Publikationen

Kistner, S., Burns, B. D., Vollmeyer, R., & Kortenkamp, U. (in press). The importance of understanding: Model space moderates goal specificity effects. Quarterly Journal of Experimental Psychology.

Kistner, S., Rakoczy, K., Otto, B., Klieme, E. & Büttner, G. (2015). Teaching learning strategies: The role of instructional context and teacher beliefs. Journal of Educational Research Online, 7, 176-197.

Kistner, S., Burns, B., Vollmeyer, R., & Kortenkamp, U. (2015). When do nonspecific goals help learning? An issue of model quality. In D. C. Noelle, R. Dale, A. S. Warlaumont, J. Yoshimi, T. Matlock, C. D. Jennings, & P.P. Maglio (Eds.) Proceedings of the 37th Annual Meeting of the Cognitive Science Society (pp. 1117-1122). Austin, TX: Cognitive Science Society.

Kistner, S., Burns, B. D., Vollmeyer, R., & Kortenkamp, U. (2014). An explorative study of search of model space in problem solving. Journal of Cognitive Psychology, 26(7), 818-829.

Kistner, S., Burns, B. D., Vollmeyer, R. & Kortenkamp, U. (2013). An explorative study of search of model space in problem solving [Abstract]. In M. Knauff, M. Pauen, N. Sebanz, & I. Wachsmuth (Eds.) Proceedings of the 35th Annual Conference of the Cognitive Science Society (p. 4001). Austin TX: Cognitive Science Society.

Kistner, S., Rakoczy, K., Otto, B., Dignath-van Ewijk, C., Büttner, G. & Klieme, E. (2010). Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance. Metacognition and Learning, 5, 157-171.

Otto, B., Kistner, S., Perels, F., Schmitz, B. & Büttner, G. (2009). Effekte direkter und indirekter Interventionen auf die Lernmotivation von Schülern. Psychologie in Erziehung und Unterricht, 56 (4), 287-302.

 

Kongressbeiträge

Kistner, S., Vollmeyer, R., Burns, B. D., & Kortenkamp, U. (2015). Hypothesentesten vs. Zielannäherung: Wann hilft welche Strategie beim Lernen mit Simulationen? Vortrag auf der 15. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) in Kassel, 14. bis 16. September.

Kistner, S., Burns, B., Vollmeyer, R., & Kortenkamp, U. (2015). Learning through hypothesis testing during computer-based problem solving. Paper presented at the 16th Biennial EARLI Conference in Limassol (Cyprus), August 25th - 29th.

Kistner, S., Burns, B., Vollmeyer, R., & Kortenkamp, U. (2015). When do nonspecific goals help learning? An issue of model quality. Paper presented at the 37th Annual Meeting of the Cognitive Science Society. Pasadena, California (USA), July 22nd - 25th.

Kistner, S., Burns, B. D., Vollmeyer R., & Kortenkamp, U. (2015). The model matters: Why nonspecific goals do not always help learning. Poster presented at the International Convention of Psychological Science. Amsterdam (the Netherlands), March, 12th - 14th.

Kistner, S., Vollmeyer, R. & Burns, B. (2014). Lernen mit Simulationen: Welche Rolle spielen Ziele und domänenspezifische Vorstellungen? Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) in Bochum, 21. bis 25. September.

Kistner, S., Burns, B. D., Vollmeyer, R. & Kortenkamp, U. (2013). Der Modellraum: Die Rolle von Verständnis beim Lernen durch Experimentieren. Vortrag auf der 14. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) in Hildesheim, 23. bis 25. September.

Kistner, S., Vollmeyer, R. & Burns, B. (2013). Model space: Integrating understanding into dual-space theories of learning. Paper presented at the 15th Biennial EARLI Conference in Munich (Germany), August 26th - 31st.

Kistner, S., Burns, B. D., Vollmeyer, R., & Kortenkamp, U. (2013, August). An explorative study of search of model space in problem solving. Poster presented at the 35th Annual Conference of the Cognitive Science Society. Berlin (Germany), July 31st - August 3rd.

Kistner, S., Burns, B. & Vollmeyer, R. (2012). Lässt sich Lernen in einem Drei-Räume-Modell abbilden? Posterpräsentation auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) in Bielefeld, 23. bis 27. September.

Kistner, S., Burns, B., Kortenkamp, U. & Vollmeyer, R. (2012).Learning with an interactive physics programme. Paper presented at the International Conference on Thinking (ICT) in London (UK), July 4th - 6th.

Kistner, S., Rakoczy, K., Büttner, G. & Klieme, E. (2011). Instruction of learning strategies: the role of didactic context and teacher beliefs. Paper presented at the 14th Biennial EARLI Conference in Exeter (UK), August 30th - September 3rd.

Kistner, S., Rakoczy, K., Büttner, G. & Klieme, E. (2010). Lernumgebungen und Strategievermittlung zur Förderung von selbstreguliertem Lernen – Unterrichtsbeobachtungen im Rahmen einer Videostudie. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs) in Bremen, 26. bis 30. September.

Büttner, G., Kistner, S., Rakoczy, K., Dignath-van Ewijk, C., Klieme, E. (2010). Implicit and explicit promotion of self-regulated learning in mathematics. Paper presented at the EARLI Metacognition SIG Conference in Münster (Germany), May 26th - 29th.

Kistner, S., Rakoczy, K., Dignath, C., Otto, B., Büttner, G. & Klieme, E. (2010). Teachers’ promotion of self-regulated learning in classrooms and its effects on student performance. Paper presented at the Annual Meeting of the American Educational Research Association (AERA) in Denver, Colorado (USA), April 30th - May 4th.

Kistner, S., Rakoczy, K., Dignath, C., Büttner, G. & Klieme, E. (2009). Förderung von selbstreguliertem Lernen – Ein Blick in den Unterricht. Vortrag auf der 12. Fachtagung Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) in Saarbrücken, 7. bis 9. September.

Kistner, S., Rakoczy, K., Dignath, C., Büttner, G. & Klieme, E. (2009). Promotion of self-regulated learning in classrooms – Investigating frequency, quality, and consequences. Paper presented at the EARLI JURE Pre-Conference in Amsterdam (the Netherlands), August, 24th - 25th.

Kistner, S., Rakoczy, K., Dignath, C., Büttner, G. & Klieme, E. (2008). Instruction of self-regulated learning in mathematics lessons. Poster presented at the 24th International Congress of Psychology (ICP) in Berlin (Germany), July 20th - 25th.

Kistner, S., Fabriz, S. & Büttner G. (2008). Metacognitive judgements and study time allocation in self-regulated learning tasks. Poster presented at the 11th EARLI JURE Conference in Leuven (Belgium), July 8th - 11th.

Kistner, S., Fabriz, S. & Büttner, G. (2006). Einfluss von metakognitiven Urteilen auf die Lernzeitallokation bei selbstreguliertem Lernen. Posterpräsentation auf dem 45. Kongress der Deutschen Gesellschaft für Psychologie (DGPs)  in Nürnberg, 17. bis 21. September.

Fabriz, S., Kistner, S. & Büttner, G. (2006). Metacognitive judgments and study time in a self-regulated learning task. Poster presented at the EARLI Metacognition SIG Conference in Cambridge (UK), July 19th - 21st.