2021
Beyer, L., Gorr, C., Kather, C., Komorek, M., Röben, P. & Selle, S. (eds.) (2021). Researching and developing places and processes of extracurricular learning (Extracurricular learning places - contributions to didactics, vol. 6). Münster: Lit.

Beyer, L., Gorr, C., Kather, C., Komorek, M., Röben, P. & Selle, S. (2021). Extracurricular learning centres and the further development of the educational landscape. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (Eds.), Orte und Prozesse außerschulischen Lernens erforschen und weiterentwickeln (Extracurricular 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 extracurricular learning centres. In S. Dannemann, J. Heeg & Y. von Roux (eds.), Das Modell der Didaktischen Rekonstruktion - Rahmen und Impulsgeber für die Entwicklung von Fachdidaktik und Unterricht; HLT - Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, 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.), Orte und Prozesse außerschulischen Lernens erforschen und weiterentwickeln (Extracurricular learning places - contributions to didactics, vol. 6.), pp. 49-58. Münster Lit.

Bliesmer, K. & Komorek, M. (2021). Didactic reconstruction for the further development of extracurricular learning places on the coast. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Specialised education and digital transformation. Fachdidaktische Forschung und Diskurse (Conference of the Society for Specialised Didactics 2020), pp. 161-164 . Regensburg: University of Regensburg. 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 extracurricular learning locations. In S. Habig (Ed.), Science education and teacher training in transition? (Conference proceedings of the Society for 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: 27.3.21].

Komorek, M. & Sajons, C. (2021). Complementary networking of extracurricular learning opportunities. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Subject-specific education and digital transformation. Fachdidaktische Forschung und Diskurse (Symposium of the Gesellschaft für Fachdidaktik 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: 9.3.2021].

Komorek, M. (2021). Didactic reconstruction. In Woitkowski, D. & Vogelsang, C. (Eds.) Zentrale Themen der Ideengeschichte physikdidaktischer Forschung in Deutschland anhand ausgewählter Originalquellen. S. 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). Model of adaptive-cyclical research-based learning for the professionalisation of prospective physics teachers. In H. Rautenstrauch (Ed.) Forschendes Lernen in der Universität - Ein fach- und fachrichtungsbezogene Blick auf die Lehrkräftebildung. (p. xx) Flensburg: Europa-Universität Flensburg.

Roskam, A. & Komorek, M. (2021). Actions and cognitive processing
of visitors in an exhibition on physical dynamics in national park houses. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Subject-specific education and digital transformation. Fachdidaktische Forschung und Diskurse (Symposium of the Gesellschaft für Fachdidaktik 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: 9.3.2021].

Roskam, A. & Komorek, M. (2021). Learning process analysis of flow experiments in the National Park House. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (Eds.), Orte und Prozesse außerschulischen Lernens erforschen und weiterentwickeln (Extracurricular learning places - contributions to didactics, vol. 6.) (pp. 137-146). Münster Lit.

Richter, C. & Komorek, M. (2021, in print). Self-perception and external perception in the school internship - a tool for self-reflection as an occasion for mentoring discussions. In B. Brouër et. al. (Eds.) Cooperation between university and school mentors in the practical phases of teacher training (pp. 128 - 140). Weinheim: Beltz.

Sajons, C. & Komorek, M. (2021) Context-orientated self-directed problem solving in student labs - A design-based research approach. In C. Maurer, K. Rincke & M. Hemmer (Eds.), Subject-specific education and digital transformation. Fachdidaktische Forschung und Diskurse (Symposium of the Gesellschaft für Fachdidaktik 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: 9.3.2021].

Sajons, C., Janssen, S., Friege, G. & . Komorek, M. (2021). Design-based research as a pioneering approach in student laboratory research. In L. Beyer, C. Gorr, C. Kather, M. Komorek, P. Röben & S. Selle (Eds.), Orte und Prozesse außerschulischen Lernens erforschen und weiterentwickeln (Extracurricular 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 in science centres. In S. Habig (Ed.), Science teaching and teacher education in transition? (Conference proceedings of the Society for 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: 27.3.21].

