Institut für Erziehungswissenschaft

Publikationen (Auswahl)

Herausgeberschaft

  • Holzäpfel, L., Loibl, K. & Ufer, S. (Hrsg.) (2015). Fehler – Hindernis und Chance. Mathematik lehren, 191.

Zeitschriftenartikel mit Fachgutachten

  • Loibl, K. & Leuders, T. (2018). Errors during exploration and consolidation – The effectiveness of productive failure as sequentially guided discovery learning. Journal für Mathematik-Didaktik, 39(1), 69-96.
  • Loibl, K., Roll, I. & Rummel, N. (2017). Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning. Educational Psychology Review, 29(4), 693-715.
  • Loibl, K. & Rummel, N. (2015). Productive failure as a strategy against the double curse of incompetence. Learning: Reseach and Practice, 1(2), 113-121.
  • Loibl, K. & Rummel, N. (2014). Knowing what you don't know makes failure productive. Learning and Instruction, 34, 74-85.
  • Loibl, K. & Rummel, N. (2014). The impact of guidance during problem-solving prior to instruction on students' inventions and learning outcomes. Instructional Science, 42(3), 305-326.
  • Westermann, K. & Rummel, N. (2012). Delaying instruction – Evidence from a study in a university relearning setting. Instructional Science, 40(4), 673-689.

Beiträge in Herausgeberbänden und Tagungsbänden mit Fachgutachten

  • Loibl, K. & Leuders, L. (2018). Learning from errors. The effect of comparison prompts in instruction after problem solving settings. In: J. Kay & R. Luckin (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 1 (pp. 216-223). London, UK: ISLS.
  • Hartmann, C., Rummel, N. & Loibl, K. (2016). Communication patterns and their role for conceptual knowledge Acquisition from Productive Failure. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 1 (pp. 530-537). Singapore: ISLS.
  • Rummel, N., Mavrikis, M., Wiedmann, M., Loibl, K., Mazziotti, C., Holmes, W. & Hansen, A. (2016). Combining exploratory learning with structured practice to foster conceptual and procedural fractions knowledge. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Vol. 1 (pp. 58-65). Singapore: ISLS.
  • Deiglmayr, K., Rummel, N. & Loibl, K. (2015). The mediating role of interactive learning activities in CSCL: An Input-Process-Outcome model. In: O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Vol. 2 (pp. 518-522). Gothenburg, Sweden: ISLS.
  • Grawemeyer, B., Holmes, W., Gutierrez-Santos, S., Hansen, A., Loibl, K. & Mavrikis, M. (2015). Light-Bulb Moment? Towards adaptive presentation of feedback based on students’ affective state. Proceedings of the 20th ACM Conference on Intelligent User Interfaces (IUI 2015) (pp. 400-404). New York: ACM.
  • Loibl, K. & Rummel, N. (2015). Discussing student solutions is germane for learning when providing or delaying instruction. In: Y. H. Cho, I. S. Caleon & M. Kapur (Eds.). Authentic problem solving and learning in the 21st century: Perspectives from Singapore and beyond (pp. 229-248). Singapore: Springer.
  • Mazziotti, C., Loibl, K. & Rummel, N. (2015). Collaborative or individual learning within Productive Failure. Does the social form of learning make a difference? In: O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Vol. 2 (pp. 570-575). Gothenburg, Sweden: ISLS.
  • Mazziotti, C., Loibl, K. & Rummel, N. (2014). Does collaboration affect learning in a Productive Failure setting? In: J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S.Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS 2014), Vol. 3 (pp. 1184-1185). Boulder, CO: ISLS.
  • Loibl, K. & Rummel, N. (2013). Delaying Instruction Alone Doesn’t Work: Comparing and Contrasting Student Solutions is Necessary for Learning from Problem-Solving prior to Instruction. In: N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.). To see the world and a grain of sand: Learning across levels of space, time an scale - Proceedings of the 10th international conference on computer-supported collaborative learning (CSCL 2013), Vol. 1 (pp. 296-303). Madison: ISLS.
  • Westermann, K. & Rummel, N. (2012). New evidence on productive failure - Building on students’ prior knowledge is key! In: J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.). The future of learning: Proceedings of the 10th international conference of the learning sciences (ICLS 2012), Vol. 2 (pp. 266-270). Sydney, Australia: ISLS.
  • Westermann, K. & Rummel, N. (2011). What type of support is needed when students generate multiple representations in small groups? In: H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.). Connecting computer-supported collaborative learning to policy and practice – CSCL2011 Conference Proceedings, Vol. 3 (pp. 1067-1068). ISLS.