Boegel, S. & Ropohl, M. (2024). Welche Rolle spielen kognitive Belastung und Motivation beim feedbackgestützten Lernen? Ergebnisse einer empirischen Untersuchung zu lernunterstützenden Feedbackmerkmalen beim Planen von Experimenten. Zeitschrift für Didaktik der Naturwissenschaften. Advance online publication. DOI 10.1007/s40573-024-00175-2

de Vries, Marc J.; Fletcher, Stefan; Kruse, Stefan; Labudde, Peter; Lang, Martin; Mammes, Ingelore; Max, Charles; Münk, Dieter; Nicholl, Bill; Strobel, Johannes; Winterbottom, Mark (Eds.) (2024): Future Prospects of Technology Education. Center of Excellence for Technology Education (CETE), vol. 4. Münster: Waxmann. ISBN 978-3-8309-9781-8

Klingbeil, K., Rösken, F., Barzel, B., Schacht, F., Stacey, K., Steinle, V., & Thurm, D. (2024). Validity of multiple-choice digital formative assessment for assessing students’ (mis)conceptions. Evidence from a mixed-methods study in algebra. ZDM Mathematics Education, 56(4), 713-726. https://doi.org/10.1007/s11858-024-01556-0

Lampe, Kristina; Lang, Martin & Dorschu, Alexandra (2024): Evaluation of a strategy training to promote mechanicalmathematical modeling competence in problem solving in Technical Mechanics (Statics). Proceedings of the 52nd Annual Conference of SEFI, Lausanne, Switzerland. DOI: 10.5281/zenodo.14254800

Lang, Martin (2024): Wege aus der Krise?! Wie kann der Lehrberuf für die Generation Z attraktiver werden? In: Bildung und Beruf, 7. Jg., Ausgabe März, S. 16-22

Lang, Martin & Bödeker, Wulf (2024): Education for sustainable development as a guiding principle of modern technology teaching. Theoretical foundation and subject didactic implications. In: de Vries, Marc J.; Fletcher, Stefan; Kruse, Stefan; Labudde, Peter; Lang, Martin; Mammes, Ingelore; Max, Charles; Münk, Dieter; Nicholl, Bill; Strobel, Johannes; Winterbottom, Mark (Eds.)(2024): Future Prospects of Technology Education. Münster: Waxmann, pp. 187-210

Steinbach, Martin; Eitemüller, Carolin; Rodemer, Marc; Walpuski, Maik: The influence of representations on task difficulty in organic chemistry : An exploration using a novel paired-items test instrument. International Journal of Science Education (2024), in press. 10.1080/09500693.2024.2378218

Ropohl, M. & Rönnebeck, S. (2024). Making learning effective – quantity and quality of pre-service teachers’ feedback. In M. Grangeat, C. Harrison, & J. Dolin (Hrsg.), Developing Formative Assessment in STEM Classrooms (S. 63-83). Routledge.

Schüßler, Katrin; Fischer, Vanessa; Walpuski, Maik; Leutner, Detlev: The Moderating Role of Interest in the Relationship between Perceived Task Difficulty and Invested Mental Effort. In: Education Sciences, Jg. 14 (2024), Heft 10, Artikel 1044. 10.3390/educsci14101044

Schüßler, Katrin; Rodemer, Marc; Giese, Michael; Walpuski, Maik: Organic Chemistry and the Challenge of Representations: Student Difficulties with Different Representation Forms When Switching from Paper–Pencil to Digital Format. In: Journal of Chemical Education (JCE), Jg. 101 (2024), Heft 11, S. 4566 – 4579. 10.1021/acs.jchemed.4c00303

Schüßler, Katrin; Striewe, Michael; Pueschner, Daniel; Luetzen, Arne; Goedicke, Michael; Giese, Michael; Walpuski, Maik: Developing and evaluating an e-learning and e-assessment tool for organic chemistry in higher education. Frontiers in Education, Band 9 (2024), Artikel 1355078. 10.3389/feduc.2024.1355078

Trauten, Florian; Eitemüller, Carolin; Walpuski, Maik: Chemie interaktiv - mit Feedback und Erklärhilfen. In: Naturwissenschaften im Unterricht Chemie, Jg. 35 (2024), Heft 204, S. 45 - 47

Walpuski, Maik; Celik, Kübra: Empirical Validation of a Learning Progression in Initial Chemistry Education. In: Creative Education, Band 15 (2024), S. 212 – 237. 10.4236/ce.2024.152013

Cusi, A., Schacht, F., Aldon, G., & Swidan, O. (2023). Assessment in mathematics: a study on teachers’ practices in times of pandemic. ZDM Mathematics Education, 55, 221-233. https://doi.org/10.1007/s11858-022-01395-x

Eitemüller, C., Trauten, F., Striewe, M., & Walpuski, M. (2023). Digitalization of Multistep Chemistry Exercises with Automated Formative Feedback. Journal of Science Education and Technology . https://doi.org/10.1007/s10956-023-10043-2

Ropohl, M., Weimar, H., Arnold, J., Boegel, S., Kampa, N. & Opfermann, M. (2023). Der Prozess formativen Assessments beim Experimentieren. Welche Rolle spielt die kognitive Belastung? In A. Buholzer & D. Brovelli (Hrsg.), Formatives Assessment – Perspektiven für Unterricht und Lehrerinnen- und Lehrerbildung (S. 83-99). Waxmann.

