2021
Beyer, L., Gorr, C., Kather, C., Komorek, M., Röben, P. & Selle, S. (eds.) (2021). Exploring and Further Developing Places and Processes of Out-of-School Learning ( Out-of-School Learning Places – Contributions to Didactics, Vol. 6). Münster: Lit.

Beyer, L., Gorr, C., Kather, C., Komorek, M., Röben, P. & Selle, S. (2021). Out-of-school learning venues and the further development of the educational landscape. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (Eds.), Researching and Developing Places and Processes of Out-of-School Learning ( Out-of-School Learning Places – Contributions to Didactics, Vol. 6), pp. 11–24. Münster: Lit.

Bliesmer, K. & Komorek, M. (2021). Didactically reconstructing the physical dynamics of the coast for out-of-school learning environments. In S. Dannemann, J. Heeg & Y. von Roux (Eds.), The Model of Didactic Reconstruction – A Framework and Catalyst for the Development of Subject Didactics and Teaching; HLT – The Challenge of Teacher Education – Journal of Conceptualisation, Design and Discussion, 4(2), pp. 51–66. Available online at www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/2579/4143 [Accessed 26 February 2021].

Bliesmer, K. & Komorek, M. (2021). Didactic guidelines for exhibitions on structural phenomena. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (eds.), Exploring and Developing Places and Processes of Out-of-School Learning ( Out-of-School Learning Places – Contributions to Didactics, Vol. 6), pp. 49–58. Münster Lit.

Bliesmer, K. & Komorek, M. (2021). A didactic reconstruction for the further development of out-of-school learning venues on the coast. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Subject-Specific Education and Digital Transformation. Research and Discourses in Subject Didactics ( Symposium of the Society for Subject Didactics 2020), pp. 161–164. Regensburg: University of Regensburg. Available online at: www.pedocs.de/volltexte/2021/21659/pdf/Maurer_Rincke_Hemmer_2021_Fachliche_Bildung.pdf [Accessed: 9 March 2021].

Bliesmer, K., Roskam, A. & Komorek, M. (2021). Physical dynamics of the coast at out-of-school learning sites. In S. Habig (Ed.), Science Teaching and Teacher Training in a State of Flux? ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 41) (pp. 165–168). Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2021/TB2021_165_Bliesmer.pdf [Accessed 27 March 2021].

Komorek, M. & Sajons, C. (2021). Complementary networking of out-of-school learning opportunities. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Subject-Specific Education and Digital Transformation. Research and Discourses in Subject Didactics ( Symposium of the Society for Subject Didactics 2020), pp. 169–172. Regensburg, University of Regensburg. Available online at: www.pedocs.de/volltexte/2021/21659/pdf/Maurer_Rincke_Hemmer_2021_Fachliche_Bildung.pdf [Accessed: 9 March 2021].

Komorek, M. (2021). Didactic reconstruction. In Woitkowski, D. & Vogelsang, C. (eds.) Key themes in the history of ideas in physics education research in Germany based on selected original sources. pp. 47–50. Berlin: Logos. Available online at: www.logos-verlag.de/cgi-bin/engbuchmid?isbn=5268&lng=deu&id=

Komorek, M., Bliesmer, K., Richter, C. & Sajons, C. (2021, in press). A model of adaptive-cyclical inquiry-based learning for the professional development of trainee physics teachers. In H. Rautenstrauch (Ed.) Inquiry-based learning at university – A subject- and discipline-specific perspective on teacher training. (pp. xx) Flensburg: Europa-Universität Flensburg.

Roskam, A. & Komorek, M. (2021). Actions and cognitive processing
of visitors to an exhibition on physical dynamics in national park visitor centres. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Subject-Specific Education and Digital Transformation. Research and Discourses in Subject Didactics ( Symposium of the Society for Subject Didactics 2020), pp. 165–168. Regensburg, University of Regensburg. Available online at: www.pedocs.de/volltexte/2021/21659/pdf/Maurer_Rincke_Hemmer_2021_Fachliche_Bildung.pdf [Accessed: 9 March 2021].

Roskam, A. & Komorek, M. (2021). Analysis of the learning process in flow experiments at the National Park Centre. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (Eds.), Exploring and Developing Places and Processes of Out-of-School Learning ( Out-of-School Learning Places – Contributions to Didactics, Vol. 6) (pp. 137–146). Münster Lit.

Richter, C. & Komorek, M. (2021, in press). Self-perception and external perception during school placements: a self-reflection tool as a starting point for mentor discussions. In B. Brouër et al. (eds.) Collaboration between Higher Education Institutions and School Mentors during the Practical Phases of Teacher Training (pp. 128–140). Weinheim: Beltz.

Sajons, C. & Komorek, M. (2021) Context-oriented, self-directed problem-solving in student science laboratories – a design-based research approach. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Subject-Specific Education and Digital Transformation. Research and Discourses in Subject Didactics ( Symposium of the Society for Subject Didactics 2020), pp. 157–160. Regensburg, University of Regensburg. Available online at: www.pedocs.de/volltexte/2021/21659/pdf/Maurer_Rincke_Hemmer_2021_Fachliche_Bildung.pdf [Accessed 9 March 2021].

Sajons, C., Janssen, S., Friege, G. & Komorek, M. (2021). Design-based research as a forward-looking approach in student laboratory research. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (eds.), Investigating and Further Developing Places and Processes of Out-of-School Learning ( Out-of-School Learning Places – Contributions to Didactics, Vol. 6), pp. 239–252. Münster Lit.

Striligka, A., Komorek, M. & Stavrou, D. (2021). Pupils’ learning processes when interacting with exhibits at the Science Centre. In S. Habig (ed.), Science Teaching and Teacher Training in a State of Flux? ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 41) (pp. 161–164). Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2021/TB2021_161_Striligka.pdf [Accessed 27 March 2021].

Striligka, A., Bliesmer, K., Sajons, C. & Komorek, M. (submitted). Adaptation of constructivist learning and teaching models for non-formal science education research. In P. Patrick (Ed.). Applying Learning Theories in Research Outside the Classroom. New York: Springer.

2020
Bliesmer, K. & Komorek, M. (2020). Educational Reconstruction of Currents and Structure Formations. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 1 (co-ed. A. De Ambrosis & O. Finlayson), pp. 40–49. Bologna: Alma Mater Studiorium – University of Bologna. Available online at: www.dropbox.com/s/v3rzoxz7ypxesc8/Strand%2001.pdf?dl=0 [Accessed: 26 February 2021].

Bliesmer, K. & Komorek, M. (2020). Reconstructing physical dynamics on the coast from a didactic perspective. In S. Habig (Ed.), Scientific Competences in Tomorrow’s Society (Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 40) (pp. 475–478). Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2020/TB2020_475_Bliesmer.pdf [Accessed: 26 February 2021].

Komorek, M. (2020). Investigating processes at out-of-school learning venues. In M. Jungwirth, N. Harsch, Y. Korflür, M. Stein (Eds.), Research.Learning.Teaching in Public Spaces – The Wider View (Publications on General Higher Education Didactics, Vol. 5), pp. 57–76. Münster: WTM-Verlag.

