Journal article

Bur, J., Krause, U.-M., & Stark, R. (2016). Assessing wisdom-related competence in the context of medical education. MedEdPublish, 5 (1). doi.org/10.15694/mep.2016.000008

Busse, V., & Krause, U.-M. (2015). Addressing cultural diversity: effects of a problem-based intercultural learning unit. Learning Environments Research, 18 (3), 425-452. https://doi.org/10.1007/s10984-015-9193-2

Busse, V., & Krause, U.-M. (2016). Instructional methods and languages in class: A comparison of two teaching approaches and two teaching languages in the field of intercultural learning. Learning and Instruction, 42, 83-94. https://doi.org/10.1016/j.learninstruc.2016.01.006

Busse, V., Riedesel, L., & Krause, U.-M. (2017). Stimulating reflection processes to promote intercultural competence. Zeitschrift für Pädagogik, 63 (3), 362-386.

Dietrich, H., Zhang, Y., Klopp, E., Brünken, R., Krause, U.-M., Spinath, F. M., Stark, R., & Spinath, B. (2015). Scientific competences in the social sciences. Psychology Learning and Teaching, 14 (2), 115-130. https://doi.org/10.1177/1475725715592287

Dietrich, H., Zhang, Y., Klopp, E., Brünken, R., Krause, U.-M., Spinath, F. M., Stark, R., & Spinath, B. (2015). There is nothing more practical than solid scientific competences - Acquisition and use of scientific competences in sociology. Journal of Social Management, 13 (2), 49-62.

Heinisch, L. M., Hößle, C., Krause, U.-M., & Rathje, W. (2018). Adolescents evaluate the possibilities of genome editing - An intervention study. Erkenntnisweg Biologiedidaktik (2018), 27-44.

Herzmann, P., Stark, R., & Krause, U.-M. (2008). Tasks in integrated learning environments in university teacher education. Journal für Lehrerinnen- und Lehrerbildung, 8 ( 4), 22-29.

Krause, U.-M., & Stark, R. (2009). Promoting applicable knowledge about co-operative learning. Journal für Lehrerinnen- und Lehrerbildung, 9 ( 2), 44-48.

Krause, U.-M., & Stark, R. (2010). Reflection in example- and problem-based learning: effects of reflection prompts, feedback, and cooperative learning. Evaluation & Research in Education, 23 (4), 255-272. https://doi.org/10.1080/09500790.2010.519024

Krause, U.-M., & Stark, R. (2016). Promoting sociomoral learning: Comparison of two teaching approaches. Psychologie in Erziehung und Unterricht, 63 (2), 81-90. https://doi.org/10.2378/peu2016.art10d

Krause, U.-M., Stark, R., & Herzmann, P. (2011). Promoting applicable theory knowledge in teacher education: Comparison of problem-based and instructional learning. Psychologie in Erziehung und Unterricht, 58 (2), 106-115. https://doi.org/10.2378/peu2010.art27d

Krause, U.-M., Stark, R., & Mandl, H. (2004). Promoting computer-based knowledge acquisition through co-operative learning and a feedback measure. Zeitschrift für Pädagogische Psychologie, 18 (2), 125-136. https://doi.org/10.1024/1010-0652.18.2.125

Krause, U.-M., Stark, R., & Mandl, H. (2009). The effects of cooperative learning and feedback on e-learning in statistics. Learning and Instruction, 19 (2), 158-170. https://doi.org/10.1016/j.learninstruc.2008.03.003

Lira Lorca, A., Peltzer, K., Busse, V., & Krause, U.-M. (2024). Teaching argumentative writing in English as a foreign language: Insights into a learning unit including formative feedback. Journal für Schreibwissenschaft (JoSch), 2 ( 24), 7-24. https://doi.org/10.3278/JOS2402W002

Lira Lorca, A., Peltzer, K., Busse, V., & Krause, U.-M. (2026). Effects of peer feedback and self-assessment on writing. Learning and Instruction, 102, 102253. https://doi.org/10.1016/j.learninstruc.2025.102253

Peltzer, K., Lira Lorca, A., Krause, U.-M., & Busse, V. (2024). Effects of formative feedback on argumentative writing in English and cross-linguistic transfer to German. Learning and Instruction, 29. https://doi.org/10.1016/j.learninstruc.2024.101935

Peltzer, K., Lira Lorca, A., Krause, U.-M., Graham, S., & Busse, V. (2025). Effects of feedback on deep-level features of argumentative writing over multiple drafts: Insights from an intervention study with secondary EFL students. Reading and Writing. https://doi.org/10.1007/s11145-025-10638-8

Peltzer, K., Lira Lorca, A., Krause, U.-M., Graham, S., Panadero, E., & Busse, V. (2025). How to support at-risk writers: Differential effects of formative feedback on argumentative writing and motivation. Reading and Writing. https://doi.org/10.1007/s11145-025-10652-w

Stark, R., Herzmann, P., & Krause, U.-M. (2010). Effects of integrated learning environments - Comparison of problem-based and instruction-orientated seminar concepts in teacher training. Zeitschrift für Pädagogik, 56 (4), 548-563.

