Christian M Thurn
Dados Biográficos
| ID | 8580993 |
|---|---|
| NOME | Christian M Thurn |
| PRENOMES | Christian M |
| SOBRENOME | Thurn |
| ASSINATURA | THURN C M |
| AFILIAÇÕES | ETH Zurich |
| ORCID | 0000-0002-5942-3273 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 0 |
Cross-fertilization of content and strategy knowledge
Background Scientific literacy entails domain-specific content knowledge and domain-general strategies for generating and evaluating evidence. The latter include the control-of-variables strategy (CVS). Aims We examined whether domain-specific physics curricula and CVS trainings complement and cross-fertilize one another. Sample In total, 189 primary school students (100 male, 89 female) participated. Method In a randomized controlled field trial…
A many-analysts approach to the relation between religiosity and well-being
The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N=10,535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-…
How to understand a research question—a challenging first step in setting up a statistical model
Concept Mapping in Magnetism and Electrostatics
Conceptual change theories assume that knowledge structures grow during the learning process but also get reorganized. Yet, this reorganization process itself is hard to examine. By using concept maps, we examined the changes in students’ knowledge structures and linked it to conceptual change theory. In a longitudinal study, thirty high-achieving students (M = 14.41 years) drew concept maps at three timepoints across a teaching unit on magnetism…
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Concept Mapping in Magnetism and Electrostatics
Conceptual change theories assume that knowledge structures grow during the learning process but also get reorganized. Yet, this reorganization process itself is hard to examine. By using concept maps, we examined the changes in students’ knowledge structures and linked it to conceptual change theory. In a longitudinal study, thirty high-achieving students (M = 14.41 years) drew concept maps at three timepoints across a teaching unit on magnetism…
A many-analysts approach to the relation between religiosity and well-being
The relation between religiosity and well-being is one of the most researched topics in the psychology of religion, yet the directionality and robustness of the effect remains debated. Here, we adopted a many-analysts approach to assess the robustness of this relation based on a new cross-cultural dataset (N=10,535 participants from 24 countries). We recruited 120 analysis teams to investigate (1) whether religious people self-report higher well-…
How to understand a research question—a challenging first step in setting up a statistical model
Cross-fertilization of content and strategy knowledge
Background Scientific literacy entails domain-specific content knowledge and domain-general strategies for generating and evaluating evidence. The latter include the control-of-variables strategy (CVS). Aims We examined whether domain-specific physics curricula and CVS trainings complement and cross-fertilize one another. Sample In total, 189 primary school students (100 male, 89 female) participated. Method In a randomized controlled field trial…
Computer Science (3 obras) · Psychology (2 obras) · Science Education and Pedagogy (2 obras) · Advanced Text Analysis Techniques (1 obras) · Artificial Intelligence (1 obras) · Bayesian probability (1 obras) · Betweenness centrality (1 obras) · Centrality (1 obras) · Concept learning (1 obras) · Concept map (1 obras)