Komorek, M. (2020). Inquiry-based learning for out-of-school learning processes. In J. Dohnicht and B. Seelhorst (eds.), Education – a thing of the past? ( Seminar, Vol. 3/2020), pp. 133–147. Hohengehren: Schneider.

Roskam, A., Bliesmer, K. & Komorek, M. (2020). Climate Change and the Physical Dynamics of the COAST, the Wadden Sea and the Ocean as Topics for Extracurricular Learning. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 8 (co-ed. A. Laherto & E. Rybska) (pp. 883–888). Bologna: Alma Mater Studiorium – University of Bologna. Available online at: www.dropbox.com/s/dlgldaxq2grlju7/Strand%2008.pdf?dl=0 [Accessed 26 February 2021].

Sajons, C. & Komorek, M. (2020). Complementary networking and evaluation of out-of-school learning opportunities. In S. Habig (ed.), Scientific Competences in Tomorrow’s Society ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 40), pp. 709–712. Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2020/TB2020_709_Sajons.pdf [Accessed: 26 February 2021].

Sajons, C. & Komorek, M. (2020). Complementary networking of out-of-school learning environments. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 9 ( co-ed. J. Dillon & A. Zeyer) (pp. 1072–1078). Bologna: Alma Mater Studiorium – University of Bologna. Available online at: www.dropbox.com/s/xs4ubcjuok1usxo/Strand%2009%20ok%20new.pdf?dl=0 [Accessed: 26 February 2021].

Sajons, C., Richter, C. & Komorek, M. (2020). Extracurricular learning environments and schools in complementary networks. In H. Kaiser (Ed.), Extracurricular Learning Environments (Seminar, Vol. 2/2020) (pp. 19–33). Hohengehren: Schneider.

Smoor, S. & Komorek, M. (2020). Cyclical inquiry-based learning in the Oldenburg study module ‘Physics Education Research for Practice’. In B. Priemer & J. Roth (Eds.), Teaching and Learning Laboratories. Concepts and Their Effectiveness in STEM Teacher Education (pp. 263–281). Heidelberg: Springer.

Striligka, A., Komorek, M. & Stavrou, M. (2020). An Empirical Study on Learning Processes and Actions of Students Whilst Interacting with Exhibits at a Science Centre. In O. Levrini & G. Tasquier (Eds.), Electronic Proceedings of the ESERA 2019 Conference. The beauty and pleasure of understanding: engaging with contemporary challenges through science education, Part 11 (co-ed. L. Rokos & M. Ropohl) (pp. 1241–1246). Bologna: Alma Mater Studiorium – University of Bologna. Available online at: www.dropbox.com/s/t1s2gsiavympp7t/Strand%2011.pdf?dl=0 [Accessed 26 February 2021].

2019
Bliesmer, K. & Komorek, M. (2019). Reconstructing visitor flow patterns for exhibitions from a didactic perspective. In C. Maurer (ed.), Science education as a foundation for professional and social participation ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 39) (pp. 177–180). Regensburg: GDCP. Available online at: www.gdcp.de/images/tb2019/TB2019_177_Bliesmer.pdf [Accessed 26 February 2021].

Freckmann, J. & Komorek, M. (2019). An empirical investigation of language-sensitive planning in physics lessons. In C. Maurer (ed.), Science education as a foundation for professional and social participation ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 39) (pp. 253–256). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2019/TB2019_253_Freckmann.pdf [Accessed: 26 February 2021].

Freckmann, J. & Komorek, M. (2019). Language-sensitive teaching in physics lessons. In M. Butler & J. Goschler (Eds.), Language-sensitive subject teaching – opportunities and challenges from an interdisciplinary perspective, pp . 221–238. Heidelberg: Springer.

Richter, C. & Komorek, M. (2019). Teacher training in a three-part harmony – the SchAU project. In C. Maurer (ed.), Science Education as a Foundation for Professional and Social Participation ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 39), pp. 400–403. Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2019/TB2019_400_Richter.pdf [Accessed: 26 February 2021].

Richter, C. & Komorek, M. (2019). Networking in teacher training – the SchAU project. Lela Magazine. News from the Federal Association, 9(25), 6–7. Available online at: www.lela-magazin.de/download/LeLa.magazin.No25.pdf [Accessed: 26 February 2021].

Richter, C. & Komorek, M. (2019). Task competence of physics teachers at Hauptschulen and Realschulen. In T. Leuders, E. Christophel, M. Hemmer, F. Korneck & P. Labudde (Eds.), Subject-Specific Didactic Research in Teacher Education, pp . 183–194. Münster: Waxmann.

Roskam, A. & Komorek, M. (2019). Analysis of the learning process at the National Park Visitor Centre. In C. Maurer (ed.), Science Education as a Foundation for Professional and Social Participation ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 39), pp. 392–395. Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2019/TB2019_392_Roskam.pdf [Accessed: 26 February 2021].

Sajons, C. & Komorek, M. (2019). Complementary networking of out-of-school learning venues. LeLa Magazine. News from the Federal Association, 9(25), 4–5. Available online at: www.lela-magazin.de/download/LeLa.magazin.No25.pdf [Accessed: 26 February 2021].

Sajons, C. & Komorek, M. (2019). Design-based research in school science laboratories. In C. Maurer (ed.), Science education as a foundation for professional and social participation (Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 39), pp. 253–256. Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2019/TB2019_385_Sajons.pdf [Accessed: 26 February 2021].

Striligka, A., Stavrou, D. & Komorek, M. (2019). Empirical investigation of interactions with exhibits at the Science Centre. In C. Maurer (ed.), Science education as a foundation for professional and social participation ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 39) (pp. 400–403). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2019/TB2019_420_Striligka.pdf [Accessed 26 February 2021].

Striliga, A., Stavrou, D., Komorek, M. (2019). A study of students’ learning of scientific content during their interaction with exhibits at a science centre. {Study of scientific knowledge learning by students during their interaction with exhibits at a science centre.}Proceedings of the 11th Pan-Hellenic Conference on the Teaching of Natural Sciences & New Technologies in Education, Florina, 19–21 April 2019.

2018
Bliesmer, K. & Komorek, M. (2018). Simplified explanations of flows and the formation of structures. PhyDid B – Physics Education – Papers from the DPG Spring Conference. Available online at: www.phydid.de/index.php/phydid-b/article/view/875 [Accessed: 26 February 2021].

Bliesmer, K., Roskam, A. & Komorek, M. (2018). Simplified explanations of coastal structure formation and currents. In C. Maurer (Ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 38) (pp. 304–307). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_304_Bliesmer.pdf [Accessed 26 February 2021].

Freckmann, J. & Komorek, M. (2018). Planning communicative structuring processes in physics lessons. In C. Maurer (ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 38) (pp. 226–229). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_226_Freckmann.pdf [Accessed: 26 February 2021].

Komorek, M. & Röben, P. (2018). The GINT doctoral programme – Research into processes at out-of-school learning venues. In P. Gautschi, A. Rempfler, B. Sommer Häller & M. Wilhelm (Eds.), Practices of Learning in Non-School Learning Environments (Non-School Learning Environments – Contributions to Didactics, Vol. 5), pp. 229–240. Münster: LIT.

