Research - Nicolai ter Horst
Research - Nicolai ter Horst
Research vision
My research programme is located in chemistry didactics and asks under what conditions scientific learning succeeds - in the classroom, in the laboratory and with digital tools. At the centre of the programme is the question of how pupils can understand chemical concepts in such a way that they can use scientific knowledge to make social and personal decisions. Three research focuses pursue this goal from different perspectives: from interest-orientated lesson design to AI-supported learning environments and quality assurance of extracurricular learning venues.
Research focus 1: re:Che - Rethinking chemistry
Three established approaches - inquiry-based learning, contextualised teaching and systems thinking - characterise current discussions about good chemistry teaching. But which one works, under what conditions and for whom? re:Che investigates this question empirically: As part of a design-based research project with quasi-experimental components, all three approaches will be implemented and trialled in specially developed teaching units.
In addition, they will be directly compared with each other in terms of their influence on situational interest. The findings will be incorporated into a skills-orientated teaching programme for lower secondary level that is interdisciplinary.
Current status: Development of three sample teaching units and initial piloting in the student laboratory
Research focus 2: digitalchemlab - AI-supported learning environments in the student laboratory
Pupils learn differently - but often the content taught is not tailored to their individual needs. digitalchemlab addresses this issue: The project combines real laboratory experience with AI-supported adaptivity, which customises learning paths and content to provide more targeted support for heterogeneous learning groups. Building on preliminary work on digitally differentiated learning modules, new learning units are being developed - including a unit on redox chemistry - and compared with traditional school laboratory formats in a longitudinal study.
Current status: Development work for a moodle-based system(digitalchemlab.de) and in-depth analysis of the data from the previous project
Literature
- N. ter Horst (2025): digitalchemlab: Conception, implementation and evaluation of digitally differentiated learning modules for the student laboratory. Dissertation, Friedrich Schiller University Jena. https://doi.org/10.22032/dbt.67925
- N. ter Horst (2026): Digital and complexity-differentiatedlearning to support students' lab work in out-of-school student laboratories. In: Sustainable and Digital Transitions in Science Education: Selected Papers from the ESERA 2025 Conference (Springer). In preparation.
Research focus 3: AEQualiS - Quality assurance in school laboratories
School labs are very popular - but a common quality vocabulary is still lacking. Which constructs are measured, which instruments are used, and how comparable are the findings at all? AEQualiS takes a systematic look at this gap: A national review will record and categorise the measurement instruments used in school laboratory research for the first time, thus creating the basis for cross-site comparisons.
The aim is to create standardised instruments that laboratory operators can use independently and without great effort. The long-term goal is a supra-regional joint project together with the Federal Association of School Laboratories (LeLa).
Current status: Preparations for a national review, review of existing dissertations