Stark, R., & Krause, U.-M. (2009). Effects of reflection prompts on learning outcomes and learning behaviour in statistics education. Learning Environments Research, 12 (3), 209-223. https://doi.org/10.1007/s10984-009-9063-x

Stark, R., Puhl, T., & Krause, U.-M. (2009). Improving scientific argumentation skills by a problem-based learning environment: effects of an elaboration tool and relevance of student characteristics. Evaluation & Research in Education, 22 (1), 51-68. https://doi.org/10.1080/09500790903082362

Stark, R., Tyroller, M., Krause, U.-M., & Mandl, H. (2008). Effects of a metacognitive prompting measure in situated, exemplar-based learning in correlational calculus. Journal of Educational Psychology, 22 (1), 59-71. https://doi.org/10.1024/1010-0652.22.1.59

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (2018a). Promoting scientific thinking in teacher training programmes: Learning from own and others' mistakes in multiple and uniform contexts. Journal of Educational Psychology, 32 (1-2), 5-22. https://doi.org/10.1024/1010-0652/a000219

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (2018b). Promoting scientific thinking through cooperative learning from mistakes. Psychologie in Erziehung und Unterricht, 65 (3), 221-237. https://doi.org/10.2378/peu2018.art13d

Wagner, K., Stark, R., Daudbasic, J., Klein, M., Krause, U.-M., & Herzmann, P. (2013). Effectiveness of integrated learning environments in university teacher education - a quasi-experimental field study. Journal for Educational Research Online, 5 (1), 115-140.

Wagner, K., Stark, R., Krause, U.-M., & Gutenberg, N. (2013). Evaluation of a training programme to promote the linguistic competences of students in their final year of secondary school. Zeitschrift für angewandte Linguistik (2013), 147-169. https://doi.org/10.1515/zfal-2013-0015

Wagner, M., Zamelczyk-Pajewska, M., Landes, C., Sudhoff, H., Kosmider, J., Richards, T., Krause, U.-M., Stark, R., Groh, A., Weichert, F., & Linder, R. (2006). Simulating soft data to make soft data applicable to simulation. In Vivo, 20 (1), 49-54.

Winkel, J., & Krause, U.-M. (2015). Supporting school development through counselling and networking: Concept and activities of the Arbeitsstelle Schulreform in Oldenburg. Journal für Schulentwicklung, 19, 39-45.

Winkler, I., Fischer, A., Krause, U.-M., & Specht, B. (2020). Teacher education in the fields of German and mathematics: Facets of pedagogical content knowledge from an interdisciplinary perspective. Research in Subject-matter Teaching and Learning, 3, 68-85. https://doi.org/10.23770/rt1833

Zawacki-Richter, O., Müskens, W., Krause, U.-M., Alturki, U., & Aldraiweesh, A. (2015). Student media usage patterns and non-traditional learning in higher education. The International Review of Research in Open and Distributed Learning, 16 (2). https://doi.org/10.19173/irrodl.v16i2.1979

Zhang, Y., Klopp, E., Dietrich, H., Brünken, R., Krause, U.-M., Spinath, B., Stark, R., & Spinath, F. M. (2018). Reexamining the factorial validity of the 16-item scale measuring need for cognition. European Journal of Psychological Assessment. https://doi.org/10.1027/1015-5759/a000484

Book contributions

Busse, V., & Krause, U.-M. (2015). Promoting competences for dealing with cultural diversity through problem-based learning. In C. Siedenbiedel & C. Theurer (Eds.), Foundations of inclusive education, Part 1: Inclusive teaching practice and development (pp. 217-229). Immenhausen: Prolog.

Busse, V., Krause, U.-M., Parr, J., & Schubert, P. B. (2020). Developing secondary students' writing skills: Affective and motivational effects of a feedback intervention with learners of English as a foreign language. In F. Lenz, M. Frobenius & R. Klattenberg (Eds.), Classroom observation: researching interaction in English language teaching (pp. 245-265). Berlin: Peter Lang. DOI: 10.3726/b16732

Fischer, A., Hößle, C., Krause, U.-M., Michaelis, J., & Niesel, V. (2017). Curricular interlocking and didactic-methodological design of didactic and educational science training sequences for the development of diagnostic competence. In C. Selter, S. Hußmann, C. Hößle, C. Knipping, K. Lengnink & J. Michaelis (Eds.), Diagnosis and support of heterogeneous learning groups: Theories, concepts and examples from STEM teacher education (pp. 169-190). Münster: Waxmann.