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: 26.2.2021].

Bliesmer, K. & Komorek, M. (2020). Didactically reconstructing physical dynamics on the coast. In S. Habig (Ed.), Naturwissenschaftliche Kompetenzen in der Gesellschaft von morgen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, Vol. 40) (pp. 475-478). Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2020/TB2020_475_Bliesmer.pdf [Accessed: 26.2.2021].

Komorek, M. (2020). Exploring processes at out-of-school learning sites. In M. Jungwirth, N. Harsch, Y. Korflür, M. Stein (eds.), Forschen.Lernen.Lehren an öffentlichen Orten - The Wider View (Schriften zur Allgemeinen Hochschuldidaktik, vol. 5), pp. 57-76. Münster: WTM-Verlag.

Komorek, M. (2020). Research-based learning for extracurricular learning processes. In J. Dohnicht and B. Seelhorst (eds.), Education - a discontinued model? (Seminar, vol. 3/2020), pp. 133-147. Hohengehren: Schneider.

Roskam, A., Bliesmer, K. & Komorek, M. (2020). Climate Change and the Physical Dynamics of Coast, Wadden Sea and 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: 26.2.2021].

Sajons, C. & Komorek, M. (2020). Networking and evaluating extracurricular learning opportunities in a complementary way. In S. Habig (ed.), Naturwissenschaftliche Kompetenzen in der Gesellschaft von morgen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, vol. 40), pp. 709-712. Essen: GDCP. Available online at: www.gdcp-ev.de/wp-content/tb2020/TB2020_709_Sajons.pdf [Accessed: 26.2.2021].

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: 26.2.2021].

Sajons, C., Richter, C. & Komorek, M. (2020). Extracurricular learning centres and schools in complementary networking. In H. Kaiser (Ed.), Extracurricular places of learning (Seminar, Vol. 2/2020) (pp. 19-33). Hohengehren: Schneider.

Smoor, S. & Komorek, M. (2020). Cyclical research-based learning in the Oldenburg study module "Physics didactics research for practice". In B. Priemer & J. Roth (Eds.), Teaching-learning labs. 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 While 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: 26.2.2021].

2019
Bliesmer, K. & Komorek, M. (2019). Didactically reconstructing flow patterns for exhibitions. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, Vol. 39) (pp. 177-180). Regensburg: GDCP. Available online at: www.gdcp.de/images/tb2019/TB2019_177_Bliesmer.pdf [Accessed: 26.2.2021].

Freckmann, J. & Komorek, M. (2019). Empirically investigating language-sensitive planning of physics lessons. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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 behaviour in physics lessons. In M. Butler & J. Goschler (Eds.), Sprachsensibler Fachunterricht - Chancen und Herausforderungen aus interdisziplinärer Perspektive, pp. 221-238. Heidelberg: Springer.

Richter, C. & Komorek, M. (2019). Teacher education in the triad - the SchAU project. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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 education - 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: 26.2.2021].

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.), Fachdidaktische Forschung zur Lehrerbildung, pp. 183-194. Münster: Waxmann.

Roskam, A. & Komorek, M. (2019). Learning process analysis in the National Park House. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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 extracurricular learning centres. LeLa Magazine. News from the Federal Association, 9(25), 4-5. Available online at: www.lela-magazin.de/download/LeLa.magazin.No25.pdf [Accessed: 26.2.2021].

Sajons, C. & Komorek, M. (2019). Design-based research in school labs. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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). Investigating interactions with exhibits in science centres empirically. In C. Maurer (Ed.), Naturwissenschaftliche Bildung als Grundlage für berufliche und gesellschaftliche Teilhabe (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, Vol. 39) (pp. 400-403). Regensburg: GDCP. Available online at: gdcp-ev.de/wp-content/tb2019/TB2019_420_Striligka.pdf [Accessed: 26 February 2021].

