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Katharina Loibl
Katharina Loibl
University of Education Freiburg
Verified email at ph-freiburg.de - Homepage
Title
Cited by
Cited by
Year
Towards a theory of when and how problem solving followed by instruction supports learning
K Loibl, I Roll, N Rummel
Educational psychology review 29, 693-715, 2017
2722017
Knowing what you don't know makes failure productive
K Loibl, N Rummel
Learning and Instruction 34, 74-85, 2014
2252014
The impact of guidance during problem-solving prior to instruction on students' inventions and learning outcomes
K Loibl, N Rummel
Instructional Science 42 (3), 304-326, 2014
1532014
A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM)
K Loibl, T Leuders, T Dörfler
Teaching and Teacher Education 91, 103059, 2020
1282020
Delaying instruction – Evidence from a study in a university relearning setting
K Westermann, N Rummel
Instructional Science 40 (4), 673-689, 2012
1242012
How to make failure productive: Fostering learning from errors through elaboration prompts
K Loibl, T Leuders
Learning and Instruction 62, 1-10, 2019
812019
Errors during exploration and consolidation-the effectiveness of productive failure as sequentially guided discovery learning
K Loibl, T Leuders
Journal fur Mathematik-Didaktik 39 (1), 69-96, 2018
462018
Teachers’ diagnostic judgments on tasks as information processing–The role of pedagogical content knowledge for task diagnosis
A Rieu, T Leuders, K Loibl
Teaching and Teacher Education 111, 103621, 2022
342022
Collaborative or Individual Learning within Productive Failure: Does the Social Form of Learning Make a Difference?
C Mazziotti, K Loibl, N Rummel
272015
The effect of contrasting cases during problem solving prior to and after instruction
K Loibl, M Tillema, N Rummel, T van Gog
Instructional Science 48 (2), 115-136, 2020
252020
Robust student knowledge: Adapting to individual student needs as they explore the concepts and practice the procedures of fractions
C Mazziotti, W Holmes, M Wiedmann, K Loibl, N Rummel, M Mavrikis, ...
Workshop on Intelligent Support in Exploratory and Open-Ended Learning …, 2015
222015
Diagnostisches Urteilen als informationsverarbeitender Prozess–Wie nutzen Lehrkräfte ihr Wissen bei der Identifizierung und Gewichtung von Anforderungen in Aufgaben?
A Rieu, K Loibl, T Leuders, S Herppich
Unterrichtswissenschaft, 2020
212020
Combining Exploratory Learning with Structured Practice to Foster Conceptual and Procedural Fractions Knowledge
N Rummel, M Mavrikis, M Wiedmann, K Loibl, C Mazziotti, W Holmes, ...
ICLS 12, 58-65, 2016
212016
Probing boundary conditions of productive failure and analyzing the role of young students’ collaboration
C Mazziotti, N Rummel, A Deiglmayr, K Loibl
npj Science of Learning 4 (1), 2, 2019
202019
Light-Bulb Moment?: Towards Adaptive Presentation of Feedback based on Students' Affective State
B Grawemeyer, W Holmes, S Gutiérrez-Santos, A Hansen, K Loibl, ...
Proceedings of the 20th International Conference on Intelligent User …, 2015
192015
The impact of feedback on students’ affective states
B Grawemeyer, M Mavrikis, W Holmes, A Hansen, K Loibl, ...
International Workshop on Affect, Meta-Affect, Data and Learning (AMADL 2015), 4, 2015
192015
Productive Failure as strategy against the double curse of incompetence
K Loibl, N Rummel
Learning: Research and Practice 1 (2), 113-121, 2015
152015
Toward an Overarching Framework for Systematizing Research Perspectives on Diagnostic Thinking and Practice
T Leuders, K Loibl, D Sommerhoff, S Herppich, AK Praetorius
Journal für Mathematik-Didaktik 43 (1), 13-38, 2022
132022
Affect Matters: Exploring the Impact of Feedback during Mathematical Tasks in an Exploratory Environment
B Grawemeyer, M Mavrikis, W Holmes, A Hansen, K Loibl, ...
International Conference on Artificial Intelligence in Education, 595-599, 2015
122015
Processing Probability Information in Non-Numerical Settings–Teachers’ Bayesian and Non-Bayesian Strategies during Diagnostic Judgment
T Leuders, K Loibl
Frontiers in Psychology 11, 678, 2020
112020
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Articles 1–20