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Alexander Renkl

*born* 1958 *in* München
Psychologe

*Affiliation*
Albert-Ludwigs-Universität Freiburg. Institut für Psychologie; Universität Heidelberg

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Meta-analyses as a privileged information source for informing teachers' practice? : : a plea for theories as primus inter pares

Renkl, Alexander (Verfasser)

Freiburg : Universität, 2022

*eBook*

How to conceptualize teaching quality in the future : : some confirming, some complementary, and some critical remarks, and some of them hopefully helpful

Renkl, Alexander (Verfasser)

Freiburg : Universität, 2025

*eBook*

Constructive retrieval: benefits for learning, motivation, and metacognitive monitoring

Endres, Tino (Verfasser)

Freiburg : Universität, 2024

*eBook*

Immediate learning benefits of retrieval tasks : : on the role of self-regulated relearning, metacognition, and motivation

Endres, Tino (Verfasser)

Freiburg : Universität, 2023

*eBook*

Advancing preservice science teachers’ skills to assess student thinking on-the-fly through practice-based learning

Hoppe, Tobias (Verfasser)

Freiburg : Universität, 2024

*eBook*

Combining generative tasks and retrieval tasks

Obergassel, Niklas (Verfasser)

Freiburg : Universität, 2025

*eBook*

Towards a growth mindset culture in the classroom: implementation of a lesson-integrated mindset training

Zeeb, Helene (Verfasser)

Freiburg : Universität, 2020

*eBook*

Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement

Moser, Katharina Alexandra (Verfasser)

Freiburg : Universität, 2023

*eBook*

Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy

Meier, Julius Moritz (Verfasser)

Freiburg : Universität, 2024

*eBook*

Example-based learning in heuristic domains: can using relevant content knowledge support the effective allocation of intrinsic, extraneous, and germane cognitive load?

Udvardi-Lakos, Nina (Verfasser)

Freiburg : Universität, 2024

*eBook*

Development and validation of a text-based instrument measuring teachers’ professional vision of student thinking

Hoppe, Tobias (Verfasser)

Freiburg : Universität, 2025

*eBook*

Enhancing video-based learning in teacher education: An experimental investigation of principles of example-based learning and multimedia learning in the context of a professional vision training

Martin, Monika (Verfasser)

Freiburg : Universität, 2024

*eBook*

How does teachers' noticing of students' fixed mindsets relate to teachers’ knowledge, beliefs, and experience? : : an exploratory study

Zeeb, Helene (Verfasser)

Freiburg : Universität, 2023

*eBook*

Engaging in writing to learn – increasing the motivation during a long-term self-regulated learning training

Udvardi-Lakos, Nina (Verfasser)

Freiburg : Universität, 2023

*eBook*

Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load

Endres, Tino (Verfasser)

Freiburg : Universität, 2022

*eBook*

Combining a direct and indirect training approach for cross-domain competences: the case of the course “Pedagogy for psychotherapists”

Udvardi-Lakos, Nina (Verfasser)

Freiburg : Universität, 2025

*eBook*

Sustaining focus when it's hardest: emotional design strengthens sustained learning, especially in contexts with attractive alternatives

Endres, Tino (Verfasser)

Freiburg : Universität, 2025

*eBook*

Specific questions during retrieval practice are better for texts containing seductive details

Eitel, Alexander (Verfasser)

Freiburg : Universität, 2022

*eBook*

Developing scripted video cases for teacher education: creating evidence-based practice representations using mock ups

Seidel, Tina (Verfasser)

Freiburg : Universität, 2022

*eBook*

Personalized refutation texts best stimulate teachers' conceptual change about multimedia learning

Dersch, Anna-Sophia (Verfasser)

Freiburg : Universität, 2024

*eBook*

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