Strohmaier, Anselm R.; Ehmke, Timo; Härtig, Hendrik; Leiss, Dominik. On the role of linguistic features for comprehension and learning from STEM texts : A meta-analysis. In: Educational Research Review Jg. 39 (2023) 100533. Elsevier. https://doi.org/10.1016/j.edurev.2023.100533

Timm, J., Oberste, N., & Schmiemann, P. (2023). Which factors influence the success in pedigree analysis? International Journal of Science Education, 45(3), 204–222. https://doi.org/10.1080/09500693.2022.2155494

Tonyali, B., Ropohl, M. & Schwanewedel, J. (2023). What makes representations good representations for science education? A teacher-oriented summary of significant findings and a practical guideline for the transfer into teaching. Chemistry Teacher International. Advance online publication. DOI 10.1515/cti-2022-0019

Trauten, Florian; Eitemüller, Carolin; Walpuski, Maik: Lernaufgaben mit automatisiertem Feedback in einem digitalen Hochschultutorium zur Vorlesung der Allgemeinen Chemie als Angebot zur Binnendifferenzierung. Zeitschrift für empirische Hochschulforschung (ZeHf), Jg. 7 (2023), Heft 1, S. 13 – 33. 10.3224/zehf.v7i1.03

Behrendt, Alina; Fischer, Vanessa; Walpuski, Maik: COVID-19 school closures and chemistry-related competencies: A study of German students transitioning from primary to secondary school. Frontiers in Education, Band 7 (2022), Artikel 928987. 10.3389/feduc.2022.928987

Eckhard, J., Rodemer, M., Bernholt, S., & Graulich, N. (2022). What Do University Students Truly Learn When Watching Tutorial Videos in Organic Chemistry?: An Exploratory Study Focusing on Mechanistic Reasoning. Journal of Chemical Education, 99 (6), 2231–2244. https://doi.org/10.1021/acs.jchemed.2c00076

Kiesewetter, A., & Schmiemann, P. (2022). Understanding Homeostatic Regulation: The Role of Relationships and Conditions in Feedback Loop Reasoning. CBE Life Sciences Education, 21(3), ar56. https://doi.org/10.1187/cbe.21-04-0092

Mambrey, S., Schreiber, N., & Schmiemann, P. (2022). Young Students’ Reasoning About Ecosystems: The Role of Systems Thinking, Knowledge, Conceptions, and Representation. Research in Science Education , 52 (1), 79–98. https://doi.org/10.1007/s11165-020-09917-x

Mambrey, S., Wellmanns, A., Timm, J., & Schmiemann, P. (2022). Systems Thinking in Ecological and Physiological Systems and the Role of Representations. In O. Ben Zvi Assaraf & M.-C. P. J. Knippels (Hrsg.), Fostering Understanding of Complex Systems in Biology Education (S. 105–121). Springer. https://doi.org/10.1007/978-3-030-98144-0_6

Timm, J., Wools, K., & Schmiemann, P. (2022). Secondary Students’ Reasoning on Pedigree Problems. CBE Life Sciences Education, 21(1), ar14. https://doi.org/10.1187/cbe.21-01-0009

Fischer, Vanessa; Walpuski, Maik; Lang, Martin; Letzner, Melanie; Manzel, Sabine; Motté, Patrick; Paczulla, Bianca; Sumfleth, Elke; Leutner, Detlev: Was beeinflusst die Entscheidung zum Studienabbruch? Längsschnittliche Analysen zum Zusammenspiel von Studienzufriedenheit, Fachwissen und Abbruchintention in den Fächern Chemie, Ingenieur- und Sozialwissenschaften. Zeitschrift für empirische Hochschulforschung (ZeHf), Jg. 4 (2021), Heft 1, S. 55 – 80. 10.3224/zehf.v4i1.05

Nordine, J., Sorge, S., Delen, I., Evans, R., Juuti, K., Lavonen, J., Nilsson, P., Ropohl, M. & Stadler, M. (2021). Promoting Coherent Science Instruction through Coherent Science Teacher Education: A Model Framework for Program Design. Journal of Science Teacher Education, 32(8), 911–933. DOI 10.1080/1046560X.2021.1902631

Ropohl, M. & von Aufschnaiter, C. (2021). Formative Assessment. In H.E. Fischer & R. Girwidz (Hrsg.), Physics Education (S. 413-437). Cham: Springer International.

Schramm, T., Jose, A., & Schmiemann, P. (2021). Modeling and Measuring Tree-Reading Skills in Undergraduate and Graduate Students. CBE Life Sciences Education, 20(3), ar32. https://doi.org/10.1187/cbe.20-06-0131

Walpuski, M.; Fischer, V.; Lang, M.; Leutner, D.; Manzel, S.; Sumfleth, E.: Chemie, Sozialwissenschaften und Ingenieurwissenschaften: Studienerfolg und Studienabbruch. In: Wolter, Andrä: Studienerfolg und Studienabbruch : Empirische Untersuchung von Studienabbrüchen ; Ursachen und Folgen / Martin, Neugebauer; Daniel, Hans-Dieter (Hrsg.). - Springer VS, 2021, S. 153 – 177. 10.1007/978-3-658-32892-4_7