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Bernholt, Sascha

Sascha Bernholt

PD Dr. phil. habil.
Chemistry Education


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


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

Current Projects

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

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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