Στριλιγκά, Α., Σταύρου, Δ, Komorek, M. (2019). Μελέτη της μάθησης επιστημονικού περιεχομένου από μαθητές κατά την αλληλεπίδραση τους με εκθέματα σε κέντρο επιστήμης. {Study of scientific knowledge learning by students during their interaction with Exhibits of a science centre.}Πρακτικά 11ου Πανελλήνιου Συνεδρίου Διδακτικής των Φυσικών Επιστημών & Νέων Τεχνολογιών στην Εκπαίδευση, Φλώρινα, 19-21 Απριλίου 2019.

2018
Bliesmer, K. & Komorek, M. (2018). Elementalisations of currents and structural formations. PhyDid B - Didactics of Physics - Contributions to the DPG Spring Conference. Available online at: www.phydid.de/index.php/phydid-b/article/view/875 [Accessed: 26.2.2021].

Bliesmer, K., Roskam, A. & Komorek, M. (2018). Elementalisations of coastal structural formations and currents. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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 doctoral programme GINT - Exploring processes in non-school learning spaces. In P. Gautschi, A. Rempfler, B. Sommer Häller & M. Wilhelm (Eds.), Aneignungspraktiken an außerschulischen Lernorten (Extracurricular learning places - contributions to didactics, vol. 5), pp. 229-240. Münster: LIT.

Komorek, M. & Röben, P. (2018). The doctoral programme GINT - Learning in informal spaces. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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 to develop student labs and exhibitions? in Σταύρου Δ., Μιχαηλίδη Α. & Κοκολάκη Α. (Eds). Πρακτικά 10ου Πανελληνίου Συνεδρίου Διδακτικής των Φυσικών Επιστημών και Νέων Τεχνολογιών στην Εκπαίδευση - Γεφυρώνοντας το Χάσμα μεταξύ Φυσικών Επιστημών, Κοινωνίας και Εκπαιδευτικής Πράξης, pp. 1-12. online: synedrio2017.enephet.gr/images/Praktika-10ou-Synedriou_Teliko.pdf [26.2.2021].

Komorek, M., Freckmann, J., Hofmann, J., Niesel, V. & Richter C. (2018). Modern physics and energy education as examples of the networking of subject and subject didactics. In I. Glowinski, A. Borowski, J. Gillen, S. Schanze & J. von Meien (Eds.), Coherence in university teacher education - networking specialised science, subject didactics and educational science (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 extracurricular GINT learning centres. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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 using the example of the National Park Houses on the Wadden Sea - Didactic reconstructions and empirical investigations. In P. Gautschi, A. Rempfler, B. Sommer Häller & M. Wilhelm (Eds.), Aneignungspraktiken an außerschulischen Lernorten (Außerschulische Lernorte - Beiträge zur Didaktik, Vol. 5), pp. 249-258. Münster: LIT.

Roskam, A., Bliesmer, K. & Komorek, M. (2018). Phenomenological and analogue learning in national park houses. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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 further development of student 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: 26.2.2021].

Sajons, C. & Komorek, M. (2018). Characterisation of student laboratory offers as a basis for the analysis of offer-use processes. In P. Gautschi, A. Rempfler, B. Sommer Häller, M. Wilhelm (Eds.) Aneignungspraktiken an ausserschulischen Lernorten (Extracurricular learning places - contributions to didactics, vol. 5) (pp. 259-269). Münster: Lit.

Sajons, C. & Komorek, M. (2018). Learning processes in the student laboratory - conditioning factors and modelling. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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). Target structures, characteristics and processes in school labs. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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). Investigating cyclical research-based learning empirically in the teaching-learning lab. In C. Maurer (Ed.), Qualitätsvoller Chemie- und Physikunterricht - normative und empirische Dimensionen (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik; 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 teaching-learning laboratory physiXS. In C. Maurer (Ed.), Implementation of subject-specific didactic innovation as reflected in research and practice (Conference proceedings of the Society for Chemistry and Physics Education, 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 - Keeping a backbone when planning. In: S. Wernke & C. Zierer (Eds.). Lesson planning. An area of competence that has been forgotten? 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 (Conference proceedings of the Society for Chemistry and Physics Education, 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). Influence of epistemic beliefs on planning processes in the learning lab. In C. Maurer (Ed.), Implementation fachdidaktischer Innovation im Spiegel von Forschung und Praxis (Tagungsband der Gesellschaft für Didaktik der Chemie und Physik, 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-learning laboratories. In: C. Maurer (Ed.), Authentizität und Lernen - das Fach in der Fachdidaktik. Society for 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-learning laboratory. In: C. Maurer (Ed.), Authentizität und Lernen - das Fach in der Fachdidaktik. Society for 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.), Authentizität und Lernen - das Fach in der Fachdidaktik. Society for Didactics of Chemistry and Physics, Annual Conference in Berlin 2015. (p. 35). University of Regensburg.

