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 reflective 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 competencies 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 sound scientific skills – the acquisition and use of scientific skills in sociology. Journal of Social Management, 13 ( 2), 49–62.

Heinisch, L. M., Hößle, C., Krause, U.-M., & Rathje, W. (2018). Young people assess 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 training. Journal of Teacher Education, 8 ( 4), 22–29.

Krause, U.-M., & Stark, R. (2009). Promoting applicable knowledge about cooperative learning. Journal of Teacher Education, 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 socio-moral learning: a comparison of two teaching approaches. Psychology in Education and Teaching, 63 (2), 81–90. https://doi.org/10.2378/peu2016.art10d

Krause, U.-M., Stark, R., & Herzmann, P. (2011). Promoting the application of theoretical knowledge in teacher training: A comparison of problem-based and instruction-oriented learning. Psychology in Education and Teaching, 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 cooperative learning and a feedback strategy. Journal of Educational Psychology, 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 of Writing Studies (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 – A comparison of problem-based and instruction-oriented seminar designs 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 through a problem-based learning environment: effects of an elaboration tool and the 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 intervention on situated, example-based learning in the field of correlation analysis. 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: Learning from one’s 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. Psychology in Education and Teaching, 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). The 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 language skills of pupils in their final year of secondary school. Journal of Applied Linguistics (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 consultancy and networking: Concept and activities of the Centre for School Reform in Oldenburg. Journal of School Development, 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). Re-examining 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 chapters

Busse, V., & Krause, U.-M. (2015). Fostering competencies 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 integration and didactic-methodological design of subject-specific and educational science training sequences for developing 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: Findings from an interview study. In M. Jungwirth, J. Haarmann, N. Harsch, F. Haupts, J. Marks, Y. Noltensmeier (Eds.), Milestones for Contemporary Teacher Education – A Focus on Conceptual Approaches. 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-forming in the field of education for sustainable development: A problem-oriented teaching approach with out-of-school learning opportunities. In C. Hößle & W. Rathje (Eds.), Teaching Bioethics – Fostering Judgement (pp. 157–166). Springer Spektrum. https://doi.org/10.1007/978-3-662-69707-8

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

Krause, U.-M. (2023). Teachers carrying out their educational role. In K. Zierer (Ed.), Guide to School Teaching Practice (7th ed., pp. 132–137). Bielefeld: Schneider, published by wbv.

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 using 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.), Encyclopaedia of Educational Science (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.), Encyclopaedia of Educational Science (Volume III). Bad Heilbrunn: Klinkhardt. DOI: 10.36198/9783838584683

Mandl, H., & Krause, U.-M. (2002). Learning competence for the knowledge society. In Federal-State Commission for Educational Planning and Research Funding (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). Design of a computer-based learning environment to promote skills in academic 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 mathematics and German didactics. In I. Winkler & F. Schmidt (Eds.), Interdisciplinary Research in German Didactics. ‘Fremde Schwestern’ in dialogue ( pp. 181–199). Frankfurt am Main: Lang. DOI: 10.3726/978-3-653-05665-5


Further publications

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). Fostering 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 the field of empirical research methods through cooperative learning and a feedback measure ( Research Report No. 160). Munich: Ludwig Maximilian University, Institute of Educational Sciences.

Mandl, H., & Krause, U.-M. (2001). Learning Competence for the Knowledge Society (Research Report No. 145). Munich: Ludwig Maximilian University, 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 intervention (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 competences in the social sciences. In S. Blömeke & O. Zlatkin-Troitschanskaia (Eds.), The German funding initiative “Modelling 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.


Conference papers: Presentations

Bergner, M., Stark, R., Wagner, K., & Krause, U.-M. (September 2015). Scientific thinking among teacher training students: Results of an interview study. Presentation at the 8th Conference of the DGfE Section for Empirical Educational Research (AEPF/KBBB), Göttingen.

