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Working Group Fischer, Physics Education
<b>Physics Education</b>
Physics Education
The Fischer Working Group investigates the contexts and conditions under which  
classroom learning of physics takes place, and studies the effects of teacher training on physics instruction at all school levels while drawing methodologies from the fields of psychology and educational science. A further focus of the group’s research, conducted in close cooperation with the disciplines
of biology and chemistry, is the investigation of aspects of teaching and learning that are unique to these three natural sciences.
Working Group Sumfleth, Chemistry Education
<b>Chemistry Education<br> <br> <br> </b>
Chemistry Education


The working group of Elke Sumfleth is engaged in empirical instructional research in chemistry education. At present the main research projects are the improvement of experimental work in small groups and the analysis of instructional processes which aim to employ scientific methods. In addition, the related analysis of tasks concerns tasks for home-work and the learning with worked examples. Learning processes are supported by media, so the effects of visualisations on learning outcome and the influences of concept mapping methods on interlinking processes are
investigated.  
Moreover materials for chemistry lessons concerning integrated science education and computer-based learning environments are developed and evaluated.
Working Group van Ackeren, Educational Research
Work Group Educational Research
Work Group Educational Research
The study group is a part of the department of education research at the Institut of Pedagogy at the University of Duisburg-Essen, Campus Essen, Weststadttürme. Under the direction of Prof. Dr. Marten Clausen and Prof. Dr. Isabell van Ackeren   Dr. Rainer Block, Dr. Svenja Kühn, Jasmin Ferchow, Dominique Klein, Mirko Krueger, Susanne Strunck, Denise Demski, Heike
Wegner, Dr. Anke Liegmann as well as Dr. Michael Weegen are actively involved in the study group's scientific studies.
Working Groups Leutner and Wirth, Instructional Psychology
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The acquisition of knowledge and skills is one of the fundamental challenges facing all of us in life, and providing the necessary support for these learning processes is a major challenge for society as a whole. Instructional psychology describes and explains learning processes at the individual level, thus identifying potential means of enhancing both self-regulated learning and more institutionalized learning in schools, initial and continuing vocational and professional training, as well as other kinds of training programes.  
 
The Department of Instructional Psychology unites experts in the fields of psychology and educational science. Teaching and research
within the department focus on the cognitive psychological principles of learning and instruction, and on their application in evaluation and training programs. Particular emphasis is placed on learning with new media.
Working Group Moeller, Primary Level Science Education
<b>Primary Level Science Education</b>
Primary Level Science Education
Science education in primary schools covers subjects of nature, society and technique. Primary level science education includes the theory and practice of teaching and learning of primary school students in these fields.   The research aspects of the Seminar of Science Education at the Elementary School Level include:1) the research of learning and thinking processes, 2) the testing and evaluating of innovative methods for teaching and learning in primary level science education, 3) the justification of decisions about learning targets, methods and used media as
well as 4) the research of learning needs and requirements in the mentioned fields.   One of the focuses is the research of natural science technical processes of teaching and learning.
Working Group Sandmann, Biology Education
<b>Biology Education <br><br> 
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Biology Education



Biology as natural science subject attempts to make the connections of life accessible to pupils and to develop interest and comprehension as well as deeper insight in the necessity of responsible handling of the own life, the life of other organism and the inanimate nature.  
How has Biology instruction to be organized to satisfy these aims?  
The course offers in Biology instruction, consisting of a lecture during the basic study and tutorials and teaching practice during the main study period, introduces the students to teaching biology in all types of school in a theoretical established manner as well as specific to the particular levels of education and practice oriented.  
Which are the preconditions brought by pupils into Biology instruction? Which newly developed methods are especially effective for the learning of Biology? Which influence exerts the teacher on individual processes of learning?
The research of Biology instruction and Biology learning attempts to answer these questions.   In an interdisciplinary way theories and methods of the empirical research of education are applied and used for gaining insight and scientific established advancement of Biology instruction.
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