Ruberg, T. & Komorek, M. (2016). Influence of practical phases on the planning of lessons by physics teacher training students. In: C. Maurer (Ed.), Authentizität und Lernen - das Fach in der Fachdidaktik. Society for Didactics of Chemistry and Physics, Annual Conference in Berlin 2015. (p. 98). University of Regensburg.

Smoor, S. & Komorek, M. (2016). Research-based learning of physics teacher trainees in the teaching-learning laboratory. In: C. Maurer (Ed.), Authentizität und Lernen - das Fach in der Fachdidaktik. Society for 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). Specialised didactic development research. In: S. Bernholt (Ed.), Heterogeneity and diversity - diversity of prerequisites in science teaching. Society for 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-learning laboratory. In: S. Bernholt (Ed.), Heterogeneity and diversity - diversity of prerequisites in science teaching. Society for Didactics of Chemistry and Physics, Annual Conference in Bremen 2014 (pp. 289-291). Kiel: IPN.

Peters, S. & Komorek, M. (2015). Learning materials for the introduction to motion description. In: S. Bernholt (Ed.), Heterogeneity and diversity - diversity of prerequisites in science teaching. Society for Didactics of Chemistry and Physics, Annual Conference in Bremen 2014 (pp. 453-455). Kiel: IPN.

Ruberg, T. & Komorek, M. (2015). Influence of practical phases on the lesson planning and reflection of physics teacher training students. In: S. Bernholt (Ed.), Heterogeneity and diversity - diversity of prerequisites in science teaching. Society for Didactics of Chemistry and Physics, Annual Conference in Bremen 2014 (pp. 286-288). Kiel: IPN.

2014
Komorek, M. (2014). Development of diagnostic competence in physics teacher training students. In A. Fischer, C. Hößle, S. Jahnke-Klein, H. Kiper, M. Komorek, J. Michaelis, V. Niesel & J. Sjuts (Eds.), Diagnostik für lernwirksamen Unterricht. 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 students and teachers - Exemplary studies on the topic 'description of motion'. In S. Bernholt (Ed.), Natural science education between science and subject teaching. Society for 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 learning instruction. Baltmannsweiler: Schneider.

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

Komorek, M. & Prediger, S. (eds.) (2013). Der lange Weg zum Unterrichtsdesign - Zur Begründung und Umsetzung fachdidaktischer Forschungs- und Entwicklungsprogramme Münster: Waxmann.

Komorek, M., Fischer, A. & Moschner, B. (2013). Subject-didactic structuring as a basis for lesson designs. In M. Komorek & S. Prediger (Eds.), The long road to instructional design, Münster: Waxmann, 43-62.

Nawrath, D. & Komorek, M. (2013) Context orientation from the perspective of physics teachers. Journal for Didactics of Natural Sciences, 19, 235-259.

Nawrath, D. & Komorek, M. (2013). Structuring physics lessons: the role of context orientation for design development processes in lower secondary school. In M. Komorek & S. Prediger (Eds.), The long road to instructional design, Münster: Waxmann, 219-236.

Pahl, E.-M. & Komorek, M. (2013). "Energy" in science and physics lessons. Teachers' perceptions of the concept of energy and its communication 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 - Forschendes Lernen. Society for 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 lesson design. On the justification and implementation of subject-specific didactic 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 Hauptschulen and Realschulen. In S. Bernholt (Ed.), Inquiry-based Learning - Forschendes Lernen. Society for 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 - Forschendes Lernen. Society for Didactics of Chemistry and Physics, Annual Conference in Hanover 2012. Kiel: IPN, 425 - 427.