Gronau, K., Zarrath, A., Paschelke, S., & Krause, U.-M. (2024). The role of agile processes in digital transformation in schools: Results of an interview study. In M. Jungwirth, J. Haarmann, N. Harsch, F. Haupts, J. Marks, Y. Noltensmeier (Eds.), Landmarks for contemporary teacher education - Conceptual approaches in focus. Proceedings of the 16th Federal Congress of the Centres for Teacher Education (pp. 79-88). Münster: WTM-Verlag. https://doi.org/10.37626/GA9783959872843.0.09

Jansen, A., & Krause, U.-M. (2025). Multi-perspectivity and political judgement in Education for Sustainable Development: A problem-oriented teaching approach with extracurricular learning opportunities. In C. Hößle & W. Rathje (Eds.), Teaching Bioethics - Promoting the Ability to Make Judgements (pp. 157-166). Springer Spektrum. https://doi.org/10.1007/978-3-662-69707-8

Krause, U.-M. (2007). Feedback and co-operative learning. Münster: Waxmann.

Krause, U.-M. (2023). Teachers fulfil their educational task. In K. Zierer (ed.), Leitfaden Schulpraktikum (7th ed., pp. 132-137). Bielefeld: Schneider bei wbv Publikation.

Krause, U.-M., & Stark, R. (2006). Activating prior knowledge. In H. Mandl & H. F. Friedrich (Eds.), Handbook of learning strategies (pp. 38-49). Göttingen: Hogrefe.

Krause, U.-M., & Stark, R. (2006). Promoting knowledge acquisition in the field of empirical research methods with the help of a computer-based learning environment. In G. Krampen & H. Zayer (Eds.), Didactics and evaluation in psychology (pp. 207-217). Göttingen: Hogrefe.

Krause, U.-M., & Stark, R. (2010). Motivation. In R. Arnold, S. Nolda & E. Nuissl (Eds.), Dictionary of adult education (pp. 215-216). Bad Heilbrunn: Klinkhardt. http://www.die-bonn.de/id/9156

Krause, U.-M., & Stark, R. (2010). Learning behaviour. In R. Arnold, S. Nolda & E. Nuissl (Eds.), Dictionary of adult education (pp. 203-204). Bad Heilbrunn: Klinkhardt. http://www.die-bonn.de/id/9156

Krause, U.-M., & Stark, R. (2011). Transfer. In K.-P. Horn, H. Kemnitz, W. Marotzki & U. Sandfuchs (Eds.), Lexikon Erziehungswissenschaft (Vol. III). Bad Heilbrunn: Klinkhardt. DOI: 10.36198/9783838584683

Krause, U.-M., & Stark, R. (2011). Prior knowledge. In K.-P. Horn, H. Kemnitz, W. Marotzki & U. Sandfuchs (Eds.), Lexikon Erziehungswissenschaft (Volume III). Bad Heilbrunn: Klinkhardt. DOI: 10.36198/9783838584683

Mandl, H., & Krause, U.-M. (2002). Learning competence for the knowledge society. In Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung (Eds.), Learning in the knowledge society (pp. 239-266). Innsbruck: Studienverlag.

Mandl, H., & Krause, U.-M. (2003). Learning competence for the knowledge society. In N. Nistor, S. English, S. Wheeler & M. Jalobeanu (Eds.), Toward the virtual university: International online perspectives (pp. 65-86). Greenwich, CT: Information Age Publishing.

Stark, R., & Krause, U.-M. (2006). Conception of a computer-based learning environment to promote competences for scientific argumentation. In G. Krampen & H. Zayer (Eds.), Didactics and evaluation in psychology (pp. 218-230). Göttingen: Hogrefe.

Winkler, I., Heinrich, M., Fischer, A., & Krause, U.-M. (2016). Multiperspectivity in teacher education. Interdisciplinary learning in maths and German didactics. In I. Winkler & F. Schmidt (Eds.), Interdisciplinary research in German didactics. "Foreign sisters" in dialogue (pp. 181-199). Frankfurt a. M.: Lang. DOI: 10.3726/978-3-653-05665-5


Further writings

Krause, U.-M. (2009). Book review: "Ratgeber Aggressives Verhalten" by F. Petermann, M. Döpfner and M. H. Schmidt. Psychologie in Erziehung und Unterricht, 56, 74-75.

Krause, U.-M. (2009). Promotion of complex competences. Cumulative habilitation thesis, Saarland University.

Krause, U.-M., & Stark, R. (2004). Too much of a good thing? Unwanted side effects of successful instructional interventions. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning (CD-ROM). Tübingen: Knowledge Media Research Centre.