Komorek, M. & Röben, P. (2018). The GINT doctoral programme – Learning in informal spaces. In C. Maurer (ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 38) (pp. 632–635). Regensburg: University of Regensburg. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_632_Komorek.pdf [Accessed 26 February 2021].

Komorek, M. (2018). Understanding out-of-school learning processes in STEM disciplines – How to investigate and develop student laboratories and exhibitions? in Stavrou, D., Michailidis, A. & Kokolaki, A. (Eds). Proceedings of the 10th Pan-Hellenic Conference on the Didactics of Natural Sciences and New Technologies in Education – Bridging the Gap between Natural Sciences, Society and Educational Internships, pp. 1–12. Online: synedrio2017.enephet.gr/images/Internships-10ou-Synedriou_Teliko.pdf [26 February 2021].

Komorek, M., Freckmann, J., Hofmann, J., Niesel, V. & Richter, C. (2018). Modern physics and energy education as examples of the integration of subject matter and subject didactics. In I. Glowinski, A. Borowski, J. Gillen, S. Schanze & J. von Meien (Eds.), Coherence in university teacher education – the integration of specialised subject knowledge, subject didactics and educational sciences ( pp. 53–75). Potsdam: Universitätsverlag. Available online at: publishup.uni-potsdam.de/files/41426/kohaerenz_mono.pdf [Accessed 26 February 2021].

Richter, C., Sajons, C., Gorr, C.; Michelsen, C. & Komorek, M. (2018). Networking of extracurricular GINT learning venues. In C. Maurer (ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 38) (pp. 648–651). Regensburg: University of Regensburg. Available online at gdcp-ev.de/wp-content/tb2018/TB2018_648_Richter.pdf [Accessed 26 February 2021].

Roskam, A., Bliesmer, K. & Komorek, M. (2018). Learning in exhibitions: the case of the Wadden Sea National Park visitor centres – didactic reconstructions and empirical studies. In P. Gautschi, A. Rempfler, B. Sommer Häller & M. Wilhelm (eds.), Practices of Learning in Non-School Learning Environments (Non-School Learning Environments – Contributions to Didactics, Vol. 5), pp. 249–258. Münster: LIT.

Roskam, A., Bliesmer, K. & Komorek, M. (2018). Phenomenological and analogical learning in national park visitor centres. In C. Maurer (ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 38) (pp. 636–639). Regensburg: University of Regensburg. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_636_Roskam.pdf [Accessed 26 February 2021].

Sajons, C. & Komorek, M. (2018). Research-based development of school science laboratories. Lela Magazine. News from the Federal Association, 8(21), 3–9. Available online at: www.lela-magazin.de/download/LeLa.magazin.No21.pdf [Accessed: 26 February 2021].

Sajons, C. & Komorek, M. (2018). Characterisation of school science lab programmes as a basis for analysing supply-and-use processes. In P. Gautschi, A. Rempfler, B. Sommer Häller, M. Wilhelm (eds.) Learning Practices in Extracurricular Learning Environments (Extracurricular Learning Environments – Contributions to Didactics, Vol. 5) (pp. 259–269). Münster: Lit.

Sajons, C. & Komorek, M. (2018). Learning processes in the school laboratory – determining factors and modelling. In C. Maurer (ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 38) (pp. 448–451). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_448_Sajons.pdf [Accessed 26 February 2021].

Sajons, C., Stiefs, D. & Komorek, M. (2018). Objective structures, characteristics and procedures in school laboratories. In C. Maurer (Ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions (Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 38) (pp. 640–643). Regensburg: University of Regensburg. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_640_Sajons.pdf [Accessed 26 February 2021].

Smoor, S. & Komorek, M. (2018). An empirical investigation of cyclical inquiry-based learning in the teaching and learning laboratory. In C. Maurer (ed.), High-Quality Chemistry and Physics Teaching – Normative and Empirical Dimensions ( Proceedings of the Society for the Didactics of Chemistry and Physics; Vol. 38) (pp. 527–530). Regensburg: University of Regensburg. Available online at: gdcp-ev.de/wp-content/tb2018/TB2018_527_Smoor.pdf [Accessed 26 February 2021].

2017
Freckmann, J., Sajons, C., Bliesmer, K., Roskam, A. & Komorek, M. (2017). Sustainability education in the physiXS teaching and learning laboratory. In C. Maurer (Ed.), Implementation of subject-specific didactic innovation as reflected in research and practice ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 37) (pp. 552–555). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2017/TB2017_552_Freckmann.pdf [Accessed 26 February 2021].

Richter, C. & Komorek, M. (2017). Backbone – Maintaining a firm foundation in lesson planning. In: S. Wernke & C. Zierer (eds.). Lesson Planning. A Neglected Area of Competence?! Bad Heilbronn: Klinckhardt, 91–103.

Richter, C. & Komorek, M. (2017). Perspectives of physics teachers at Hauptschulen and Realschulen on tasks. In C. Maurer (ed.), Implementation of Subject-Specific Didactic Innovation as Reflected in Research and Practice ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 37) (pp. 416–419). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2017/TB2017_416_Richter.pdf [Accessed 26 February 2021].

Smoor, S. & Komorek, M. (2017). The influence of epistemic beliefs on planning processes in the learning laboratory. In C. Maurer (ed.), Implementation of subject-specific didactic innovation as reflected in research and practice ( Proceedings of the Society for the Didactics of Chemistry and Physics, Vol. 37) (pp. 260–263). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2017/TB2017_260_Smoor.pdf [Accessed 26 February 2021].

2016
Käpnick, F., Komorek, M., Leuchter, M., Nordmeier, V., Parchmann, I., Priemer, B., Risch, B. & Roth, J. (2016). Student laboratories as teaching and learning laboratories. In: C. Maurer (ed.), Authenticity and Learning – The Subject in Subject Didactics. Society for the Didactics of Chemistry and Physics, Annual Conference in Berlin 2015. (p. 512). University of Regensburg.

Mansholt, M. & Komorek, M. (2016). Adaptive teaching processes in the teaching and learning laboratory. In: C. Maurer (ed.), Authenticity and Learning – The Subject in Subject Didactics. Society for the Didactics of Chemistry and Physics, Annual Conference in Berlin 2015. (p. 101). University of Regensburg

Peters, S. & Komorek, M. (2016). Evaluation of theory-based learning materials. In: C. Maurer (ed.), Authenticity and Learning – The Subject in Subject Didactics. Society for the Didactics of Chemistry and Physics, Annual Conference in Berlin 2015. (p. 35). University of Regensburg.

Ruberg, T. & Komorek, M. (2016). The influence of practical placements on lesson planning by student teachers of physics. In: C. Maurer (ed.), Authenticity and Learning – The Subject in Subject Didactics. Society for the Didactics of Chemistry and Physics, Annual Conference in Berlin 2015. (p. 98). University of Regensburg.

Smoor, S. & Komorek, M. (2016). Inquiry-based learning among physics teacher training students in the teaching and learning laboratory. In: C. Maurer (ed.), Authenticity and Learning – The Subject in Subject Didactics. Society for the Didactics of Chemistry and Physics, Annual Conference in Berlin 2015. (p. 494). University of Regensburg.