2012
Drieling, J. & Komorek, M. (2012). Agency Education for Sustainable Development - NASCH sustainable student companies. In S. Bernholt (Ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht, Gesellschaft der Chemie und Physik, 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). Conception and implementation of the joint project OLAW. In: Bernholt, Sascha (ed.), Konzepte fachdidaktischer Strukturierungen für den Unterricht. Proceedings of the annual conference of the Gesellschaft für Didaktik der Chemie und Physik in Oldenburg 2011, LIT-Verlag: Münster, 152-154.

Komorek, M. (2012). Oldenburg teaching-learning laboratories OLELA. In S. Bernholt (Ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 128-130

Komorek, M. (2012). ProfaS - Subject-specific didactic structuring for schools and teacher training. In S. Bernholt (Ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 527-529.

Komorek, M. (2012). Project energy education for sustainable development. In S. Bernholt (ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 394-396.

Niesel, V. & Komorek, M. (2012). The energy course Northwest.de. In S. Bernholt (Ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 410-412.

Pahl, E.-M, Lüschen, I., Kaiser, A. & Komorek, M. (2012). Energy in science and physics lessons. In S. Bernholt (ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 407-409.

Pahl, E.-M. & Komorek, M. (2012). Subjective beliefs of science and physics teachers on the topic of energy. In S. Bernholt (Ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 275-277.

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

Peters, S., Schmit, S. & Komorek, M. (2012). Learning physics with differently structured materials. In S. Bernholt (ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 71 - 73.

Richter, C. & Komorek, M. (2012). Task competence in physics subject groups at Hauptschulen and Realschulen. In S. Bernholt (ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 536 - 538

Richter, C. & Komorek, M. (2012): The journey to the planet Magneton: context-orientated learning tasks for secondary school physics lessons. Oldenburg: Didactic centre.

Schmit, S., Peters, S. & Komorek, M. (2012). Structuring learning processes through tasks. In S. Bernholt (ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht. Münster: LIT-Verlag, 68 - 70.

2011
Komorek, M. & Michaelis, J. (2011). Joint project OLAW - Development of diagnostic and support competence. In D. Höttecke (Ed.), Science education as a contribution to shaping participatory democracy. Proceedings of the annual conference of the Gesellschaft für Didaktik der Chemie und Physik in Potsdam 2010, LIT-Verlag: Münster, 211-213.

Komorek, M. (2011). With the project energy education into a shapeable future. In M. Komorek, V. Niesel & K. Rebmann, K. (Eds.), Energy Education for a Shapable Future. Oldenburg: Didactic Centre, 9-24.

Komorek, M. (2011). Project energy education for sustainable development. In S. Bernholt (ed.), Konzepte fachdidaktischer Strukturierung für den Unterricht, Gesellschaft der Chemie und Physik, Münster: Lit, 394-397.

Komorek, M. (2011). Student laboratories as extracurricular learning centres. In A. Fischer, V. Niesel & S. Sjuts (Eds.). Teaching-learning laboratories and their significance for schools and teacher training. An inventory in the joint project OLAW. Oldenburg, pp. 13-18.

Komorek, M., Niesel, V. & Rebmann, K. (eds.) (2011). Energy education for a mouldable future. Oldenburg: BIS-Verlag der University of Oldenburg.

Model, G., Komorek, M., Osewold, D., & Witte, L. (2011). Teaching-learning laboratories and their significance for schools and teacher education. In M. Komorek, V. Niesel & K. Rebmann, K. (Eds.), Energy Education for a Shapable Future. Oldenburg: Didactic centre.

Nawrath, D. & Komorek, M. (2011). Context orientation for physics teaching didactically reconstructed. In D. Höttecke (ed.), Natural 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 grades 7 and 8. Oldenburger Vordrucke 593/11. Oldenburg: Didaktisches Zentrum.