Krause, U.-M., Stark, R., & Mandl, H. (2003). Promoting computer-based knowledge acquisition in empirical research methods through cooperative learning and a feedback measure (Research Report No. 160). Munich: Ludwig-Maximilians-University, Institute of Educational Sciences.

Mandl, H., & Krause, U.-M. (2001). Learning competence for the knowledge society (Research report no. 145). Munich: Ludwig-Maximilians-Universität, Institute of Educational Sciences.

Stark, R., Tyroller, M., & Krause, U.-M. (2004). Effects of a metacognitive prompting procedure in the context of a computer-based learning environment: Practical relevance and explanation by metacognitive and motivational processes. In P. Gerjets, P. A. Kirschner, J. Elen & R. Joiner (Eds.), Instructional design for effective and enjoyable computer-supported learning (CD-ROM). Tübingen: Knowledge Media Research Centre.

Stark, R., Tyroller, M., Krause, U.-M., & Mandl, H. (2006). Situated, example-based learning in statistics: effects of a metacognitive prompting measure (Research Report No. 1). Saarland University, Department of Educational Science.

Zhang, Y., Klopp, E., Dietrich, H., Brünken, R., Krause, U.-M., Spinath, B., Stark, R., & Spinath, F.M. (2013). WiKom-SoWi - Modelling and measuring scientific competencies in social sciences. In S. Blömeke & O. Zlatkin-Troitschanskaia (Eds.), The German funding initiative "Modeling and Measuring Competencies in Higher Education": 23 research projects on engineering, economics and social sciences, education and generic skills of higher education students (KoKoHs Working Papers, 3) (pp. 15-17). Berlin & Mainz: Humboldt University & Johannes Gutenberg University.


Congress contributions: Presentations

Bergner, M., Stark, R., Wagner, K., & Krause, U.-M. (2015, September). Scientific thinking in student teachers: Results of an interview study. Presentation at the 8th conference of the DGfE section Empirical Educational Research AEPF/KBBB, Göttingen.

Bergner, M., Stark, R., Naefgen, C., & Krause, U.-M. (2015, September). Scientific thinking in student teachers: Results of an interview study. Presentation at the 15th Educational Psychology Conference (DGPs), Kassel.

Bergner, M., Wagner, K., Stark, R., & Krause, U.-M. (2016, March). Promoting scientific thinking in teacher education: Results of an intervention study. Presentation at the 4th conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin.

Bergner, M., Wagner, K., Stark, R., & Krause, U.-M. (2018, September). Promoting scientific thinking through cooperative learning: Investigating process-related data. Paper presented at the 83rd conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Lüneburg.

Brunkhorst, S. J., & Krause, U.-M. (2013, August). Human rights education at school: An intervention study. Round table presentation at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich.

Brunkhorst, S. J., & Krause, U.-M. (2013, September). Human rights education in the classroom - an intervention study. Presentation at the conference of the DGfE section Empirical Educational Research AEPF/KBBB, Dortmund.

Brunkhorst, S. J., & Krause, U.-M. (2014, June). Promoting human rights education in schools. Presentation at the 27th Annual Conference of the Peace Psychology Forum, Jena.

Brunkhorst, S. J., & Krause, U.-M. (2015, June). Human rights education in the context of migration. Presentation at the 16th Annual Conference of the Society for Political Didactics and Political Youth and Adult Education (GPJE), Munich.

Brunkhorst, S. J., & Krause, U.-M. (2015, June). Perspectives for human rights education in schools. Presentation at the 28th Annual Conference of the Peace Psychology Forum, Marburg.

Brunkhorst, S. J., & Krause, U.-M. (2019, June). Knowledge, attitudes and beliefs of student teachers about global learning. Presentation at the 20th Annual Conference of the Society for Political Didactics and Political Youth and Adult Education (GPJE), Göttingen.

Busse, V., & Krause, U.-M. (2013, September). Promoting social competences for dealing with cultural diversity. Presentation at the conference of the DGfE section Empirical Educational Research AEPF/KBBB, Dortmund.

Busse, V., & Krause, U.-M. (2014, September). Intercultural learning at school: Comparison of two approaches to teaching methods and two approaches to the language of instruction. Paper presented at the 79th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Hamburg.

Busse, V., & Krause, U.-M. (2014, November). Intercultural learning at school: a comparison of two teaching methods and two teaching languages. Paper presented at the 14th international conference of the International Association for Languages and Intercultural Communication, Aveiro, Portugal.

Busse, V., & Krause, U.-M. (2015, March).Promoting social and intercultural learning: Effects of two teaching methodological and two language of instruction approaches. Presentation at the 3rd conference of the Gesellschaft für Empirische Bildungsforschung (GEBF) in Bochum.

