Katharina Loibl
Dados Biográficos
| ID | 4420955 |
|---|---|
| NOME | Katharina Loibl |
| PRENOMES | Katharina |
| SOBRENOME | Loibl |
| ASSINATURA | LOIBL K |
| AFILIAÇÕES | University of Education Freiburg |
| ORCID | 0000-0002-1773-1913 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 19 |
| TOTAL DE CITAÇÕES | 24 |
| TOTAL COMO AUTOR | 19 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Fostering conceptual change by comparing correct and incorrect solutions – The role of individual misconceptions
Background Conceptual change emerges from cognitive conflicts between new information and prior understanding. Confronting learners with their incorrect solutions and asking them to compare these to correct solutions can facilitate successful acquisition of new concepts. This learning process of committing errors and comparing solutions occurs, for instance, in problem-solving prior to instruction (PS-I). However, it is not clear how well this co…
From replication to extension
Modeling and assessing multiplicative operation sense—validation of a test instrument for 5th grade
Introduction A considerable number of students enter secondary school with fundamental gaps in basic mathematical skills, particularly in their understanding of operations related to multiplication and division. The conceptual understanding of operations - operation sense - is the ability to relate situations (e.g., word problems) to mathematical-symbolic notations (e.g., calculations, equations) and vice versa and it is crucial for further learn…
Learning from erroneous worked examples
Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects
A central phenomenon of learning is that information is encoded more effectively when it connects to learners’ prior knowledge (Schneider & Simonsmaier, 2025). Such prior knowledge is acquired through various opportunities both in classrooms and beyond, before a specific instruction. In formal learning—both in research and in practice—this process can be considered more systematically: Instruction is often deliberately structured into multiple ph…
Prior knowledge activation as preparation prior to instruction
Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design ( N = 165), we manipulated secondary …
Problem-solving prior to instructional explanations when learning javelin throwing in primary school
Learning of motor skills in physical education classes occurs through different instructional approaches: via instructional explanations from the teacher (I), and via self-determined practice (problem-solving; PS). In our study, we explored whether the sequence of PS and I impacts performance enhancement among primary school children learning javelin throwing. Fifty 4th graders participated and were allocated to either I-PS or PS-I or PS-I with a…
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instructi…
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots
Tasks in which learners are asked to compare two data sets using box plots and decide which distribution contains more observations above a given threshold have already been investigated in research. There are indications that these tasks are solved schema-based and that different (correct and erroneous) schemas are used depending on the arrangement of the quartiles around the threshold. Erroneous schemas can cause systematic errors and are often…
Unveiling cognitive aspects and accuracy of diagnostic judgments in physical education teachers assessing different tasks in gymnastics
Introduction Diagnostics is an essential part of teachers’ profession. We investigated judgment accuracy and cognitive processes underlying judgment formation in physical education teachers who observed tasks in gymnastics, and compared teachers with gymnastics trainers as a reference group. Methods Teachers and trainers judged performance of prepuberal students in gymnastics, namely students exercising squat vault, underswing, and handstand. To …
The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions
PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, whic…
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
Productive Failure (PF) is an instructional design that implements a problem-solving phase which aims at preparing students for learning from a subsequent instruction. PF has been shown to facilitate students’ conceptual knowledge acquisition in the mathematical domain. Collaboration has been described as a vital design component of PF, but studies that have investigated the role of collaboration in PF empirically so far, were not able to confirm…
Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge
Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing ex…
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis
When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the task by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on the processes underlying diagnostic judgements on tasks have rarely been modeled and investigated systematically. In an experimental study, we assume two processes (identifying relevant task features and integrating information on mult…
The effect of contrasting cases during problem solving prior to and after instruction
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unc…
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explain…
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Knowing what you don't know makes failure productive
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explain…
Prior knowledge activation as preparation prior to instruction
Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design ( N = 165), we manipulated secondary …
Problem-solving prior to instructional explanations when learning javelin throwing in primary school
Learning of motor skills in physical education classes occurs through different instructional approaches: via instructional explanations from the teacher (I), and via self-determined practice (problem-solving; PS). In our study, we explored whether the sequence of PS and I impacts performance enhancement among primary school children learning javelin throwing. Fifty 4th graders participated and were allocated to either I-PS or PS-I or PS-I with a…
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instructi…
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis
When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the task by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on the processes underlying diagnostic judgements on tasks have rarely been modeled and investigated systematically. In an experimental study, we assume two processes (identifying relevant task features and integrating information on mult…
Knowing what you don't know makes failure productive
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
The effect of contrasting cases during problem solving prior to and after instruction
Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior to problem solving. The assumptions are that during the problem-solving phase, students activate their prior knowledge, become aware of their knowledge gaps, and discover deep features of the target content, which prepares them to better process the subsequent instruction. Unc…
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
