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Gruppiert nach: Dokumententyp |
Veröffentlichungsdatum
Anzahl der Publikationen: 9
2022
Vogel, Freydis; Kollar, Ingo; Fischer, Frank; Reiss, Kristina und Ufer, Stefan
(2022):
Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 17, Nr. 1: S. 39-64
2021
Vogel, Freydis 
ORCID: https://orcid.org/0000-0001-8782-5053; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Ufer, Stefan ORCID: https://orcid.org/0000-0002-3187-3459; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
ORCID: https://orcid.org/0000-0001-8782-5053; Kollar, Ingo ORCID: https://orcid.org/0000-0001-9257-5028; Ufer, Stefan ORCID: https://orcid.org/0000-0002-3187-3459; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Strohmaier, Anselm; Reiss, Kristina und Fischer, Frank
(2021):
Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?
In: Innovations in Education and Teaching International, Bd. 58, Nr. 5: S. 512-521
2020
Radkowitsch, Anika; Vogel, Freydis und Fischer, Frank
(2020):
Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 15: S. 5-47
[PDF, 809kB]
2018
Sommerhoff, Daniel ORCID: https://orcid.org/0000-0002-0559-7120; Szameitat, Andrea; Vogel, Freydis ORCID: https://orcid.org/0000-0001-8782-5053; Chernikova, Olga ORCID: https://orcid.org/0000-0002-0112-3665; Loderer, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2018):
What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs.
In: Journal of the Learning Sciences, Bd. 27, Nr. 2: S. 319-351
[PDF, 1MB]
ORCID: https://orcid.org/0000-0002-0559-7120; Szameitat, Andrea; Vogel, Freydis ORCID: https://orcid.org/0000-0001-8782-5053; Chernikova, Olga ORCID: https://orcid.org/0000-0002-0112-3665; Loderer, Kristina und Fischer, Frank ORCID: https://orcid.org/0000-0003-0253-659X
(2018):
What Do We Teach When We Teach the Learning Sciences? A Document Analysis of 75 Graduate Programs.
In: Journal of the Learning Sciences, Bd. 27, Nr. 2: S. 319-351
[PDF, 1MB]
2017
Wecker, Christof; Vogel, Freydis und Hetmanek, Andreas
(2017):
Visionär und imposant – aber auch belastbar? Eine Kritik der Methodik von Hatties "Visible Learning".
In: Zeitschrift für Erziehungswissenschaft, Bd. 20, Nr. 1: S. 21-40
Vogel, Freydis; Wecker, Christof; Kollar, Ingo und Fischer, Frank
(2017):
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis.
In: Educational Psychology Review, Bd. 29, Nr. 3: S. 477-511
Schwaighofer, Matthias; Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Strohmaier, Anselm; Terwedow, Ilka; Ottinger, Sarah; Reiss, Kristina und Fischer, Frank
(2017):
How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation - when working memory matters.
In: International Journal of Computer-Supported Collaborative Learning, Bd. 12, Nr. 3: S. 281-305
2016
Vogel, Freydis; Kollar, Ingo; Ufer, Stefan; Reichersdorfer, Elisabeth; Reiss, Kristina und Fischer, Frank
(2016):
Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity.
In: Instructional Science, Bd. 44, Nr. 5: S. 477-500