Busse, V., & Krause, U.-M. (2015, August). Instructional methods and language of instruction in intercultural learning: An intervention study. Paper presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus.

Busse, V., & Krause, U.-M. (2015, October). Promoting intercultural learning in schools. Presentation at the 26th Congress of the German Society for Foreign Language Research (DGFF), Ludwigsburg.

Busse, V., & Krause, U.-M. (2016, July).Stimulating intercultural education at school: Insights from quasi-experimental studies and conclusions for teacher training. Paper presented at the Cultural Diversity, Migration, and Education Conference, Potsdam.

Busse, V., & Krause, U.-M. (2017, August). Promoting intercultural competence: Results from interventions and implications for teacher training. Presentation at the 17th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI), Tampere.

Dietrich, H., Zhang, Y., Brünken, R., Klopp, E., Krause, U.-M., Spinath, B., Spinath, F. M., & Stark, R. (2013, March). Modelling scientific competence in social science subjects. Paper presented at the 1st conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Kiel.

Dietrich, H., Zhang, Y., Brünken, R., Klopp, E., Krause, U.-M., Spinath, F. M., Stark, R., & Spinath, B. (2013, September). Modelling scientific competence in social science subjects. Presentation at the 14th Educational Psychology Conference (DGPs), Hildesheim.

Dietrich, H., Klopp, E., Zhang, Y., Brünken, R., Krause, U.-M., Spinath, F. M., Stark, R., & Spinath, B. (2015, September). Educational background, subjective socioeconomic status and academic competence in psychology students. Presentation at the 15th Educational Psychology Conference (DGPs), Kassel.

Dietrich, H., Klopp, E., Zhang, Y., Brünken, R., Krause, U.-M., Spinath, F.M., Stark, R., & Spinath, B. (2017, August). Socioeconomic status and students' prerequisites in studies of the social sciences. Presentation at the 17th Biennial Meeting of the European Association for Research on Learning and Instruction (EARLI), Tampere.

Heinisch, L. M., Rathje, W., Krause, U.-M., & Hößle, C. (2018, September). Decision-making competence regarding the possibilities of genome editing. Presentation at the European Research in Didactics of Biology Conference (ERIDOB), Saragossa.

Jansen, A. & Krause, U.-M. (2018, August). Judgement formation of young people on complex problems of sustainable development - An intervention study. Presentation at the conference "Orte und Prozesse außerschulischen Lernens erforschen und weiterentwickeln", Oldenburg.

Jansen, A., Brunkhorst, S. J., & Krause, U.-M. (2019, August). Global education in teacher training - preservice teachers' knowledge and beliefs. Round table presentation at the 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Aachen.

Jansen, A., & Krause, U.-M. (2019, September). How do adolescents evaluate complex issues in sustainable development? An intervention study in class. Presentation at the European Conference on Educational Research (ECER), Hamburg.

Krause, U.-M. (2002, January). Elaborated group feedback in virtual learning environments. Paper presented at the CSCL (Computer Support for Collaborative Learning) Conference 2002, Doctoral Consortium, Boulder, Colorado.

Krause, U.-M., & Stark, R. (2004, April). Learning with a computer-based learning environment for correlation calculus: Effects of different instructional measures. Paper presented at the 46th conference of experimentally working psychologists (TeaP), Giessen, Germany.

Krause, U.-M., & Stark, R. (2004, May). Conception of a computer-based learning environment to promote competences for scientific argumentation. Presentation at the 5th Symposium on Psychology Didactics and Evaluation of the Section for Training and Further Education of the Professional Association of German Psychologists (BDP), Trier.

Krause, U.-M., & Stark, R. (2004, May). Promoting the acquisition of knowledge in the field of empirical research methods with the help of a computer-based learning environment. Paper presented at the 5th Symposium on Psychology Didactics and Evaluation of the Section for Training and Further Education of the Professional Association of German Psychologists (BDP), Trier.

Krause, U.-M., & Stark, R. (2004, September). Conception of a computer-based learning environment to promote competences for scientific argumentation. Paper presented at the 65th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Nuremberg.

Krause, U.-M., & Stark, R. (2005, March). The importance of prior knowledge for the effect of feedback and co-operative learning. Paper presented at the 66th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Berlin.

Krause, U.-M., & Stark, R. (2005, September). Learning and performance in co-operative problem solving in the context of example-based learning. Paper presented at the 10th Conference on Educational Psychology (DGPs), Halle.

Krause, U.-M., & Stark, R. (2005, September). Cognitive and motivational effects of co-operative learning. Paper presented at the 67th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Salzburg.

