Takip et
Matthias Nückles
Matthias Nückles
Full Professor of Educational Science
ezw.uni-freiburg.de üzerinde doğrulanmış e-posta adresine sahip
Başlık
Alıntı yapanlar
Alıntı yapanlar
Yıl
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
K Berthold, M Nückles, A Renkl
Learning and Instruction 17 (5), 564-577, 2007
4622007
Enhancing self-regulated learning by writing learning protocols
M Nückles, S Hübner, A Renkl
Learning and instruction 19 (3), 259-271, 2009
3232009
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning
K Wäschle, A Allgaier, A Lachner, S Fink, M Nückles
Learning and instruction 29, 103-114, 2014
3212014
Writing learning journals: Instructional support to overcome learning-strategy deficits
S Hübner, M Nückles, A Renkl
Learning and Instruction 20 (1), 18-29, 2010
2242010
Learning strategies assessed by journal writing: Prediction of learning outcomes by quantity, quality, and combinations of learning strategies.
I Glogger, R Schwonke, L Holzäpfel, M Nückles, A Renkl
Journal of educational psychology 104 (2), 452, 2012
2032012
Expertise reversal effects in writing-to-learn
M Nückles, S Hübner, S Dümer, A Renkl
Instructional Science 38 (3), 237-258, 2010
1662010
The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning
M Nückles, J Roelle, I Glogger-Frey, J Waldeyer, A Renkl
Educational Psychology Review 32 (4), 1089-1126, 2020
1642020
Expertise and estimating what other people know: the influence of professional experience and type of knowledge.
R Bromme, R Rambow, M Nückles
Journal of experimental psychology: Applied 7 (4), 317, 2001
1642001
The use of public learning diaries in blended learning
M Nückles*, R Schwonke, K Berthold, A Renkl
Journal of Educational Media 29 (1), 49-66, 2004
1272004
What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities
A Lachner, H Jarodzka, M Nückles
Instructional science 44, 197-203, 2016
1262016
Achievement goals and school achievement: The transition to different school tracks in secondary school
I Paulick, R Watermann, M Nückles
Contemporary Educational Psychology 38 (1), 75-86, 2013
1112013
Knowledge acquisition or participation in communities of practice? Academics’ metaphors of teaching and learning at the university
E Wegner, M Nückles
Studies in Higher Education 40 (4), 624-643, 2015
992015
Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons.
M Nückles, J Wittwer, A Renkl
Journal of Experimental Psychology: Applied 11 (4), 219, 2005
882005
Activation of learning strategies in writing learning journals: The specificity of prompts matters
I Glogger, L Holzäpfel, R Schwonke, M Nückles, A Renkl
Zeitschrift für pädagogische Psychologie 23 (2), 95-104, 2009
852009
Lerntagebücher als Medium des selbstgesteuerten Lernens–Wie viel instruktionale Unterstützung ist sinnvoll
S Hübner, M Nückles, A Renkl
Empirische Pädagogik 21 (2), 119-137, 2007
792007
Differently structured advance organizers lead to different initial schemata and learning outcomes
J Gurlitt, S Dummel, S Schuster, M Nückles
Instructional Science 40, 351-369, 2012
762012
Lernen und Wissenserwerb
M Nückles, J Wittwer
Pädagogische Psychologie 6, 225-252, 2014
742014
Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters.
J Roelle, M Nückles
Journal of Educational Psychology 111 (8), 1341, 2019
732019
Lernstrategien der externen Visualisierung
A Renkl, M Nückles
Handbuch Lernstrategien, 135-147, 2006
732006
Supporting students’ learning and socioscientific reasoning about climate change—The effect of computer-based concept mapping scaffolds
S Eggert, A Nitsch, WJ Boone, M Nückles, S Bögeholz
Research in Science Education 47, 137-159, 2017
722017
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Makaleler 1–20