assume that experimenting promotes acquiring content knowledge. In a longitudinal experimental study, seventh- and eighth-grade students (n = 1507) were examined about their content knowledge in geometrical optics acquired through different practices of experimenting in the c…
Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Augmented reality (1 work) · Augmented Reality Applications (1 work) · Computer Science (1 work) · Curriculum (1 work) · Education Methods and Technologies (1 work) · Educational Games and Gamification (1 work) · Educational Strategies and Epistemologies (1 work)