Krause, U.-M., & Stark, R. (2006, September). Promoting knowledge and favourable attitudes towards cooperative learning in prospective teachers. Paper presented at the 68th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Munich.

Krause, U.-M., & Stark, R. (2006, September). Knowledge about co-operative learning in prospective teachers: Analysis and promotion. Presentation at the 17th Federal Conference for School Psychology, Cologne.

Krause, U.-M., & Stark, R. (2007, March). Facilitating conceptual change in educational argumentation: conceptualisation and evaluation of a problem-oriented learning environment. Paper presented at the 6th IASTED International Conference on Web-Based Education, Chamonix.

Krause, U.-M., & Stark, R. (2007, August). Problem-oriented learning and reflection prompts in teacher education: enhancing knowledge about cooperative learning. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest.

Krause, U.-M., & Stark, R. (2011, September). Promoting moral development: comparison of two teaching methods. Paper presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Exeter.

Krause, U.-M., Stark, R., & Herzmann, P. (2008, August). Theoretical and reflective thinking: effects of different instructional approaches. Paper presented at the XXIX International Congress of Psychology, Berlin.

Krause, U.-M., Stark, R., & Herzmann, P. (2008, August). Competencies of prospective teachers: Promoting applicable theory knowledge and favourable attitudes towards theories through problem-based and instruction-oriented learning. Paper presented at the 71st conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Kiel.

Krause, U.-M., Stark, R., & Herzmann, P. (2009, August). Problem-based learning and direct instruction in teacher education. Paper presented at the 13th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Amsterdam.

Krause, U.-M., Stark, R., & Kaub, K. (2009, September). Cognitive and motivational effects of two teaching approaches in the field of moral development promotion. Paper presented at the 73rd conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bochum.

Krause, U.-M., Stark, R., & Kaub, K. (2010, September). Moral development promotion in the classroom: Effectiveness of two intervention approaches and gender effects. Paper presented at the 74th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Jena.

Krause, U.-M., Stark, R., & Mandl, H. (2003, September). Cooperative learning and feedback in computer-based learning in the field of empirical research methods. Paper presented at the 9th Conference on Educational Psychology (DGPs), Bielefeld.

Krause, U.-M., Stark, R., & Mandl, H. (2003, October). Promoting computer-based knowledge acquisition in the field of empirical research methods through co-operative learning and a feedback measure. Paper presented at the 64th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Hamburg.

Krause, U.-M., Stark, R., & Mandl, H. (2006, April). Worked examples: effects of feedback and cooperative learning. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco.

Krause, U.-M., Stark, R., Tyroller, M., & Mandl, H. (2003, March). Effectiveness of a metacognitive prompting measure in the context of a computer-based learning environment for correlational reasoning. Paper presented at the 45th conference of experimental psychologists (TeaP), Kiel, Germany.

Lira Lorca, A., Peltzer, K., Busse, V., & Krause, U.-M. (2024, June). The impact of peer feedback and self-assessment on cognitive and motivational aspects of writing. Paper presented at the Biennial Conference of the EARLI SIG 12 Writing, Paris.

Lira Lorca, A., Peltzer, K., Busse, V., & Krause, U.-M. (2025, August). Effects of structured formative peer feedback and self-assessment on argumentative writing in EFL. Paper presented at the 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Graz.

Oberhaus, L., Eller, R., Kivi, A., Leder, C., & Krause, U.-M. (2017, October). Music(s) in daycare centres. Evaluation results of a professional field-expanding qualification for the cooperation of musician-educator tandems in daycare centres. Presentation at the annual conference of the Arbeitskreis Musikpädagogische Forschung, Bad Wildbad.

Peltzer, K., Lira Lorca, A., Krause, U.-M., Graham, S., Panadero, E., & Busse, V. (2025, August). How to support different writers: Effects of feedback on argumentative writing and motivation. Paper presented at the 21st Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Graz.

Stark, R., Herzmann, P., & Krause, U.-M. (2008, August). A field study on the effectiveness of integrated innovative learning environments in teacher education. Paper presented at the EARLI SIG 18 Educational Effectiveness Conference 2008, Frankfurt am Main.

Stark, R., & Krause, U.-M. (2003, October). The importance of learning prerequisites in learning with a computer-based learning environment for correlation calculus. Paper presented at the 64th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Hamburg.

Stark, R., & Krause, U.-M. (2005, September). WALe: Learning to argue scientifically. Presentation at the 10th Conference on Methods and Evaluation (DGPs), Münster.

Stark, R., & Krause, U.-M. (2006, November).Conceptualisation and evaluation of problem-oriented computer-based learning in different domains - perspectives, potentials and risks. Keynote speech at the 1st E-Learning-Day of Saarland University, Saarbrücken.