Research on diagnostic competencies of teachers nowadays raises the question which person or situational characteristics moderate judgement accuracy. Beside this correlational approach, a stronger interest in understanding the cognitive processes involved in the genesis of diagnostic judgements has emerged. To address the theoretical gap regarding cognitive processes underlying diagnostic judgements, we propose a framework, called DiaCoM (Explain…
Combining exploratory learning with structured practice educational technologies to foster both conceptual and procedural fractions knowledge
Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often, conceptual knowledge by means of exploratory tasks. However, both types of knowledge are needed for complete domain knowledge that persists over time and supports subsequent learning. We investigated in two quasi-experimental studies whether a combination of an exploratory learning environment, providing ex…
Teachers’ diagnostic judgments on tasks as information processing – The role of pedagogical content knowledge for task diagnosis
When assessing task difficulty, teachers perceive, interpret, and integrate information about relevant features of the task by applying their topic-specific pedagogical content knowledge (PCK). These assumptions on the processes underlying diagnostic judgements on tasks have rarely been modeled and investigated systematically. In an experimental study, we assume two processes (identifying relevant task features and integrating information on mult…
Unveiling cognitive aspects and accuracy of diagnostic judgments in physical education teachers assessing different tasks in gymnastics
Introduction Diagnostics is an essential part of teachers’ profession. We investigated judgment accuracy and cognitive processes underlying judgment formation in physical education teachers who observed tasks in gymnastics, and compared teachers with gymnastics trainers as a reference group. Methods Teachers and trainers judged performance of prepuberal students in gymnastics, namely students exercising squat vault, underswing, and handstand. To …
The trade-off between complexity and accuracy. Preparing for computer-based adaptive instruction on fractions
PS-I learning approaches with an initial problem-solving phase (PS) followed by an instruction phase (I) can be optimised by providing adaptive (individualised) instruction that builds on students' problem-solving products. A computer-based implementation of both phases offers the possibility of adaptivity at the transition from the problem-solving to the instruction phase. However, it also poses two challenges for the problem-solving phase, whic…
Do students learn more from failing alone or in groups? Insights into the effects of collaborative versus individual problem solving in productive failure
Productive Failure (PF) is an instructional design that implements a problem-solving phase which aims at preparing students for learning from a subsequent instruction. PF has been shown to facilitate students’ conceptual knowledge acquisition in the mathematical domain. Collaboration has been described as a vital design component of PF, but studies that have investigated the role of collaboration in PF empirically so far, were not able to confirm…
How can eye-tracking data be used to understand cognitive processes when comparing data sets with box plots
Tasks in which learners are asked to compare two data sets using box plots and decide which distribution contains more observations above a given threshold have already been investigated in research. There are indications that these tasks are solved schema-based and that different (correct and erroneous) schemas are used depending on the arrangement of the quartiles around the threshold. Erroneous schemas can cause systematic errors and are often…
Advances in research on composite instructional designs – investigating intermediate knowledge and preparation effects
A central phenomenon of learning is that information is encoded more effectively when it connects to learners’ prior knowledge (Schneider & Simonsmaier, 2025). Such prior knowledge is acquired through various opportunities both in classrooms and beyond, before a specific instruction. In formal learning—both in research and in practice—this process can be considered more systematically: Instruction is often deliberately structured into multiple ph…
Prior knowledge activation as preparation prior to instruction
Two-phase instructional designs such as Productive and Vicarious Failure employ preparatory activities before explicit instruction. It is assumed that during this preparatory activity, students need to activate their prior knowledge in order to be prepared for subsequent instruction. However, empirical findings on this preparatory mechanism are scarce, and causal evidence is lacking. In an experimental design ( N = 165), we manipulated secondary …
Problem-solving prior to instructional explanations when learning javelin throwing in primary school
Learning of motor skills in physical education classes occurs through different instructional approaches: via instructional explanations from the teacher (I), and via self-determined practice (problem-solving; PS). In our study, we explored whether the sequence of PS and I impacts performance enhancement among primary school children learning javelin throwing. Fifty 4th graders participated and were allocated to either I-PS or PS-I or PS-I with a…
Can failure be made productive also in Bayesian reasoning? A conceptual replication study
The composite instructional design PS-I combines an initial problem-solving phase (PS) with a subsequent explicit instruction phase (I). PS-I has proven effective for conceptual learning in comparison to instructional designs with the reverse order (I-PS), especially when the explicit instruction phase productively builds on students’ erroneous or incomplete (i.e., failed) solution attempts. Building on student solutions during explicit instructi…
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
Fostering conceptual change by comparing correct and incorrect solutions – The role of individual misconceptions
Background Conceptual change emerges from cognitive conflicts between new information and prior understanding. Confronting learners with their incorrect solutions and asking them to compare these to correct solutions can facilitate successful acquisition of new concepts. This learning process of committing errors and comparing solutions occurs, for instance, in problem-solving prior to instruction (PS-I). However, it is not clear how well this co…
From replication to extension
Modeling and assessing multiplicative operation sense—validation of a test instrument for 5th grade
Introduction A considerable number of students enter secondary school with fundamental gaps in basic mathematical skills, particularly in their understanding of operations related to multiplication and division. The conceptual understanding of operations - operation sense - is the ability to relate situations (e.g., word problems) to mathematical-symbolic notations (e.g., calculations, equations) and vice versa and it is crucial for further learn…
Learning from erroneous worked examples
Psychology (13 obras) · Mathematics education (12 obras) · Computer Science (11 obras) · Innovative Teaching and Learning Methods (11 obras) · Visual and Cognitive Learning Processes (11 obras) · Cognitive psychology (9 obras) · Intelligent Tutoring Systems and Adaptive Learning (9 obras) · Cognition (8 obras) · Educational psychology (8 obras) · Instructional design (5 obras)