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Bernholt, Sascha

Sascha Bernholt

Dr. phil.
Chemistry Education


phone +49-(0)431-880-3160
address Olshausenstraße 62, D-24118 Kiel
room 208


2007 - 2010 Doctorate in Chemistry Education, University of Oldenburg
2002 - 2006 Teacher education programme in Chemistry and Mathematics, University of Oldenburg

Professional Activity

since 2009 Research scientist, IPN - Leibniz Institute for Science and Mathematics Education
2007 - 2009 Research scientist (and doctoral candidate), University of Oldenburg

Research Interests

Modelling competencies in chemistry and science education
Students' conceptual understanding
Language, formulae, and terminology in chemistry
Development and characteristics of tasks

Current Projects

Development of Learning in Science (DoLiS)
Using Eye Movement Modeling Examples as an Instructional Tool in Organic Chemistry (EYEOC)

Selected Publications

Podschuweit, S., & Bernholt, S. (iFirst). Composition-effects of context-based learning opportunities on students‘ understanding of energy. Research in Science Education. doi:10.1007/s11165-016-9585-z
Bernholt, S., & Höft, L. I. (2017). Wahlmotive beim Übergang in die Profileoberstufe: Gemeinsamkeiten und Unterschiede zwischen den Profilbereichen [Choice motives at the transition to upper secondary profiles]. Schulmanagement, 2017(6), 29-32.
Taskin, V., Bernholt, S., & Parchmann, I. (2017). Student Teachers’ Knowledge About Chemical Representations. International Journal of Science and Mathematics Education, 15(1), 39–55. doi:10.1007/s10763-015-9672-z.
Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground - A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161-197. doi:10.1080/03057267.2016.1206351
Hadenfeldt, J. C., Neumann, K., Bernholt, S., Liu, X., & Parchmann, I. (2016). Students’ progression in understanding the matter concept. Journal of Research in Science Teaching, 53(5), 683–708. doi:10.1002/tea.21312
Sevian, H., Bernholt, S., Szteinberg, G. A., Augustea, S. &Pérez, L. C. (2015). Use of representation mapping to capture abstraction in problem solving in different courses in chemistry. Chemistry Education Research and Practice, 16, 429-446.

Publications in the research information system

all publications recorded in PURE

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