2015
Komorek, M., Wilhelm, T., Hopf, M. & Ralle, B. (2015). Subject-specific didactic development research. In: S. Bernholt (ed.), Heterogeneity and Diversity – A Variety of Prerequisites in Science Teaching. Society for the Didactics of Chemistry and Physics, Annual Conference in Bremen 2014 (pp. 432–434). Kiel: IPN.

Mansholt, M. & Komorek, M. (2015). Adaptive planning and diagnostic processes in the teaching and learning laboratory. In: S. Bernholt (ed.), Heterogeneity and Diversity – A Variety of Prerequisites in Science Education. Society for the Didactics of Chemistry and Physics, Annual Conference in Bremen 2014 (pp. 289–291). Kiel: IPN.

Peters, S. & Komorek, M. (2015). Teaching materials for an introduction to the description of motion. In: S. Bernholt (ed.), Heterogeneity and Diversity – A Variety of Prerequisites in Science Teaching. Society for the Didactics of Chemistry and Physics, Annual Conference in Bremen 2014 (pp. 453–455). Kiel: IPN.

Ruberg, T. & Komorek, M. (2015). The influence of practical placement phases on lesson planning and reflection among physics teacher training students. In: S. Bernholt (ed.), Heterogeneity and Diversity – A Variety of Prerequisites in Science Education. Society for the Didactics of Chemistry and Physics, Annual Conference in Bremen 2014 (pp. 286–288). Kiel: IPN.

2014
Komorek, M. (2014). The development of diagnostic competence among physics teacher training students. In A. Fischer, C. Hößle, S. Jahnke-Klein, H. Kiper, M. Komorek, J. Michaelis, V. Niesel & J. Sjuts (Eds.), Diagnosis for effective teaching. Baltmannsweiler: Schneider, 67–86.

Komorek, M. (2014). Teaching and learning non-linear physics – a didactic reconstruction. Oldenburg: BIS-Verlag.

Schmit, S. & Komorek, M. (2014). Textbooks as learning materials for pupils and teachers – exemplary studies on the topic of ‘describing motion’. In S. Bernholt (ed.), Science education between science lessons and subject-specific teaching. Society for the Didactics of Chemistry and Physics, Annual Conference in Munich 2013 (pp. 363–365). Kiel: IPN.

2013
Fischer, A., Hößle, C., Jahnke-Klein, S., Kiper, H., Komorek, M., Michaelis, J., Niesel, V. & Sjuts, J. (in press). Diagnostics for effective teaching. Baltmannsweiler: Schneider.

Greinert, L., Tunke, C. & Komorek, M. (2013). Dual search by physics teachers in the hypothesis and experiment space. In S. Bernholt (ed.), Inquiry-based Learning – Research-based Learning. Society for the Didactics of Chemistry and Physics, Annual Conference in Hanover 2012. Kiel: IPN, 95–97.

Komorek, M. & Prediger, S. (eds.) (2013). The Long Road to Lesson Design – On the Rationale and Implementation of Subject-Specific Didactic Research and Development Programmes. Münster: Waxmann.

Komorek, M., Fischer, A. & Moschner, B. (2013). Subject-specific didactic structuring as a basis for lesson design. In M. Komorek & S. Prediger (Eds.), The Long Road to Instructional Design, Münster: Waxmann, 43–62.

Nawrath, D. & Komorek, M. (2013) Contextual orientation from the perspective of physics teachers. Journal of Science Education, 19, 235–259.

Nawrath, D. & Komorek, M. (2013). Structuring physics lessons: the role of context orientation in lesson design processes at lower secondary level. In M. Komorek & S. Prediger (eds.), The Long Road to Lesson Design, Münster: Waxmann, 219–236.

Pahl, E.-M. & Komorek, M. (2013). ‘Energy’ in general science and physics lessons. Lecturers’ conceptions of the concept of energy and its teaching in the classroom. In M. Komorek & S. Prediger (Eds.), The Long Road to Lesson Design, Münster: Waxmann, 237–256

Peters, S., Schmit, S. & Komorek, M. (2013). Didactically designed learning materials for physics lessons. In S. Bernholt (ed.), Inquiry-based Learning – Research-based Learning. Society for the Didactics of Chemistry and Physics, Annual Conference in Hanover 2012. Kiel: IPN, 428–430.

Prediger, S., Komorek, M., Fischer, A., Hinz, R., Hußmann, S., Moschner, B., Ralle, B. & Thiele, J. (2013). The Long Road to Instructional Design. On the Rationale and Implementation of Subject-Specific Research and Development Programmes. In M. Komorek & S. Prediger (Eds.), The Long Road to Instructional Design, Münster: Waxmann, 9–24.

Richter, C. & Komorek, M. (2013). Task competence in physics subject groups at Haupt- and Realschulen. In S. Bernholt (ed.), Inquiry-based Learning – Research-based Learning. Society for the Didactics of Chemistry and Physics, Annual Conference in Hanover 2012. Kiel: IPN, 644–646.

Schmit, S., Peters, S. & Komorek, M. (2013). Physics textbooks as learning materials!? In S. Bernholt (ed.), Inquiry-based Learning – Research-based Learning. Society for the Didactics of Chemistry and Physics, Annual Conference in Hanover 2012. Kiel: IPN, 425–427.

2012
Drieling, J. & Komorek, M. (2012). Education for Sustainable Development Agency – NASCH sustainable pupil-run companies. In S. Bernholt (ed.), Concepts for the Didactic Structuring of Subject Teaching, Society for Chemistry and Physics, Münster: Lit, 413–415.

Duit, R., Gropengießer, H., Kattmann, U., Komorek, M. & Parchmann, I. (2012). The Model of Educational Reconstruction – A Framework for Improving Teaching and Learning Science. In Jorde, D. & Dillon, J. (Eds.). Science Education Research and Practice in Europe. Rotterdam: Sense Publishers, 13–38.

Fischer, A. & Komorek, M. (2012). Design and implementation of the OLAW joint project. In: Bernholt, Sascha (ed.), Concepts for subject-specific didactic structuring in the classroom. Proceedings of the Annual Conference of the Society for the Didactics of Chemistry and Physics in Oldenburg 2011, LIT-Verlag: Münster, 152–154.

Komorek, M. (2012). Oldenburg Teaching and Learning Laboratories (OLELA). In S. Bernholt (ed.), Concepts of subject-specific didactic structuring for teaching. Münster: LIT-Verlag, 128–130

Komorek, M. (2012). ProfaS – Subject-specific didactic structuring for schools and teacher training. In S. Bernholt (ed.), Concepts of subject-specific didactic structuring for teaching. Münster: LIT-Verlag, 527–529.

Komorek, M. (2012). Energy Education Project for Sustainable Development. In S. Bernholt (ed.), Concepts of Subject-Specific Didactic Structuring for Teaching. Münster: LIT-Verlag, 394–396.

Niesel, V. & Komorek, M. (2012). The Energieparcours-Nordwest.de. In S. Bernholt (ed.), Concepts for the Didactic Structuring of Subject Teaching. Münster: LIT-Verlag, 410–412.

Pahl, E.-M, Lüschen, I., Kaiser, A. & Komorek, M. (2012). Energy in general science and physics lessons. In S. Bernholt (ed.), Concepts for subject-specific didactic structuring in the classroom. Münster: LIT-Verlag, 407–409.