Osewold, D. & Komorek, M. (2011): Seminar concept for the construction and diagnosis of teaching-learning and experimental situations (Physics workshop). In A. Fischer & V. Niesel & S. Sjuts (Eds.), Lehr-Lern-Labore und ihre Bedeutung für Schule und Lehrerbildung. An inventory in the joint project OLAW. Oldenburg, 99-106.

Pahl, E.-M. & Komorek, M. (2011). Energy in science and physics lessons - project energie.bildung. In D. Höttecke (ed.), Natural science education as a contribution to shaping participatory democracy. Münster: LIT-Verlag. 202-204.

Pahl, E.-M., Peters, S. & Komorek, M. (2011). Energy in subject and specialised teaching - shaping transitions. Natural sciences in the classroom - Chemistry 22, 11-15.

Peters, S. & Komorek, M. (2011). energie.bildung - Economics aspects in physics lessons. In D. Höttecke (ed.), Natural science education as a contribution to shaping participatory democracy. Münster: LIT-Verlag, 205-207.

2010
Komorek, M. & Parchmann, I. (2010). The energie.bildung project. In: D. Höttecke (Ed.), Entwicklung naturwissenschaftlichen Denkens zwischen Phänomen und Systematik (pp. 194-196). Münster: LIT-Verlag.

Nawrath, D. & Komorek, M. (2010). Subject-didactic structuring processes - contexts in physics lessons. In: D. Höttecke (Ed.), Entwicklung naturwissenschaftlichen Denkens zwischen Phänomen und Systematik (pp. 233-235). Münster: LIT-Verlag.

Pahl, E.-M. & Komorek, M. (2010). Project energie.bildung - Physics in the context of "energy education". In D. Höttecke (ed.). Development of scientific thinking between phenomena and systematics. Society for Didactics of Chemistry and Physics. Münster: LIT.

2009
Komorek, M. (2009). Mixing colours on the computer. Factual information and experiment suggestions. Natural sciences in the classroom - Physics 110, 35-37.

Komorek, M. (2009). Teaching in colour. Didactic potentials of a multi-layered topic. Natural sciences in the classroom - Physics 110, 4-7.

Komorek, M. (ed.) (2009). Colour. Naturwissenschaften im Unterricht - Physik, 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 the investigation of students' and teachers' conceptual ideas. In B. Ralle & I. Eilks (Eds.) Promoting Successful Science Education - The worth 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 of 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 about 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. Science in the classroom - Physics 97. 37-39

Komorek, M., Parchmann, I. & Kattmann, U. (2007). Didactic reconstruction - experiences and perspectives. In: D. Höttecke (Ed.), Science teaching in international comparison (pp. 235-237). Münster: LIT-Verlag.

Nawrath, D. & Komorek, M. (2007). Context-orientated physics teaching and professional learning. In: V. Nordmeier & A. Oberländer (Eds.): Didaktik der Physik. CD for 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. Natural sciences in the classroom - Physics 94, 4-8.

Komorek, M. (2006). Chaos and structure formation at school. Natural sciences in the classroom - Physics 94, 9-11.

Komorek, M. (ed.) (2006). Chaos & structure. Naturwissenschaften im Unterricht Physik, Issue 94, Friedrich-Verlag.

Wilbers. J., Bücker, N., Komorek, M., Duit, R. & Stadler, H. (2006). The chaotic magnetic pendulum. Natural Sciences 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 Science competences and skills in comparison. In: A. Pitton (Ed.), Relevanz fachdidaktischer Forschungsergebnisse für die Lehrerbildung (pp. 469-471). Münster: LIT-Verlag.

Stavrou, D., Komorek, M. & Duit, R. (2005). Didactic reconstruction of the interplay of chance and regularity in nonlinear dynamics. Journal for Didactics of Natural Sciences, 11, 147-164.

Stavrou, D., Komorek, M. & Duit, R. (2005). Implications of a teaching sequence about the interplay of determinisms 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. Pomeu Fabra, 243-245.

2004
Komorek, M. & Duit, R. (2004). Fractals as an approach to ordered disorder. In: H. Gropengießer, A. Janßen-Bartels & E. Sander (Eds.) Lehren fürs Leben. 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 education through physics lessons. In: A. Pitton (Ed.), Chemistry and physics didactic research and science education (pp. 215-217). Münster: LIT-Verlag.

