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Bernholt, Sascha

Sascha Bernholt

PD Dr. phil. habil.
Chemistry Education

Contact

phone +49-(0)431-880-3160
address Olshausenstraße 62, D-24118 Kiel
room 207

Education

2020 Habilitation in Chemistry Education, Kiel University
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

Students' conceptual understanding
Language, formulae, and terminology in chemistry
Development and characteristics of tasks
Eye-tracking

Current Projects

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

Selected Publications

Bernholt, S., Härtig, H. & Retelsdorf, J. (2022). Reproduction Rather than Comprehension? Analysis of Gains in Students’ Science Text Comprehension. Research in Science Education.
Bernholt, S. & Höft, L. (2021). Developmental Patterns of Students’ Understanding of Core Concepts in Secondary School Chemistry. In O. Levrini, G. Tasquier, T. G. Amin, L. Branchetti & M. Levin (Hrsg.), Engaging with Contemporary Challenges through Science Education Research (Bd. 9, p. 107–118). Cham: Springer International Publishing.
Eckhard, J., Rodemer, M., Bernholt, S. & Graulich, N. (2022). What Do University Students Truly Learn When Watching Tutorial Videos in Organic Chemistry? An Exploratory Study Focusing on Mechanistic Reasoning. Journal of Chemical Education, 99 (6), 2231–2244.
Höft, L. & Bernholt, S. (2021). Domain-specific and activity-related interests of secondary school students. Longitudinal trajectories and their relations to achievement. Learning and Individual Differences, 92 (8), 102089.
Rodemer, M., Lindner, M. A., Eckhard, J., Graulich, N., & Bernholt, S. (2022). Dynamic signals in instructional videos support students to navigate through complex representations: An eye‐tracking study. Applied Cognitive Psychology, 36(4), 852-863.

Publications in the research information system

all publications recorded in PURE

Download list of publications

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