Pahl, E.-M. & Komorek, M. (2012). Subjective beliefs of general studies and physics teachers on the topic of energy. In S. Bernholt (ed.), Concepts of subject-specific didactic structuring for teaching. Münster: LIT-Verlag, 275–277.

Pahl, E.-M., Lüschen, I., Komorek, M. & Kaiser, A. (2012). ‘Renewable energies’ in the transition from primary to lower secondary school. Oldenburg: DIZ.

Peters, S., Schmit, S. & Komorek, M. (2012). Learning physics with differently structured materials. In S. Bernholt (ed.), Concepts of subject-specific didactic structuring for teaching. Münster: LIT-Verlag, 71–73.

Richter, C. & Komorek, M. (2012). Task competence in physics subject groups at Hauptschulen and Realschulen. In S. Bernholt (ed.), Concepts of subject-specific didactic structuring for teaching. Münster: LIT-Verlag, 536–538

Richter, C. & Komorek, M. (2012): The Journey to the Planet Magneton: context-oriented learning tasks for physics lessons in lower secondary education. Oldenburg: Didaktisches Zentrum.

Schmit, S., Peters, S. & Komorek, M. (2012). On the structuring of learning processes through tasks. In S. Bernholt (ed.), Concepts of subject-specific didactic structuring for the classroom. Münster: LIT-Verlag, 68–70.

2011
Komorek, M. & Michaelis, J. (2011). The OLAW joint project – developing diagnostic and support skills. In D. Höttecke (ed.), Science education as a contribution to shaping participatory democracy. Proceedings of the annual conference of the Society for the Didactics of Chemistry and Physics in Potsdam 2010, LIT-Verlag: Münster, 211–213.

Komorek, M. (2011). Towards a Shapable Future with the Energy Education Project. In M. Komorek, V. Niesel & K. Rebmann (Eds.), Energy Education for a Shapable Future. Oldenburg: Didaktisches Zentrum, 9–24.

Komorek, M. (2011). The ‘Energy Education’ project for sustainable development. In S. Bernholt (ed.), Concepts for subject-specific didactic structuring in the classroom, Society for Chemistry and Physics, Münster: Lit, 394–397.

Komorek, M. (2011). Pupil Laboratories as Extracurricular Learning Environments. In A. Fischer, V. Niesel & S. Sjuts (eds.). Teaching and Learning Laboratories and Their Significance for Schools and Teacher Training. A Review within the OLAW Joint Project. Oldenburg, pp. 13–18.

Komorek, M., Niesel, V. & Rebmann, K. (Eds.) (2011). Energy education for a future we can shape. Oldenburg: BIS-Verlag, University of Oldenburg.

Model, G., Komorek, M., Osewold, D., & Witte, L. (2011). Teaching and Learning Laboratories and Their Significance for Schools and Teacher Training. In M. Komorek, V. Niesel & K. Rebmann, K. (eds.), Energy Education for a Shapable Future. Oldenburg: Didactic Centre.

Nawrath, D. & Komorek, M. (2011). Contextual orientation for physics teaching: a didactic reconstruction. In D. Höttecke (ed.), Science education as a contribution to shaping participatory democracy. Münster: LIT-Verlag. 208–210.

Nawrath, D. & Komorek, M. (eds.) (2011). Humans as Energy Converters. A teaching concept for physics lessons in Years 7 and 8. Oldenburg Publications 593/11. Oldenburg: Didactic Centre.

Osewold, D. & Komorek, M. (2011): Seminar concept for the design and evaluation of teaching, learning and experimental situations (Physics workshop). In A. Fischer, V. Niesel & S. Sjuts (Eds.), Teaching and learning laboratories and their significance for schools and teacher training. A review within the OLAW joint project. Oldenburg, 99–106.

Pahl, E.-M. & Komorek, M. (2011). Energy in general studies and in physics lessons – the ‘energie.bildung’ project. In D. Höttecke (ed.), Science Education as a Contribution to the Shaping of Participatory Democracy. Münster: LIT-Verlag. 202–204.

Pahl, E.-M., Peters, S. & Komorek, M. (2011). Energy in general and subject-specific teaching – shaping transitions. Science in the Classroom – Chemistry 22, 11–15.

Peters, S. & Komorek, M. (2011). energie.bildung – Economic Aspects in Physics Lessons. In D. Höttecke (ed.), Science Education as a Contribution to the Development of Participatory Democracy. Münster: LIT-Verlag, 205–207.

2010
Komorek, M. & Parchmann, I. (2010). The ‘energie.bildung’ project. In: D. Höttecke (ed.), The Development of Scientific Thinking between Phenomenon and Systematics (pp. 194–196). Münster: LIT-Verlag.

Nawrath, D. & Komorek, M. (2010). Subject-specific didactic structuring processes – contexts in physics lessons. In: D. Höttecke (ed.), The Development of Scientific Thinking between Phenomenon and Systematics (pp. 233–235). Münster: LIT-Verlag.

Pahl, E.-M. & Komorek, M. (2010). The ‘energie.bildung’ project – Physics in the context of ‘energy education’. In D. Höttecke (ed.). The Development of Scientific Thinking between Phenomenon and Systematics. Society for the Didactics of Chemistry and Physics. Münster: LIT.

2009
Komorek, M. (2009). Mixing colours on the computer. Factual information and suggested experiments. Natural Sciences in the Classroom – Physics 110 , 35–37.

Komorek, M. (2009). Teaching colour. Didactic potential of a multifaceted topic. Science in the Classroom – Physics 110, 4–7.

Komorek, M. (ed.) (2009). Colour. Science in the Classroom – Physics, Issue 110, Friedrich-Verlag.

Krajnova, A. & Komorek, M. (2009). Didactic reconstruction in the field of nanoscience. In: D. Höttecke (ed.), Chemistry and Physics Didactics for Teacher Training (pp. 173–175). Münster: LIT-Verlag.

2008
Komorek, M. & Kattmann, U. (2008). The Model of Educational Reconstruction. In: S. Mikelskis-Seifert, U. Ringelband & M. Brückmann (Eds.) Four Decades of Research in Science Education – from Curriculum Development to Quality Improvement, Münster: Waxmann, 171–188.

Komorek & Parchmann (2008). The Model of Educational Reconstruction. A research model for investigating students’ and teachers’ conceptual ideas. In B. Ralle & I. Eilks (Eds.) Promoting Successful Science Education – The Value of Science Education, Aachen: Shaker, 169–182.

Komorek, M. (Ed.) (2008). Proceedings of the International ProDid Workshop on Educational Reconstruction in Seefeld 2008. Oldenburg: BIS-Verlag/diz.

Krajnova, A. & Komorek, M. (2008). Modern Physics in Schools: The Example of Nanoscience. In: M. Komorek (Ed.). Proceedings of the International ProDid Workshop on Educational Reconstruction in Seefeld 2008. Oldenburg: BIS-Verlag/diz.

Krajnova, A., Drieling, I. & Komorek, M. (2008). Didactic reconstruction in the field of nanoscience. In: D. Höttecke (ed.), Competences, Competence Models, Competence Development (pp. 308–310). Münster: LIT-Verlag.