Komorek, M., Duit, R. & Stadler, H. (2004). Explaining a chaotic system. In: Gropengießer et al (eds.) Naturwissenschaftliches Arbeiten. 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 education through physics lessons. DPG: Conference CD "Didactics of Physics", n.p.

Stavrou, D., Komorek, M. Duit, R. (2004). An empirical study for teaching the interplay of determinism and chance in non-linear systems. In: Tselfes, V., Kariotoglou, P. & Patsadakis, M. (Eds.) Natural Sciences: Teaching, Learning & Education. Proccedings 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. Natural Sciences in the Classroom - Physics 74, 30-31.

Komorek, M., Stavrou, D. & Duit, R. (2003). Nonlinear physics in upper physics classes: Educational Reconstruction as a frame 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). Students' perceptions 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 "Nonlinear physics, education and competence enhancement of pupils". In: V. Nordmeier (ed.) Didaktik der Physik - Leipzig 2002, CD for the spring conference of the Fachverband Didaktik der Physik in der Deitschen Physikalischen Gesellschaft. Berlin: Lehmanns Fachbuchhandlung.

Komorek, M., Stavrou, D. & Duit, R. (2002). Nonlinear physics at school: co-operation between school practice and 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 nonlinear physics: Results of a co-operation between school practice and didactic research. In: V. Nordmeier: Vorträge zur Physikertagung der DPG, CD for 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 non-linear physics. Journal for the Didactics of Natural Sciences 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 PanHellenic Conference on 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. programme structure - opportunity or danger for teacher training with subject-specific didactic standards Part 1: Background information. In: R. Brechel (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 360 -362). Alsbach: Leuchtturmverlag.

Wodzinski, R., Horstendahl, M., Korneck, F., Nordmeier, V. & Komorek, M. (2002). B.A./M.A. study structure - opportunity or danger for teacher training with subject didactic standards Part 2: Results of the workshop. In: R. Brechel (Ed.), Zur Didaktik der Physik und Chemie: Probleme und Perspektiven (pp. 363-365). Alsbach: Leuchtturmverlag.

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

Duit, R., Roth, W.-M., Komorek, M. & Wilbers, J. (2001). Fostering conceptual change by 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). Learning process studies 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 physics classes: Educational Reconstruction as a frame for development and research in a study of teaching and learning basic ideas 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. Mathematics and Science Education MNU 53(2), 94-102. (Reprinted in PLUS LUCIS 1/2004, 7-14)

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

Komorek, M. (2000). Innovative physics teaching for the new century. Klett-Magazin für den Physikunterricht, Issue No. 15, 9-10.

1999
Bücker, N., Komorek, M. & Duit, R. (1999). Experiments, elementarisation and pupils' ideas in the field of fractal growth. In: R. Brechel (ed.): Zur Didaktik der Physik und Chemie - Vorträge zur GDCP-Jahrestagung in Essen 1998, Alsbach: Leuchtturm, 229-231.

Duit, R. Komorek, M., Wilbers, J. & Roth, W.-M. (1999). The role of analogies in conveying basic ideas of chaos theory. In: R. Duit & J. Mayer (Eds.): Studies on scientific learning and interest research. Autumn conference of the AEPF in Salzburg 1996, Kiel: IPN, 44-64.

Komorek, M. (1999). Learning process study on deterministic chaos. Journal for Didactics of Natural Sciences 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). Learning process studies in the field of fractals. In M. Komorek et al. (Eds.): Reserach 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 teaching analyses. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge zur GDCP-Jahrestagung 1997 in Potsdam, Alsbach: Leuchtturm, 304-306.

Duit, R., Roth, W.-M., Komorek, M. & Wilbers, J. (1998). Conceptual change cum 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 final discussion of the symposium "Investigations of students' conceptions of biology and physics". In: R. Duit & J. Mayer (Eds.): Studies on scientific learning and interest research. Autumn conference of the AEPF in Salzburg 1996, 99-102.

