Hiemke Schmidt
Curriculum vitae
- 2000 A-levels at the grammar school in Fallersleben / Wolfsburg
- 2000 Start of theological studies (Protestant) at the Johannes Gutenberg University Mainz
- 2001 Also began studying psychology
- 2004 Intermediate examination in theology studies and transfer to the Georg-August University of Göttingen
- 2008 Completion of psychology studies / Diplom
- 3/2008 Start of doctorate in the DFG Research Training Group 1195: Passport Relationships in School Learning
- 3/2011 Transfer to the University of Oldenburg / research assistant
- 10/2017 Coordinator of advanced scientific training at the University of Vechta
Thank you for the nomination!
I would like to thank the students of the 'Successful Learning' seminar in the 2016 summer semester for nominating the seminar for the Teaching Award in the 2015/16 academic year in the 'Best Event' category.
Thank you for the co-operation
I would like to thank the Oberschule Alexanderstraße for their co-operation with regard to the regular seminar on reading and spelling assessment held with Master's students in the winter semester!
Hiemke Schmidt
Hiemke Katharina Schmidt
Diplom Psychologist
Since 1 October 2017 I am no longer working at the University of Oldenburg. In urgent cases you can still reach me for some time via my email address.
Past events
Seminars in PB 09 - Fundamentals of Psychology:
Successful learning: WS 16/17, SS 16, WS 15/16, WS 14/15, SS 14
Problem solving: WS 16/17, WS 15/16, SS 15, WS 14/15
Intelligence phenomena in the animal kingdom - and the psychological theories behind them: SS 16, WS 15/16
Giving feedback - how and why does it work - psychologically explained: WS 16/17
Understanding others - social cognition: WS 14/15
Moral psychology: WS 12/13
Psychology - exemplary considerations of its sub-disciplines: SS 11
In the summer semester 2013, I also took over parts of the lecture 'Fundamentals of Psychology'.
Seminars for the Bachelor of Education (Developmental Psychology and Social Psychology):
Relationships: SS 17, SS 16, SS 15
Social psychological perspectives on groups: SS 17
Moral development and moral socialisation: SS 14, SS 13, SS 12
Selected areas of development: SS 2011
Seminars from the area of specialisation in the two-subject Master's degree (pedagogical school and teaching research):
Diagnostics of reading and spelling (or Diagnostics of reading and spelling performance or Performance diagnostics in schools: performance tests and grades): WS 15/16, WS 14/15, WS 13/14 (with additional support seminar), WS 12/13, WS 11/12
The competence to argue/conditions of argumentation: SS 15, SS 14, WS 13/14
Multimedia diagnostics of numeracy skills in primary and secondary schools: SS 13
The measurement of academic performance SS 12
Performance diagnostics at school: how do I become a good examiner? WS 11/12
Dissertation
In my dissertation, I deal with the question of which prerequisites are helpful when learning complex topics, such as bioethical dilemmas. One focus is the question of prior knowledge as a fundamental component of successful learning. It is known that prior knowledge can increase learning success. However, this has so far mainly been verified for natural science subjects with relatively well-defined topics. Bioethical topics, however, are discussed from very different perspectives - at least biology and ethics, often also medicine, legal aspects and religious dimensions play a role. What function does prior knowledge have here?
Conference contributions
- Schmidt, H., Rothgangel, M. & Grube, D. (2010): Requirements for Learning on Bioethical Dilemmas. Presentation at the 2nd conference of SIG 13: Moral and democratic education (EARLI) in Tel Aviv, 30 Aug - 2 Sept.
- Schmidt, H., Rothgangel, M. & Grube, D. (2010): Learning prerequisites for knowledge acquisition based on bioethical dilemmas. Presentation at the workshop for young academics of the Gesellschaft für wissenschaftliche Religionspädagogik e.V. (Arbeitskreis für Religionspädagogik) in Bad Alexandersbad, 9-10 Sept.
- Schmidt, H., Rothgangel, M. & Grube, D. (2011): Interest and attitude: Do they influence students' learning on bioethical dilemmas? Poster at the annual conference of the American Educational Research Association in New Orleans, 7-12 April.
- Schmidt, H., Rothgangel, M. & Grube, D. (2012): Prior knowledge in interdisciplinary topics. Paper presented at the 48th Congress of the German Psychological Society in Bielefeld, 23-27 Sept.
- Schmidt, H., Rothgangel, M. & Grube, D. (2014): Can schools promote students' engagement with topics from public debates? The role of interest and relevance. Presentation at the GöMaEs et al. meeting in Mannheim, 20-21 February.
- Schmidt, H., Rothgangel, M. & Grube, D. (2014): Enhancing Students' Engagement in Public Discussions Through Classroom Education - the Role of Interest and Relevance. Poster at the conference of the Society for Research on Adolescence in Austin, 19-22 March.
- Schmidt, H., Rothgangel, M. & Grube, D. (2016): Preparing students for public discussions: Do they need specific content knowledge or is broad common knowledge enough? Presentation at the conference of the Society for Research on Adolescence in Baltimore, MD, 31 March - 2 April.
- Schmidt, H., Rothgangel, M. & Grube, D. (2016): Bioethical dilemmas: One topic related to several domains? Roundtable presentation at the annual conference of the American Educational Research Association in Washington, DC, 8-12 April.
- Schmidt, H. (2017): Can primary school children's reading skills be promoted through audiobooks? Presentation at the PAEPSY2017 - Joint Conference of the Developmental Psychology and Educational Psychology Groups in Münster, 11-14 September.
Publications
- Schmidt HK, Rothgangel M and Grube D (2015). Prior knowledge in recalling arguments in bioethical dilemmas. Front. Psychol. 6:1292. doi: 10.3389/fpsyg.2015.01292
- Schmidt HK, Grube, D, and Rothgangel, M (2017). The relevance of prior content knowledge regarding bioethical dilemmas: Religious education in dialogue with empirical studies of educational psychology. Journal of Empirical Theology, 30(1), 68-86. doi: 10.1163/15709256-12341350.
- Schmidt, HK, Rothgangel, M, and Grube, D. Does prior domain specific content knowledge influence students' recall of arguments surrounding interdisciplinary topics? Journal of Adolescence (accepted).