Nawrath, D. & Komorek, M. (2008). Planning and reflection on context-based physics lessons. In: M. Komorek (Ed.) (2008). Proceedings of the International ProDid Workshop on Educational Reconstruction in Seefeld 2008. Oldenburg: BIS-Verlag/diz.

Nawrath, D. & Komorek, M. (2008). Professional learning in the piko-OL project. In: D. Höttecke (ed.), Competences, Competence Models, Competence Development (pp. 119–121). Münster: LIT-Verlag.

Stavrou, D., Duit, R. & Komorek, M. (2008). A teaching and learning sequence on the interplay of chance and determinism in non-linear systems. *Physics Education* 43(4), 417–422.

2007
Komorek, M. (2007). Experiences with standards in Anglo-American countries. Naturwissenschaften im Unterricht – Physik 97, 37–39

Komorek, M., Parchmann, I. & Kattmann, U. (2007). Didactic reconstruction – experiences and perspectives. In: D. Höttecke (ed.), Science Teaching in an International Comparison (pp. 235–237). Münster: LIT-Verlag.

Nawrath, D. & Komorek, M. (2007). Context-oriented physics teaching and professional learning. In: V. Nordmeier & A. Oberländer (eds.): Didactics of Physics. CD accompanying the DPG conference in Regensburg 2007. Berlin: Lehmanns, n.p.

2006
Bobertz, K., Vogt, K. & Komorek, M. (2006). Teaching chaos and structure formation. Natural Sciences in the Classroom – Physics 94, 12–14.

Komorek, M. & Krüger, A. (2006). Chaos and Structure Formation. Science in the Classroom – Physics 94, 4–8.

Komorek, M. (2006). Chaos and structure formation in schools. Science in the Classroom – Physics 94, 9–11.

Komorek, M. (ed.) (2006). Chaos & Structure. Science in the Classroom: Physics, Issue 94. Friedrich-Verlag.

Wilbers, J., Bücker, N., Komorek, M., Duit, R. & Stadler, H. (2006). The chaotic magnetic pendulum. Science in the Classroom – Physics 94, 15–19.

2005
Duit, R., Euler, M., Mikelskis-Seifert, S., Müller, C. T., Bell, T., Friege, G., Komorek, M., Girwidz, R., Reinhold, P., Schön, L. & Wodzinski, R. (2005). Physics in Context: A programme for improving physics instruction in Germany. In R. Pintó & D. Couso (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students’ Interests in Learning Science, Barcelona: UAB; Univ. Pomeu Fabra, 381–383.

Komorek, M. & Nentwig, P. (2005). PISA 2006: A comparison of scientific competences and skills. In: A. Pitton (ed.), The Relevance of Research Findings in Subject Didactics for Teacher Education (pp. 469–471). Münster: LIT-Verlag.

Stavrou, D., Komorek, M. & Duit, R. (2005). Didactic reconstruction of the interplay between chance and regularity in non-linear dynamics. Journal of Science Education, 11, 147–164.

Stavrou, D., Komorek, M. & Duit, R. (2005). Implications of a teaching sequence on the interplay of determinism and chance in non-linear systems. In R. Pintó & D. Couso (Eds.), Proceedings of the Fifth International ESERA Conference on Contributions of Research to Enhancing Students’ Interests in Learning Science, Barcelona: UAB; Univ. Pompeu Fabra, 243–245.

2004
Komorek, M. & Duit, R. (2004). Fractals as a gateway to ordered disorder. In: H. Gropengießer, A. Janßen-Bartels & E. Sander (eds.) Teaching for Life. Cologne: Aulis, 151–162.

Komorek, M. & Duit, R. (2004). The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in the domain of non-linear systems. International Journal of Science Education 26(5), 619–633.

Komorek, M. (2004). “Physics in Context” – A programme to promote basic scientific literacy through physics teaching. In: A. Pitton (ed.), Research in Chemistry and Physics Didactics and Scientific Literacy (pp. 215–217). Münster: LIT-Verlag.

Komorek, M., Duit, R. & Stadler, H. (2004). Explaining a chaotic system. In: Gropengießer et al. (eds.) Scientific Inquiry. Seelze-Velber: Friedrich, 100–103.

Müller, C.T., Mikelskis-Seifert, S., Duit, R., Euler, M., Friege, G. & Komorek, M. (2004). Physics in Context – A programme to promote basic scientific literacy through physics teaching. DPG: Conference CD ‘Didactics of Physics’, n.p.

Stavrou, D., Komorek, M. & Duit, R. (2004). An empirical study on teaching the interplay of determinism and chance in non-linear systems. In: Tselfes, V., Kariotoglou, P. & Patsadakis, M. (Eds.) Natural Sciences: Teaching, Learning & Education. Proceedings of the 4th National Conference, Athens, 26–28 November. Vol. 1, Athens: National and Kapodistrian University of Athens, 176–182.

2003
Komorek, M., Duit, R. & Stadler, H. (2003). Explaining a chaotic system. Naturwissenschaften im Unterricht – Physik 74, 30–31.

Komorek, M., Stavrou, D. & Duit, R. (2003). Nonlinear physics in upper secondary physics classes: Educational reconstruction as a framework for development and research in a study of teaching and learning basic ideas of non-linearity. In: D. Psillos, P. Kariotoglou, V. Tselfes, E. Hatzikraniotis, G. Fassoulopoulos & M. Kallery (Eds.): Science Education Research in the Knowledge-Based Society. Dordrecht (The Netherlands): Kluwer Academic Publishers, 269–276.

Komorek, M., Vogt, H. & Duit, R. (2003). Understanding modern concepts of order. In: A. Pitton (ed.), Extracurricular learning in physics and chemistry (pp. 296–298). Münster: LIT-Verlag.

Stavrou, D., Komorek, M. & Duit, R. (2003). Pupils’ conceptions of the interplay between determinism and chance. In: A. Pitton (ed.), Extracurricular Learning in Physics and Chemistry (pp. 299–301). Münster: LIT-Verlag.

2002
Komorek, M., Korneck, F. & Nordmeier, V. (2002). Report on the workshop ‘Non-linear physics, education and enhancing pupils’ competences’. In: V. Nordmeier (ed.) Physics Education – Leipzig 2002, CD accompanying the spring conference of the Physics Education Section of the German Physical Society. Berlin: Lehmanns Fachbuchhandlung.

Komorek, M., Stavrou, D. & Duit, R. (2002). Non-linear physics in schools: co-operation between school practice and subject-specific didactic research. In: R. Brechel (ed.), On the Didactics of Physics and Chemistry: Problems and Perspectives (pp. 269–271). Alsbach: Leuchtturmverlag.

Komorek, M., Stavrou, D. & Duit, R. (2002). Teaching non-linear physics: Results of a co-operation between school practice and subject-specific didactic research. In: V. Nordmeier: Papers from the DPG Physics Conference, CD accompanying the conference in Bremen, March 2001. Berlin: Lehmanns Fachbuchhandlung, n.p.

Komorek, M., Wendorff, L. & Duit, R. (2002). Expert survey on the educational value of nonlinear physics. Journal of Science Education 8, 33–51.