Komorek, M., Duit, R. & Schnegelberger, M. (eds.) (1998). Fractals in the classroom - On the didactic significance of the fractal concept. IPN-Materialien. Kiel: IPN.

Naujack, B., Komorek, M. & Duit, R. (1998). Microteaching about fractals. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge zur GDCP-Jahrestagung 1997 in Potsdam, Alsbach: Leuchtturm, 301-303.

1997
Duit, R. & Komorek, M. (1997). A learning process study on elementary features of chaos theory. Physics Bulletin; PR 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 for Didactics of Natural Sciences 3(3), 19-34.

Duit, R., Komorek, M. & Wilbers, J. (1997). Studies on 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.): Zur Didaktik der Physik und Chemie, Vorträge der GDCP-Tagung 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 the 10th grade. In: Willer, J.: Didaktik der Physik - Vorträge Physikertagung 1997 in Berlin. Berlin: Technische Hochschule Berlin, Institute of Physics Didactics and Teacher Training, 276-281.

Kattmann, U., Duit, R., Gropengießer, H. & Komorek, M. (1997). The Didactic Reconstruction Model - A framework for science didactic research and development. Journal of Science Education 3(3), 3-18.

Komorek, M. & Duit, R. (1997). Learning process study on deterministic chaos. In: Willer, J.: Didaktik der Physik - Vorträge Physikertagung 1997 in Berlin. Berlin: Technische Hochschule Berlin, Institute of Physics Didactics and Teacher Education, 282-287.

Komorek, M. (1997). Elementarisation and learning processes in the field of deterministic chaos. Dissertation. Kiel: IPN.

Komorek, M., Wilbers, J. & Duit, R. (1997). Didactic reconstruction in the field of chaos theory. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge der GDCP-Tagung in Bremen 1996. Alsbach: Leuchtturm, 128-130.

Naujack, B., Katscher, T., Komorek, M. & Duit, R. (1997). Studies on the mediation of the fractal concept. In: Willer, J.: Didaktik der Physik - Vorträge Physikertagung 1997 in Berlin. Berlin: Technische Hochschule Berlin, Institute of Physics Didactics and Teacher Education, 294-299.

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

Wilbers, J., Komorek, M. & Duit, R. (1997). Analogies in chaos theory. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge der GDCP-Tagung 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 studies on the concept of fractals. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge der GDCP-Tagung 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 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). Students' conceptions of Laplace's demon. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge der GDCP-Tagung in Dresden 1995. Alsbach: Leuchtturm, 255-257.

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

Komorek, M. (1996). Kapitel "Nichtlineare Physik" in Klett Impulse Physik 2, Lehrbuch für die Sekundarstufe II (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 learning process investigation of elementary ideas of chaos theory. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge der GDCP-Tagung in Freiburg 1994. Alsbach: Leuchtturm, 328-330.

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

1994
Duit, R. & Komorek, M. (1994). 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 school - ideas and pedagogical goals. Computers and Teaching 14, 9-13.

Komorek, M., Cornilsen, C. & Duit, R. (1994). Learning the basic ideas of chaos theory. In: J. Bruhn (ed.): Didaktik der Physik, Vorträge der Physikertagung in Hamburg 1994. Bad Honnef: Deutsche Physikalische Gesellschaft, 343-348.

Komorek, M., Cornilsen, C. & Duit, R. (1994). Learning process investigations in the field of deterministic chaos. In: H. Behrendt (ed.): Zur Didaktik der Physik und Chemie, Vorträge der GDCP-Tagung in Kiel 1993. Alsbach: Leuchtturm, 350-352.

1993
Duit, R., Cornilsen, C. & Komorek, M. (1993). "Chaos theory" in grade 10 - On the limited predictability of chaotic systems. Natural sciences 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). Learning process investigations in the field of chaos theory. In: G. Kurz (ed.): Didaktik der Physik, Vorträge der Physikertagung in Esslingen 1993. Bad Honnef: Deutsche Physikalische Gesellschaft, 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. Journal of Crystallography 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