Lukas Mientus
Biographic Data
| ID | 9708796 |
|---|---|
| NAME | Lukas Mientus |
| GIVEN NAMES | Lukas |
| FAMILY NAME | Mientus |
| SIGNATURE | MIENTUS L |
| AFFILIATIONS | University of Potsdam |
| ORCID | 0000-0001-5344-4770 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| 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…
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…
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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…
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 (3 works) · Mathematics education (3 works) · Psychology (3 works) · Reflective Practices in Education (3 works) · Artificial Intelligence (2 works) · Educational Strategies and Epistemologies (2 works) · Innovative Teaching and Learning Methods (2 works) · Science education (2 works) · Student Assessment and Feedback (2 works) · Biology (1 work)