Stark, R., & Krause, U.-M. (2007, March). Conception and evaluation of problem-orientated learning environments. Presentation at the 8th symposium of the Society for Cognitive Science KogWis, Saarbrücken.

Stark, R., & Krause, U.-M. (2010, September). Problems of student teachers in scientific thinking and reasoning. Paper presented at the 74th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Jena.

Stark, R., Krause, U.-M., Tyroller, M., & Mandl, H. (2003, August). Effectiveness of a computer-based learning programme to foster understanding of the concept of correlation. Paper presented at the 10th Biennial Conference of the European Association of Research on Learning and Instruction (EARLI), Padua.

Stark, R., Puhl, T., & Krause, U.-M. (2007, August). Enhancing educational argumentation - effects of a problem-oriented e-learning environment. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest.

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (2016, September). Promoting scientific thinking in teacher education. Presentation at the 50th Congress of the German Psychological Society (DGPS), Leipzig.

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (2017, March). Promoting scientific thinking in teacher education: Results of an intervention study. Presentation at the 5th conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg.

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (2017, September). Promoting evidence-oriented thinking by learning from mistakes in dyads: Effects of transactive discourse on individual knowledge acquisition in student teachers. Presentation at the joint conference of the Developmental Psychology and Educational Psychology groups, Münster.

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (2018, February). Cooperative learning from mistakes in teacher training programmes: Effects of transactive discourse on the acquisition of applicable educational knowledge, subjective learning success and acceptance of the course unit. Paper presented at the 6th conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Basel.

Weiland, L., & Krause, U.-M. (2015, September). Cooperative classroom reflection in teacher training programmes - an intervention study. Presentation at the 8th conference of the DGfE section Empirical Educational Research AEPF/KBBB, Göttingen.

Weiland, L., & Krause U.-M. (2016, March). Cooperative classroom reflection in teacher training programmes - an intervention study. Presentation at the 4th conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin.

Winkler, I., Fischer, A., Heinrich, M., & Krause, U.-M. (2015, March). Multiperspectivity in teacher education: Interdisciplinary learning in maths and German didactics. Presentation at the conference "Fremde Schwestern" im Dialog: Interdisciplinary research in German didactics, Jena.

Zhang, Y., Klopp, E., Dietrich, H., Brünken, R., Krause, U.-M., Spinath, B., Stark, R., & Spinath, F. M. (2015, March). Model-based prediction of scientific competencies in psychology. Presentation at the 3rd conference of the Gesellschaft für Empirische Bildungsforschung (GEBF) in Bochum.

Congress contributions: Poster presentations

Bergner, M., Stark, R., Naefgen, C., & Krause, U.-M. (2015, March). Scientific thinking in student teachers: Results of an interview study. Poster presentation at the 3rd conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum.

Blessing, L., Stark, R., Krause, U.-M., Gutenberg, N., & Götze, L. (2009, September). Promoting linguistic competences in pupils in the final year of secondary general school. Poster presentation at the 12th Educational Psychology Conference (DGPs), Saarbrücken.

Brunkhorst, S. J., & Krause, U.-M. (2013, June). Human rights education in the classroom - an intervention study. Poster presentation at the 14th Annual Conference of the Society for Political Didactics and Political Youth and Adult Education (GPJE), Hanover.

Dietrich, H., Brünken, R., Klopp, E., Krause, U.-M., Spinath, F. M., Stark, R., Zhang, Y., & Spinath, B. (2014, September). The relationship between educational background and working hours in addition to studying, achievement motivation, interest in studying and cognitive prerequisites in first-semester psychology students. Poster presentation at the 49th Congress of the German Psychological Society (DGPs), Bochum.

Dietrich, H., Klopp, E., Zhang, Y., Brünken, R., Krause, U.-M., Spinath, F. M., Stark, R., & Spinath, B. (2014, March). The relationship of educational background with achievement motivation, study interest and academic self-concept in studying social science subjects. Poster at the 2nd conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main.

Dietrich, H., Klopp, E., Zhang, Y., Brünken, R., Krause, U.-M., Spinath, F.M., Stark, R., & Spinath, B. (2016, September). Assessing students' perceptions of justice in a higher education context. Poster presentation at the 50th Congress of the German Psychological Society (DGPs), Leipzig.

Dietrich, H., Klopp, E., Zhang, Y., Brünken, R., Krause, U.-M., Spinath, F.M., Stark, R., & Spinath, B. (2017, September). Relationships between socio-economic status and the entry requirements of students of social science subjects. Poster presentation at the joint conference of the Developmental Psychology and Educational Psychology groups, Münster.

Heinisch, L., Rathje, W., Krause, U.-M., & Hößle, C. (2017, September). Ethical evaluation competence of adolescents on the possibilities of genome editing. Poster presentation at the 21st International Conference of the Fachsektion Didaktik der Biologie (FDdB) im Verband Biologie, Biowissenschaften & Biomedizin, Halle.

