Psychologie für Pädagogen - Bildungswissenschaften
Psychologisches Institut / Johannes Gutenberg-Universität Mainz
Hilbert, Tatjana; Nückles, M.
Illustrating for learning from texts: Is there an advantage over note-taking? Poster presented at the Special Interest Meeting of EARLI SIG 2Tübingen. 2010
Hilbert, Tatjana; Renkl, A.; Holzapfel, L.
Ach so geht das! : Üben mit LösungsbeispielenMathematik lehren. Bd. 147. 2008 S. 47 - 49
Hilbert, Tatjana; Renkl, A.
Beispielbasiertes Lehren beispielbasiert LernenJournal für LehrerInnenbildung. Bd. 8. H. 4. 2008 S. 15 - 21
Hilbert, TS; Nuckles, M; Renkl, A et al.
Concept Mapping as a Follow-Up Strategy for Learning From Texts: Can the Acquisition of Knowledge and Skills be Fostered by Prompts?ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE. Bd. 22. H. 2. BERN 9: VERLAG HANS HUBER 2008 S. 119 - 125
Hilbert, Tatjana; Nückles, M.; Matzel, S.
Concept mapping for learning from text: Evidence for a worked-out map effect. Paper presented at the ICLS 2008Utrecht. 2008
Hilbert, Tatjana
Concept mapping for learning from text: Evidence for a worked-out map effect. Proceedings of ICLS2008.Utrecht. 2008
Hilbert, Tatjana; Nückles, M.; Matzel, S.
Concept mapping for learning from texts: The effect of cognitive and metacognitive prompts. Paper presented at the 29th International Congress of PsychologyBerlin. 2008
Hilbert, Tatjana; Nückles, M.
Learning by note-taking vs. learning by drawing as a follow-up strategy for learning from texts. Poster presented at the 29th International Congress of PsychologyBerlin. 2008
Renkl, A.; Hilbert, Tatjana; Schworm, S. et al.
Cognitive skill acquisition from complex examples : a taxonomy of examples and tentative instructional guidelinesPrenzel, Manfred (Hrsg). Studies on the educational quality of schools : the final report on the DFG priority programme. Münster: Waxmann 2007 S. 239 - 249
Hilbert, Tatjana; Renkel, A.
Give them time to think it over: An effective computer-based learning environment for teachers. Poster presented at the 12th Biennial Conference EARLI 2007Budapest. 2007
Hilbert, Tatjana; Renkl, A.; Wittwer, J. et al.
Instruktionale Erklärungen beim Erwerb kognitiver Fertigkeiten: Sechs Thesen zu einer oft vergeblichen BemühungUnterricht und schulische Leistung. Grundlagen, Konsequenzen, Perspektiven. Münster. 2007 S. 205 - 223
Hilbert, Tatjana; Renkl, A.
Learning how to learn by concept mapping: A worked-example effect. Paper presented at the 12th Biennial Conference EARLI 2007Budapest. 2007
Hilbert, Tatjana; Renkel, A.
Learning how to learn by concept mapping: Effects of instruction on cognitive load and learning outcomes. Paper presented at the UNSW Cognitive Load Theory ConferenceSydney. 2007
Hilbert, Tatjana; Renkl, A.
Lernen mit LösungsbeispielenZumbach, J. & Mandl, H. (Hrsg). ädagogische Psychologie in Theorie und Praxis. Ein fallbasiertes Lehrbuch. Göttingen. 2007 S. 15 - 24
Hilbert, Tatjana; Wittwer, J.; Renkl, A. et al.
Kognitiv aktiv – aber wie? Lernen mit Selbsterklärungen und Lösungsbeispielen.Mathematik lehren. Bd. 135. 2006 S. 62 - 64
Hilbert, Tatjana; Renkl, A.; Kessler, S. et al.
Learning from heuristic examples: An approach to foster the acquisition of heuristic skill in mathematics.Avoiding simplicity, confronting complexity. Proceedings of the joint meeting of the SIGs Instructional Design and Learning and Instruction with Computers. Rotterdam. 2006 S. 135 - 144
Hilbert, Tatjana; Renkl, A.; Kessler, A. et al.
Learning from heuristic examples: An approach to foster the acquisition of heuristic skill in mathematics. Paper presented at the Special Interest Meeting of EARLI SIG 6 and SIG 7Leuven. 2006