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Neumann, Irene

Irene Neumann

Dr. phil. nat., Diplom-Physikerin
Mathematics Education

Contact

phone +49-(0)431-880-5284
address Olshausenstraße 62, D-24118 Kiel
room 3

Education

2011 PhD in physics education (University Duisburg-Essen)
2007 First State Examination for Secondary School Teachers (physics, mathematics, Julius-Maximilians-University Würzburg)
2006 Physics Diploma (Julius-Maximilians-University Würzburg)

Professional Activity

10/2020 – present Temporary head of department Mathematics Education, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
2013 – present Leader of the IPN research group Teaching and Learning at the Junction of Physics and Mathematics, IPN – Leibniz Institute for Science and Mathematics Education, Kiel
2011 – 2013 Professor (assistant) for physics education (Ruhr-University Bochum)
2010 – 2011 Research scientist at the Department of Mathematics Education (Prof. Aiso Heinze), IPN – Leibniz Institute for Science and Mathematics Education, Kiel
2007 – 2010 Fellow of the DFG funded Research Training Group Promotionsstipendiatin "Teaching and Learning of Science" at the University Duisburg-Essen (Prof. Hans E. Fischer)

Research Interests

„Nature of Science“ in physics education
Mathematics in school and university physics education
Physics and Mathematics in engineering education

Selected Publications

Deeken, C., Neumann, I., & Heinze, A. (2020). Mathematical prerequisites for STEM programs: What do university instructors expect from new STEM undergraduates? International Journal of Research on Undergraduate Mathematics Education, 6(1), 23-41. https://doi.org/10.1007/s40753-019-00098-1
Lederman, J., Lederman, N., Bartels, S., Jimenez, J., ... Kremer, K., Neumann, I., Voitle, F., ... (2019). An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 2019, 1-30.
Michel, H. & Neumann, I. (2016). Nature of science and science content learning: The relation between students’ nature of science understanding and their learning about the concept of energy. Science & Education. Volume 25, Issue 9–10, pp 951–975. DOI: 10.1007/s11191-016-9860-4
Neumann, I. & Michel, H. (2016). Von Thomson zu Rutherford: Eine Aufgabe zur Reflexion wissenschaftsphilosophischer Aspekte im Physikunterricht. MNU Journal. 69, 4, S. 283-284
Kampa, N., Neumann, I., Kremer, K., & Heitmann, P. (2016). Epistemological beliefs in science—a person-centered approach to investigate high school students’ profiles. Contemporary Educational Psychology 46, 81-93.
Measuring mathematical competences of engineering students at the beginning of their studies Neumann, I., Rösken-Winter, B., Lehmann, M., Duchhardt, C., Heinze, A. & Nickolaus, R. (2015). Measuring mathematical competences of engineering students at the beginning of their studies. Peabody Journal of Education. 90(4), p. 465-476.
Michel, H. & Neumann, I. (2014). Theoretische Denkmodelle im Physikunterricht: Eine an Nature of Science orientierte Herangehensweise an das Energiekonzept. Praxis der Naturwissenschaften - Physik in der Schule. 63, 8, S. 31-37
Knopp, E., Duchhardt, C., Ehmke, T., Grüßing, M., Heinze. A., & Neumann, I. (2014). Von Mengen, Zahlen und Operationen bis hin zu Daten und Zufall – Erprobung eines Itempools zum Erfassen der mathematischen Kompetenz von Kindergartenkindern [From Sets, Numbers & Operations to Data & Chance - testing an itempool for assessing kindergarteners’ mathematical competence]. Zeitschrift für Grundschulforschung 7(1), 20-34.
Neumann, I. & Kremer, K. (2013). Nature of Science und epistemologische Überzeugungen – Ähnlichkeiten und Unterschiede [Nature of Science and Epistemological Beliefs - Similarities and Differences], Zeitschrift für Didaktik der Naturwissenschaften 19, 209-232.
Neumann, I., Duchhardt, C., Grüßing, M., Heinze, A., & Knopp, E. & Ehmke, T. (2013). Modeling and assessing mathematical competence over the lifespan . Journal of Educational Research Online 5(2), 80-109.
Neumann, I., Fulmer, G. W., & Liang, L. L. (2013). Analyzing the FCI based on a Force and Motion Learning Progression . Science Education Review Letters, 8-14.
Grüßing, M., Heinze, A., Duchhardt, C., Ehmke, T., Knopp, E., Neumann, I. (2013). KiKi – Kieler Kindergartentest Mathematik zur Erfassung mathematischer Kompetenz von vier- bis sechsjährigen Kindern im Vorschulalter [KiKi - Kieler Kindergartentest mathematics for assessing mathematical competence of children aged 4-6]. In M. Hasselhorn, A. Heinze, W. Schneider & U. Trautwein (Hrsg.), Jahrbuch der pädagogisch-psychologischen Diagnostik – Tests und Trends (Band 13). Göttingen: Hogrefe.
Wellnitz, N., Fischer, H. E., Kauertz, A., Mayer, J., Neumann, I., Pant, H. A., Sumfleth, E., & Walpuski, M. (2012). Evaluation der Bildungsstandards - eine fächerübergreifende Testkonzeption für den Kompetenzbereich Erkenntnisgewinnung [Evaluation of National Educational Standards - An interdisciplinary test design for the competence area acquirement of knowledge]. Zeitschrift für Didaktik der Naturwissenschaften 18, 261-291.
Neumann, I. (2011). Beyond Physics Content Knowledge - Modeling Competence Regarding Nature of Scientific Inquiry and Nature of Scientific Knowledge . Berlin: Logos.
Neumann, I., Neumann, K., & Nehm, R. (2011). Evaluating instrument quality in science education: Rasch-based analyses of a Nature of Science test . International Journal of Science Education 33(10), 1373-1405.

Publications in the research information system

all publications recorded in PURE