Stavrou, D., Komorek, M. and Duit, R. (2002). Determinism and Chance in a Study on Teaching Nonlinear Systems. Paper presented at the 3rd Pan-Hellenic Conference on the Didactics of Science and the Application of New Technologies in Education, Rethymno, Greece.

Wendorff, L., Komorek, M. & Duit, R. (2002). Expert survey on the educational value of nonlinear physics. In: R. Brechel (ed.), On the Didactics of Physics and Chemistry: Problems and Perspectives (pp. 120–122). Alsbach: Leuchtturmverlag.

Wodzinski, R., Horstendahl, M., Korneck, F., Nordmeier, V. & Komorek, M. (2002). B.A./M.A. degree structure — opportunity or threat to teacher training meeting subject-specific didactic standards? Part 1: Background Information. In: R. Brechel (ed.), On the Didactics of Physics and Chemistry: Problems and Perspectives (pp. 360–362). Alsbach: Leuchtturmverlag.

Wodzinski, R., Horstendahl, M., Korneck, F., Nordmeier, V. & Komorek, M. (2002). The B.A./M.A. degree structure — opportunity or threat to teacher training meeting subject-specific didactic standards? Part 2: Results of the workshop. In: R. Brechel (ed.), On the Didactics of Physics and Chemistry: Problems and Perspectives (pp. 363–365). Alsbach: Leuchtturmverlag.

2001
Behrendt, H., Dahncke, H., Duit, R., Gräber, W., Komorek, M., Kross, A. & Reiska, P. (Eds.) (2001): Research in Science Education in the Past, Present and Future. Dordrecht (The Netherlands): Kluwer Academic Publishers.

Duit, R., Roth, W.-M., Komorek, M. & Wilbers, J. (2001). Fostering conceptual change through analogies – between Scylla and Charybdis. *Learning and Instruction* 11, 283–303.

Komorek, M. (2001). Book review of ‘Mad about physics – Braintwisters, Paradoxes, and Curiosities’ by C. P. Jargodski and F. Potter, Physikalische Blätter 12 (57), 68.

Komorek, M., Duit, R., Bücker, N. & Naujack, B. (2001). Studies of learning processes in the field of fractals. In: Helga Behrendt, Helmut Dahncke, Reinders Duit, Wolfgang Gräber, Michael Komorek, Angela Kross & Priit Reiska (Eds.): Research in Science Education – Past, Present, and Future. Dordrecht (The Netherlands): Kluwer Academic Publishers, 95–100.

Komorek, M., Stavrou, D. & Duit, R. (2001). Nonlinear physics in upper secondary physics classes: Educational reconstruction as a framework for development and research in a study of teaching and learning basic concepts of non-linearity. In: D. Psillos et al. (Eds.): Science Education in the Knowledge-Based Society. Proceedings of the Second International Conference of the European Science Education Research Association (ESERA). Vol. II, 483–485. Thessaloniki: Aristotle University of Thessaloniki.

2000
Duit, R. & Komorek, M. (2000). Understanding the limited predictability of chaotic systems. Der mathematisch-naturwissenschaftliche Unterricht MNU 53(2), 94–102. (Reprinted in PLUS LUCIS 1/2004, 7–14)

Komorek, M. (2000). Chaos theory in educational literature. Bibliography, 4th edition. Kiel: IPN.

Komorek, M. (2000). Innovative physics teaching for the new century. Klett Journal for Physics Teaching, Issue No. 15, 9–10.

1999
Bücker, N., Komorek, M. & Duit, R. (1999). Experiments, simplifications and pupils’ conceptions in the field of fractal growth. In: R. Brechel (ed.): On the Didactics of Physics and Chemistry – Papers from the GDCP Annual Conference in Essen 1998, Alsbach: Leuchtturm, 229–231.

Duit, R., Komorek, M., Wilbers, J. & Roth, W.-M. (1999). On the role of analogies in teaching the basic ideas of chaos theory. In: R. Duit & J. Mayer (eds.): Studies in Science Learning and Interest Research. Autumn Conference of the AEPF in Salzburg 1996, Kiel: IPN, 44–64.

Komorek, M. (1999). A study of the learning process relating to deterministic chaos. Journal of Science Education 5(3), 3–22.

Komorek, M., Behrendt, H., Dahncke, H., Duit, R., Gräber, W. & Kross, A. (Eds.) (1999). Research in Science Education – Past, Present, and Future. Proceedings of the Second International Conference of the European Science Education Research Association (ESERA). Volumes 1 and 2. Also available at: www.ipn.uni-kiel.de/projekte/esera/book/eserabook.htm

Komorek, M., Duit, R., Bücker, N. & Naujack, B. (1999). Studies of learning processes in the field of fractals. In M. Komorek et al. (Eds.): Research in Science Education – Past, Present, and Future. Proceedings of the Second International Conference of the European Science Education Research Association (ESERA). Volume 1, 131–133.

1998
Duit, R., Komorek, M., Wilbers, J., Roth, W.-M. & Stadler, H. (1998). Constructivist classroom analyses. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Papers from the 1997 GDCP Annual Conference in Potsdam, Alsbach: Leuchtturm, 304–306.

Duit, R., Roth, W.-M., Komorek, M. & Wilbers, J. (1998). Conceptual change and discourse analysis to understand cognition in a unit on chaotic systems: Towards an integrative perspective on learning in science. International Journal of Science Education 20(9), 1059–1073.

Komorek, M. (1998). Minutes of the closing discussion at the symposium ‘Investigations into pupils’ conceptions of biology and physics’. In: R. Duit & J. Mayer (eds.): Studies on learning and interest in the natural sciences. AEPF Autumn Conference in Salzburg 1996, 99–102.

Komorek, M., Duit, R. & Schnegelberger, M. (Eds.) (1998). Fractals in the Classroom – On the Didactic Significance of the Concept of Fractals. IPN Materials. Kiel: IPN.

Naujack, B., Komorek, M. & Duit, R. (1998). Micro-lessons on fractals. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Papers from the 1997 GDCP Annual Conference in Potsdam, Alsbach: Leuchtturm, 301–303.

1997
Duit, R. & Komorek, M. (1997). A learning process study on elementary features of chaos theory. Physics Bulletin; People’s Republic of China, 21–22 (in Chinese).

Duit, R. & Komorek, M. (1997). Understanding the basic ideas of chaos theory in a study of limited predictability. International Journal of Science Education 19, 247–264.

Duit, R., Komorek, M. & Wilbers, J. (1997). Studies on the didactic reconstruction of chaos theory. Journal of Science Education 3(3), 19–34.

Duit, R., Komorek, M. & Wilbers, J. (1997). Studies on the educational reconstruction of chaos theory. Research in Science Education 27(3), 339–357.

Duit, R., Komorek, M., Wilbers, J. & Roth, W.-M. (1997). The Crux of the Mercedes Star – a teaching unit on deterministic chaos. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Proceedings of the GDCP Conference in Bremen 1996. Alsbach: Leuchtturm, 344–346.

Duit, R., Komorek, M., Wilbers, J. & Roth, W.-M. (1997). Analogy-induced conceptual change during a unit on chaos theory. Paper presented at the annual meeting of the American Educational Research Association (AERA), Chicago.

Duit, R., Komorek, M., Wilbers, J. & Roth, W.-M. (1997). Conceptual change during a unit on chaos theory induced by means of analogies. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), Chicago.

