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Moritz Krell
Moritz Krell
IPN - Leibniz Institute for Science and Mathematics Education
Bestätigte E-Mail-Adresse bei leibniz-ipn.de
Titel
Zitiert von
Zitiert von
Jahr
Analyzing students’ understanding of models and modeling referring to the disciplines biology, chemistry, and physics
M Krell, B Reinisch, D Krüger
Research in Science Education 45, 367-393, 2015
1062015
Testing models: a key aspect to promote teaching activities related to models and modelling in biology lessons?
M Krell, D Krüger
Journal of Biological Education 50 (2), 160-173, 2016
922016
Students’ levels of understanding models and modelling in biology: Global or aspect-dependent?
M Krell, A Upmeier zu Belzen, D Krüger
Research in science education 44, 109-132, 2014
922014
Evaluating an instrument to measure mental load and mental effort considering different sources of validity evidence
M Krell
Cogent Education 4 (1), 1280256, 2017
732017
Methodical challenges concerning the Draw-A-Scientist Test: a critical view about the assessment and evaluation of learners’ conceptions of scientists
B Reinisch, M Krell, S Hergert, S Gogolin, D Krüger
International Journal of Science Education 39 (14), 1952-1975, 2017
622017
Evaluating an instrument to measure mental load and mental effort using Item Response Theory
M Krell
Humboldt-Universität zu Berlin, 2015
532015
Assessing pre-service science teachers’ scientific reasoning competencies
M Krell, C Redman, S Mathesius, D Krüger, J van Driel
Research in Science Education 50, 2305-2329, 2020
472020
Students’ understanding of the purpose of models in different biological contexts.
M Krell, AU zu Belzen, D Krüger
International Journal of Biology Education 3 (1a), 1-34, 2012
382012
Development and application of a category system to describe pre-service science teachers’ activities in the process of scientific modelling
M Krell, C Walzer, S Hergert, D Krüger
Research in Science Education 49, 1319-1345, 2019
372019
A systematic meta-analysis of the reliability and validity of subjective cognitive load questionnaires in experimental multimedia learning research
F Krieglstein, M Beege, GD Rey, P Ginns, M Krell, S Schneider
Educational Psychology Review 34 (4), 2485-2541, 2022
352022
Preservice science teachers’ strategies in scientific reasoning: The case of modeling
M Göhner, M Krell
Research in Science Education 52 (2), 395-414, 2022
352022
Qualitative Inhaltsanalyse in naturwissenschaftsdidaktischer Forschung unter Berücksichtigung von Gütekriterien: Ein Review
M Göhner, M Krell
Zeitschrift für Didaktik der Naturwissenschaften 26 (1), 207-225, 2020
332020
Fostering pre-service teachers’ views about nature of science: Evaluation of a new STEM curriculum
M Krell, J Koska, F Penning, D Krüger
Research in Science & Technological Education 33 (3), 344-365, 2015
322015
Scientific reasoning competencies: A case of preservice teacher education
S Khan, M Krell
Canadian Journal of Science, Mathematics and Technology Education 19, 446-464, 2019
312019
Modellkompetenz im Biologieunterricht
M Krell, A Upmeier zu Belzen, D Krüger
Biologiedidaktische Forschung: Schwerpunkte und Forschungsgegenstände, 83-102, 2016
312016
Analyzing relationships between causal and assessment factors of cognitive load: associations between objective and subjective measures of cognitive load, stress, interest, and …
N Minkley, KM Xu, M Krell
Frontiers in Education 6, 632907, 2021
292021
Schwierigkeitserzeugende Aufgabenmerkmale bei Multiple-Choice-Aufgaben zur Experimentierkompetenz im Biologieunterricht: Eine Replikationsstudie
M Krell
Zeitschrift für Didaktik der Naturwissenschaften 24 (1), 1-15, 2018
262018
University students’ meta-modelling knowledge
M Krell, D Krüger
Research in Science & Technological Education 35 (3), 261-273, 2017
262017
Assessing modeling competence with questionnaires
S Mathesius, M Krell
Towards a competence-based view on models and modeling in science education …, 2019
202019
Assessing scientific reasoning competencies of pre-service science teachers: Translating a German multiple-choice instrument into English and Spanish
M Krell, S Mathesius, J van Driel, C Vergara, D Krüger
International Journal of Science Education 42 (17), 2819-2841, 2020
162020
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