Publications

• Schmidt-Weigand, F., Franke-Braun, G. & Hänze, M. (2006). Tiered learning aids support the independent completion of complex tasks. Manuscript submitted for publication to Unterrichtswissenschaft.
• Schmidt-Weigand, F. & Hänze, M. (in preparation). Designing Instructional Examples to Promote Problem-based Learning: Self-regulated Use of Continuous Examples vs. Segmented Solution Steps.

• Hänze, M., Hesse, S., Illmer, N., Schmidt-Weigand, F., Stäudel, L., Vogt, H. & Wodzinski, R. (2006). Archimedes and the thing with the bathtub. Graduated learning aids in science lessons. Friedrich Jahresheft, 24, pp. 84-88.
• Hänze, M., Hesse, S., Stäudel, L., Vogt, H. & Wodzinski, R. (2004). Tasks with graded learning aids. Learning Opportunities, 42, pp. 38-43.
• Hänze, M., Schmidt-Weigand, F. & Blum, S. (in press). Learning and working independently with tiered learning aids. In K. Rabenstein & S. Reh (Eds.), Cooperative and independent student learning. Wiesbaden: VS Verlag.
• Stäudel, L. & Fanke-Braun, G. (2006). Talking about the subject - approaches to promoting fact-based discussion in the classroom. Naturwissenschaften im Unterricht Chemie, 94/95, 58-63.
• Stäudel, L. (2006). From the test task to the learning task. In U. Steffens & R. Messner (eds.): PISA macht Schule - Konzeptionen und Praxisbeispiele zur neuen Aufgabenkultur, pp. 181 - 240. Hessian Ministry of Culture, Institute for Quality Development, Wiesbaden.
• Stäudel, L., Franke-Braun, G. & Schmidt-Weigand, F. (in print). Maintaining complexity - even in heterogeneous learning groups: Tasks with graded learning aids. Accepted for publication in Chemkon.

Status: 08.03.2007

Journals (peer review)

• Schmidt-Weigand, F., Franke-Braun, G. & Hänze, M. (2006). Graduated learning aids support the independent processing of complex tasks. Manuscript submitted for publication to Unterrichtswissenschaft.
• Schmidt-Weigand, F. & Hänze, M. (in preparation). Designing Instructional Examples to Promote Problem-based Learning: Self-regulated Use of Continuous Examples vs. Segmented Solution Steps.

Further journal and book articles:

• Hänze, M., Hesse, S., Illmer, N., Schmidt-Weigand, F., Stäudel, L., Vogt, H. & Wodzinski, R. (2006). Archimedes and the thing with the bathtub. Graduated learning aids in science lessons. Friedrich Jahresheft, 24, pp. 84-88.
• Hänze, M., Hesse, S., Stäudel, L., Vogt, H. & Wodzinski, R. (2004). Tasks with graded learning aids. Learning Opportunities, 42, pp. 38-43.
• Hänze, M., Schmidt-Weigand, F. & Blum, S. (in press). Learning and working independently with tiered learning aids. In K. Rabenstein & S. Reh (Eds.), Cooperative and independent student learning. Wiesbaden: VS Verlag.
• Stäudel, L. & Fanke-Braun, G. (2006). Talking about the subject - approaches to promoting fact-based discussion in the classroom. Naturwissenschaften im Unterricht Chemie, 94/95, 58-63.
• Stäudel, L. (2006). From the test task to the learning task. In U. Steffens & R. Messner (eds.): PISA macht Schule - Konzeptionen und Praxisbeispiele zur neuen Aufgabenkultur, pp. 181 - 240. Hessian Ministry of Culture, Institute for Quality Development, Wiesbaden.
• Stäudel, L., Franke-Braun, G. & Schmidt-Weigand, F. (in print). Maintaining complexity - even in heterogeneous learning groups: Tasks with graded learning aids. Accepted for publication in Chemkon.

Congress contributions

• Franke-Braun, G. & Wodzinski, R. (2006, March). Tasks with graded learning aids: Conceptualization of complex tasks and student observations during their completion. Paper presented at the spring conference of the Fachverband Didaktik der Physik der Deutschen Physikalischen Gesellschaft (DPG), University of Kassel.
• Franke-Braun, G., & Wodzinski, R. (2006, September): The influence of graded learning aids on communication quality and learning success. Paper presented at the annual conference of the Gesellschaft für Didaktik der Chemie und Physik (GDCP) in Bern.
• Schmidt-Weigand, F., Blum, S. & Hänze, M. (2006, September). The positive influence of sequential aids on the independent completion of complex learning tasks. Paper presented at the Fall Conference of the Working Group on Empirical Pedagogical Research (AEPF), September 11-13, 2006, Munich.
• Schmidt-Weigand, F. & Hänze, M. (2007, April). Self-Regulated Problem Solving with Worked Examples: Effects of Prompting Strategy Use and Communication. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Schmidt-Weigand, F., Hänze, M. & Wodzinksi, R. (2006, March): Gestufte Lernhilfen: Effects on independent processing of complex tasks. Paper presented at the spring conference of the Fachverband Didaktik der Physik der Deutschen Physikalischen Gesellschaft (DPG), University of Kassel.
• Schmidt-Weigand, F., Hänze, M., & Wodzinski, R. (2007, August). Designing Instructional Examples to Promote Problem-based Learning: Self-regulated Use of Continuous Examples vs. Segmented Solution Steps. Poster to be presented at the annual meeting of the European Association of Research on Learning and Instruction, Budapest, Hungary.
• Wodzinksi, R., Hänze, M. & Stäudel, L. (2005): Learning physics and chemistry through tasks with graded learning aids. Paper presented at the annual conference of the Gesellschaft für Didaktik der Chemie und Physik (GDCP) in Paderborn.

• Franke-Braun, G. & Wodzinski, R. (2006, March). Tasks with graded learning aids: Conceptualization of complex tasks and student observations during their completion. Paper presented at the spring conference of the Fachverband Didaktik der Physik der Deutschen Physikalischen Gesellschaft (DPG), University of Kassel.
• Franke-Braun, G., & Wodzinski, R. (2006, September): The influence of graded learning aids on communication quality and learning success. Paper presented at the annual conference of the Gesellschaft für Didaktik der Chemie und Physik (GDCP) in Bern.
• Schmidt-Weigand, F., Blum, S. & Hänze, M. (2006, September). The positive influence of sequential aids on the independent completion of complex learning tasks. Paper presented at the Fall Conference of the Working Group on Empirical Pedagogical Research (AEPF), September 11-13, 2006, Munich.
• Schmidt-Weigand, F. & Hänze, M. (2007, April). Self-Regulated Problem Solving with Worked Examples: Effects of Prompting Strategy Use and Communication. Poster presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Schmidt-Weigand, F., Hänze, M. & Wodzinksi, R. (2006, March): Gestufte Lernhilfen: Effects on independent processing of complex tasks. Paper presented at the spring conference of the Fachverband Didaktik der Physik der Deutschen Physikalischen Gesellschaft (DPG), University of Kassel.
• Schmidt-Weigand, F., Hänze, M., & Wodzinski, R. (2007, August). Designing Instructional Examples to Promote Problem-based Learning: Self-regulated Use of Continuous Examples vs. Segmented Solution Steps. Poster to be presented at the annual meeting of the European Association of Research on Learning and Instruction, Budapest, Hungary.
• Wodzinksi, R., Hänze, M. & Stäudel, L. (2005): Learning physics and chemistry through tasks with graded learning aids. Paper presented at the annual conference of the Gesellschaft für Didaktik der Chemie und Physik (GDCP) in Paderborn.

Status: 08.03.2007