Heinisch, L. M., Rathje, W., Krause, U.-M., & Hößle, C. (2018, February). Assessment competence of adolescents regarding the possibilities of genome editing. Poster presentation at the Spring School for Young Scientists of the Fachsektion Didaktik der Biologie (FDdB) in the Verband Biologie, Biowissenschaften & Biomedizin, Cologne.

Jansen, A., & Krause, U.-M. (2018, June). Judgement formation of young people on complex problems of sustainable development. Poster presentation at the 19th Annual Conference of the Society for Political Didactics and Political Youth and Adult Education (GPJE), Mainz.

Jansen, A., & Krause, U.-M. (2019, August). Adolescents' reasoning and judgement about complex problems in sustainable development: An intervention study. Poster presentation at the 13th International Conference of the European Science Education Research Association (ESERA), Bologna.

Krause, U.-M., & Stark, R. (2004, July). Too much of a good thing? Unwanted side effects of successful instructional interventions. Poster presented at the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers, Tübingen.

Krause, U.-M., & Stark, R. (2004, September). Importance of prior knowledge for the effect of a feedback measure in the context of computer-based learning. Poster presentation at the 44th Congress of the German Psychological Society (DGPs), Göttingen.

Krause, U.-M., & Stark, R. (2006, March). Effectiveness of problem-orientated, example-based learning. Poster presentation at the 20th Congress of the German Society for Educational Science (DGfE), Frankfurt am Main.

Krause, U.-M., & Stark, R. (2006, June). Conceptual change in teacher education: Enhancing concepts of cooperative learning. Poster presented at the 5th Symposium of the EARLI SIG Conceptual Change, Stockholm.

Krause, U.-M., & Stark, R. (2006, November). EULE: E-learning in university teacher education. Poster presentation at the 1st E-Learning-Day of Saarland University, Saarbrücken.

Krause, U.-M., Stark, R., & Kaub, K. (2009, March). Promoting moral competences: Comparison of two teaching approaches with cognitive and affective focus, respectively. Poster presentation at the 5th conference of the Empirical Educational Research Section of the German Society for Educational Science (DGfE), Landau.

Oberhaus, L., Krause, U.-M., Bredl, K., Perk, N., Leder, C., & Schempp-Hilbert, Z. (2016, October). Musical-cultural education in the daycare centre (MuBiKi). Conception, implementation and evaluation of a professional qualification for musicians and educators for music programmes in day-care centres. Poster presentation at the annual conference of the Arbeitskreis Musikpädagogische Forschung, Freising.

Stark, R., Krause, U.-M., & Puhl, T. (2005, September). Promoting competences for scientific argumentation. Poster presentation at the 10th Educational Psychology Conference (DGPs), Halle.

Stark, R., Tyroller, M., & Krause, U.-M. (2004, July). Effects of a metacognitive prompting procedure in the context of a computer-based learning environment: Practical relevance and explanation by metacognitive and motivational processes. Poster presented at the first joint meeting of the EARLI SIGs Instructional Design and Learning and Instruction with Computers, Tübingen.

Vajen, B., Heinisch, L. M., Rathje, W., Krause, U.-M., Hößle, C., & Schlegelberger, B. (2019, March). Ethical decision-making competence regarding the possibilities of genome editing by CRISPR/Cas9 by adolescents and medical students. Poster presentation at the Annual Meeting of the German Society of Human Genetics, Weimar.

Weiland, L., & Krause, U.-M. (2014, September). Cooperative teaching reflection in teacher training programmes: an intervention study. Poster presentation at the 79th conference of the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Hamburg.

Weiland, L., & Krause, U.-M. (2015, March). Cooperative classroom reflection in teacher training programmes - an intervention study. Poster presentation at the 3rd conference of the Gesellschaft für Empirische Bildungsforschung (GEBF) in Bochum.

Zhang, Y., Klopp, E., Dietrich, H., Brünken, R., Krause, U.-M., Spinath, B., Stark, R., & Spinath, F. M. (2014, March). Predicting academic success in psychology students: an investigation of incremental validity of conscientiousness and achievement motivation beyond cognitive predictors. Poster at the 2nd conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Frankfurt am Main.

Zhang, Y., Klopp, E., Dietrich, H., Brünken, R., Krause, U.-M., Spinath, B., Stark, R., & Spinath, F. M. (2014, September). Domain specificity of cognitive and non-cognitive variables in the prediction of academic success: an investigation on the predictive validity of A-level grades, intelligence and conscientiousness. Poster presentation at the 49th Congress of the German Psychological Society (DGPs), Bochum.