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Christina Wekerle

Pädagogin

Name	Christina Wekerle
Time	ca. 20. / 21. Jh. (Date of birth and death)
Place	Augsburg (Wirkungsort) Deutschland
Academic degree	Dr.
Profession	Pädagogin (characteristic profession) Psychologin Wissenschaftliche Mitarbeiterin
Related	Universität Augsburg
Topic	Personen zu Bildungswesen Personen zu Psychologie
Further information	Wiss. Mitarbeiterin am Lehrstuhl für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie d. Univ. Augsburg (Stand 01/20) Promotion Augsburg, Universität, 2021
Source	https://www.uni-augsburg.de/de/fakultaet/philsoz/fakultat/padagogische-psychologie/team/christina-wekerle/ (Stand: 09.01.2020)
Record type	Person
GND-Identifier	1202543715
Record ID	1202543715
Involved in show all Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study Ein heuristisches Rahmenmodell für videobasierte Lehr-Lernszenarien in der Hochschullehre [Poster] Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter? How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter? Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems? Promoting future teachers’ evidence-informed reasoning scripts : Effects of different forms of instruction after problem-solving "It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte Pre-service Teachers’ Evidence-Informed Reasoning : Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help? Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems? Digitale Medien im Untericht – Entwurf eines Planungsinstruments für Referendar*innen Digitale Medien im Unterricht – aktuelle Fragestellungen der Theorie und Praxis: zum (Qualitäts-)Diskurs um Open Educational Resources (OER) Effects of expertise on teachers' technology-supported teaching scripts Kooperationsskripts beim technologieunterstützten Lernen

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Katalog der Deutschen Nationalbibliothek

Christina Wekerle

Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study

Ein heuristisches Rahmenmodell für videobasierte Lehr-Lernszenarien in der Hochschullehre [Poster]

Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?

How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?

Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre

Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?

Promoting future teachers’ evidence-informed reasoning scripts : Effects of different forms of instruction after problem-solving

"It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance

Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte

Pre-service Teachers’ Evidence-Informed Reasoning : Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?

Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes

Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans

Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?

Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?

Digitale Medien im Untericht – Entwurf eines Planungsinstruments für Referendar*innen

Digitale Medien im Unterricht – aktuelle Fragestellungen der Theorie und Praxis: zum (Qualitäts-)Diskurs um Open Educational Resources (OER)

Effects of expertise on teachers' technology-supported teaching scripts

Kooperationsskripts beim technologieunterstützten Lernen