Duit, R., Komorek, M., Wilbers, J. & Roth, W.M. (1997). Students investigate the behaviour of chaotic systems. In: S. Oblak, M. Hribar, K. Luchner & M. Munih (Eds.). New ways of teaching physics. Proceedings of the GIREP-ICPE International Conference 1996 in Ljubljana. Ljubljana, Slovenia: Board of Education of Slovenia, 375–377.

Duit, R., Komorek, M., Wilbers, J., Roth, W.M. & Stadler, H. (1997). A teaching unit on the limited predictability of chaotic systems for Year 10. In: Willer, J.: Didactics of Physics – Papers from the 1997 Physics Conference in Berlin. Berlin: Berlin University of Technology, Institute of Physics and Teacher Training, 276–281.

Kattmann, U., Duit, R., Gropengießer, H. & Komorek, M. (1997). The Model of Didactic Reconstruction – A Framework for Research and Development in Science Education. Journal of Science Education 3(3), 3–18.

Komorek, M. & Duit, R. (1997). A study of the learning process relating to deterministic chaos. In: Willer, J.: Physics Education – Papers from the 1997 Physics Conference in Berlin. Berlin: Berlin University of Technology, Institute of Physics and Teacher Training, 282–287.

Komorek, M. (1997). Simplification and learning processes in the field of deterministic chaos. Doctoral thesis. Kiel: IPN.

Komorek, M., Wilbers, J. & Duit, R. (1997). Didactic reconstruction in the field of chaos theory. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Papers from the GDCP Conference in Bremen 1996. Alsbach: Leuchtturm, 128–130.

Naujack, B., Katscher, T., Komorek, M. & Duit, R. (1997). Studies on the teaching of the concept of fractals. In: Willer, J.: The Didactics of Physics – Papers from the 1997 Physics Conference in Berlin. Berlin: Berlin University of Technology, Institute for the Didactics of Physics and Teacher Training, 294–299.

Thomas, R., Duit, R. & Komorek, M. (1997). MagPen – a computer simulation of the chaotic magnetic pendulum. Proceedings of the 1997 Physics Conference in Berlin. German Physical Society, 300–303.

Wilbers, J., Komorek, M. & Duit, R. (1997). Analogies in chaos theory. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Proceedings of the GDCP Conference in Bremen 1996. Alsbach: Leuchtturm, 380–382.

1996
Duit, R., Komorek, M. & Wilbers, J. (1996). Students investigate the behaviour of chaotic systems. In: S. Oblak, M. Hribar & K. Luchner (Eds.) Proceedings of the conference: New ways of teaching physics, Ljubljana, Slovenia.

Katscher, T., Komorek, M. & Duit, R. (1996). Didactic investigations into the concept of fractals. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Papers from the GDCP Conference in Dresden 1995. Alsbach: Leuchtturm, 258–260.

Kattmann, U., Duit, R., Gropengießer, H. & Komorek, M. (1996). Educational reconstruction – bringing together issues of scientific clarification and students’ conceptions. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), St Louis.

Komorek, M. & Duit, R. (1996). Conceptual change or conceptual growth – students’ pathways towards understanding the limited predictability of chaotic systems. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), St Louis.

Komorek, M. & Grosse, S. (1996). Pupils’ conceptions of Laplace’s demon. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Proceedings of the GDCP Conference in Dresden 1995. Alsbach: Leuchtturm, 255–257.

Komorek, M. (1996). Chaos theory in educational literature. A bibliography. 3rd ed. Kiel: IPN.

Komorek, M. (1996). Chapter ‘Non-linear Physics’ in *Klett Impulse Physik 2*, a textbook for upper secondary level (1996/97), Stuttgart: Klett, 321–328 (in the complete volume).

Thomas, R., Duit, R., Komorek, M., Roth, W.-M. & Wilbers, J. (1996). The chaotic magnetic pendulum – MagPen: a simulation programme. Naturwissenschaften im Unterricht – Physik 36, 21–27.

1995
Duit, R. & Komorek, M. (1995). Understanding elementary features of chaos theory by analogical reasoning. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco.

Kattmann, U., Duit, R., Gropengießer, H. & Komorek, M. (1995). A model of educational reconstruction. Paper presented at the annual meeting of the National Association for Research in Science Teaching (NARST), San Francisco.

Komorek, M. & Duit, R. (1995). A learning process study on elementary features of chaos theory. Paper presented at the conference ‘Science Education Research in Europe’, Leeds, UK.

Komorek, M. & Duit, R. (1995). A study of the learning process relating to elementary ideas in chaos theory. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Proceedings of the GDCP Conference in Freiburg 1994. Alsbach: Leuchtturm, 328–330.

Komorek, M. & Duit, R. (1995). How analogies help to understand a magnetic chaos pendulum.

Duit, R. & Komorek, M. (1 994). Constructivist-informed research on students’ understanding of basic ideas of chaos theory. In H.-J. Schmidt (Ed.): Problem solving and misconceptions in chemistry and physics. Hong Kong: ICASE, 49–68.

Komorek, M. (1994). Chaos in schools – ideas and educational objectives. Computers and Teaching 14, 9–13.

Komorek, M., Cornilsen, C. & Duit, R. (1994). Learning the basic ideas of chaos theory. In: J. Bruhn (ed.): Didactics of Physics, Proceedings of the Physics Conference in Hamburg 1994. Bad Honnef: German Physical Society, 343–348.

Komorek, M., Cornilsen, C. & Duit, R. (1994). Studies of learning processes in the field of deterministic chaos. In: H. Behrendt (ed.): On the Didactics of Physics and Chemistry, Papers from the GDCP Conference in Kiel 1993. Alsbach: Leuchtturm, 350–352.

1993
Duit, R., Cornilsen, C. & Komorek, M. (1993). ‘Chaos Theory’ in Year 10 – On the limited predictability of chaotic systems. Science in the Classroom – Physics 19, 37–39.

Komorek, M. & Duit, R. (1993). Learning process studies in the field of deterministic chaos. Paper presented at the annual meeting of the National Association of Research in Science Teaching (NARST), Atlanta.

Komorek, M. & Duit, R. (1993). Studies of learning processes in the field of chaos theory. In: G. Kurz (ed.): Didactics of Physics, Proceedings of the Physics Conference in Esslingen 1993. Bad Honnef: German Physical Society, 509–514.

1992
Burandt, B., Komorek, M., Schnabel, B., Press, W. & Boysen, H. (1992). High-resolution X-ray investigations on the supersatellite reflections of labradorite. Zeitschrift für Kristallographie 200, 141–156.

Komorek, M. (1992). High-resolution X-ray diffraction study of the supersatellites of labradorite. Diplom thesis. Kiel: Christian-Albrechts-University.

Member of the board of the BNE-Agency Niedersachsen

Co-editor of the journal "Unterricht Physik" (Seelze: Friedrich-Verlag)

Member of the advisory board of the "Zeitschrift für Didaktik der Naturwissenschaften - ZfDN" (Kiel: IPN)

Member of the Society for Didactics of Chemistry and Physics GDCP

Member of the German Physical Society

Member of the European Science Education Research Association ESERA