Stephanie Moser

Supporting pre-service teachers’ reflections of video-based lessons with model video annotations

Jana-Kristin von Wachter, Stephanie Moser, Anne Frenzel, Doris Lewalter

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What Happens During School Class Visits to Out-of-School Learning Environments? A Multi-Method Approach to Measure Engagement

Stephanie Moser, Katrin Neubauer, Doris Lewalter

Engagement is essential in informal learning contexts, as it fosters meaningful learning, personal relevance, and sustained motivation. However, engagement is a complex construct that requires diverse methodological approaches for accurate assessment. This study empirically examines a multi-method approach, combining questionnaires, log file …

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Enhancing Informal Education Through Augmented Reality: A Systematic Review Focusing on Institutional Informal Learning Places (2018–2025)

Stephanie Moser, Miriam Lechner, Marina Lazarević, Doris Lewalter

Informal learning in institutional settings plays a vital role in lifelong education by fostering self-directed knowledge acquisition. With the increasing integration of digital media into these environments, augmented reality (AR) has emerged as a particularly promising technology due to its ability to …

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Global competence behavior: exploring the relevance of students’ scientific literacy, related attitudes, and values - evidence from PISA 2018 across 52 countries

Tamara Kastorff, Stephanie Moser, Jörg Henrik Heine, Alexander Kauertz

Abstract Global competence behavior is increasingly recognized as a key prerequisite for navigating cultural diversity, engaging constructively with multiple perspectives, and contributing responsibly to global sustainability and collective well-being. Despite its acknowledged importance, findings from recent international large-scale assessments, such as PISA …

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Additional file 1 of Global competence behavior: exploring the relevance of students’ scientific literacy, related attitudes, and values - evidence from PISA 2018 across 52 countries

Tamara Kastorff, Stephanie Moser, Jörg Henrik Heine, Alexander Kauertz

Supplementary Material 1

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Additional file 1 of Global competence behavior: exploring the relevance of students’ scientific literacy, related attitudes, and values - evidence from PISA 2018 across 52 countries

Tamara Kastorff, Stephanie Moser, Jörg Henrik Heine, Alexander Kauertz

Supplementary Material 1

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Self-regulated STEM learning in museums—the role of learner characteristics and visit-related activities in school

Doris Lewalter, Katrin Neubauer, Stephanie Moser

Abstract Background A significant challenge in school STEM education is making connections to real-life contexts beyond the school setting that are relevant and meaningful for students. Another important consideration is how out-of-school learning settings can be integrated to offer students a broad …

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Fake News oder Fakten? Wie Jugendliche ihre digitale Informationskompetenz einschätzen und welche Rolle Schulen und Lehrkräfte dabei spielen. Erkenntnisse aus PISA 2022

Tamara Kastorff, Maren Müller, Clievins Selva, Samuel Greiff et autres

In einer digitalisierten Welt ist die Fähigkeit, Informationen kritisch zu bewerten, unverzichtbar. Doch wie gut fühlen sich Jugendliche in Deutschland darauf vorbereitet, Herausforderungen wie die Identifikation von Fake News in sozialen Medien zu meistern? Und wie schätzen sie ihre Fähigkeit ein, verlässliche …

Global Competence Behavior: Exploring the Relevance of Students' Scientific Literacy, related Attitudes, and Values - Evidence from PISA 2018 across 52 Countries

Tamara Kastorff, Stephanie Moser, Jörg-Henrik Heine, Alexander Kauertz

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Energy literacy for all? Exploring whether prior interest and energy knowledge mediate energy literacy development in a modern socio-scientific museum exhibition

Sarah Kellberg, Melanie M. Keller, Jeffrey Nordine, Stephanie Moser et autres

Combining the inherent strengths of school teaching and museum exhibitions on socio-scientific issues could be a complementary approach to prepare students in a holistic and reasonably time-effective way for major future challenges. However, at present it is not known how effective these …

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Learning scientific observation with worked examples in a digital learning environment

Miriam Lechner, Stephanie Moser, Joachim Pander, Juergen P. Geist et autres

Science education often aims to increase learners’ acquisition of fundamental principles, such as learning the basic steps of scientific methods. Worked examples (WE) have proven particularly useful for supporting the development of such cognitive schemas and successive actions in order to avoid …

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The impact of instructional support via generative learning strategies on the perception of visual authenticity, learning outcomes, and satisfaction in AR-based learning

Stephanie Moser, Doris Lewalter

Abstract Augmented reality (AR) presents significant opportunities for creating authentic learning environments by accurately mirroring real-world objects, contexts, and tasks. The visual fidelity of AR content, seamlessly integrated into the real world, contributes to its perceived authenticity. Despite acknowledging AR’s positive impact …

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