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

Bergner, M., Wagner, K., Stark, R., & Krause, U.-M. (March 2016). Fostering scientific thinking in teacher education: Results of an intervention study. Presentation at the 4th Conference of the Society for Empirical Educational Research (GEBF), Berlin.

Bergner, M., Wagner, K., Stark, R., & Krause, U.-M. (September 2018). Promoting scientific thinking through cooperative learning: An analysis of process-related data. Presentation at the 83rd Conference of the Working Group for Empirical Educational Research (AEPF), Lüneburg.

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

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

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

Brunkhorst, S. J., & Krause, U.-M. (June 2019). Knowledge, attitudes and beliefs of trainee teachers on the topic of 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. (September 2013). Fostering social skills for dealing with cultural diversity. Paper presented at the conference of the DGfE Section for Empirical Educational Research (AEPF/KBBB), Dortmund.

Busse, V., & Krause, U.-M. (September 2014). Intercultural learning at school: a comparison of two teaching methods and two languages of instruction. Paper presented at the 79th conference of the Working Group for Empirical Educational Research (AEPF), Hamburg.

Busse, V., & Krause, U.-M. (November 2014). 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. (March 2015).Promoting social and intercultural learning: effects of two teaching methodological and two teaching language of instruction approaches. Presentation at the 3rd Conference of the Society for Empirical Educational Research (GEBF) in Bochum.

Busse, V., & Krause, U.-M. (August 2015). 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. (October 2015). 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. (July 2016).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. (August 2017). 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. (March 2013). Modelling scientific competence in social science subjects. Presentation at the 1st Conference of the Society for Empirical Educational Research (GEBF), Kiel.

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

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

Dietrich, H., Klopp, E., Zhang, Y., Brünken, R., Krause, U.-M., Spinath, F.M., Stark, R., & Spinath, B. (August 2017). Socioeconomic status and students’ prerequisites in social science studies. 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. (September 2018). Decision-making competence regarding the possibilities of genome editing. Presentation at the European Research in Didactics of Biology Conference (ERIDOB), Zaragoza.

Jansen, A. & Krause, U.-M. (August 2018). Adolescents’ judgement-forming on complex issues of sustainable development – An intervention study. Presentation at the conference ‘Exploring and Developing Places and Processes of Out-of-School Learning’, Oldenburg.

Jansen, A., Brunkhorst, S. J., & Krause, U.-M. (August 2019). Global education in teacher training – pre-service 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. (September 2019). 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. (January 2002). 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. (April 2004). Learning with a computer-based learning environment for correlation calculations: Effects of different instructional approaches. Presentation at the 46th Conference of Experimental Psychologists (TeaP), Giessen.

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

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

Krause, U.-M., & Stark, R. (September 2004). Design of a computer-based learning environment to promote skills in scientific argumentation. Paper presented at the 65th Conference of the Working Group for Empirical Educational Research (AEPF), Nuremberg.

Krause, U.-M., & Stark, R. (March 2005). The significance of prior knowledge for the effectiveness of feedback and cooperative learning. Paper presented at the 66th Conference of the Working Group for Empirical Educational Research (AEPF), Berlin.

Krause, U.-M., & Stark, R. (September 2005). Learning and performance in cooperative 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. (September 2005). Cognitive and motivational effects of cooperative learning. Paper presented at the 67th Conference of the Working Group for Empirical Educational Research (AEPF), Salzburg.

Krause, U.-M., & Stark, R. (September 2006). Promoting knowledge and positive attitudes towards cooperative learning among trainee teachers. Paper presented at the 68th Conference of the Working Group for Empirical Educational Research (AEPF), Munich.

Krause, U.-M., & Stark, R. (September 2006). Knowledge of cooperative learning among trainee teachers: analysis and promotion. Paper presented at the 17th Federal Conference on School Psychology, Cologne.

Krause, U.-M., & Stark, R. (March 2007). 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. (August 2007). 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. (September 2011). Promoting moral development: a 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. (August 2008). 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. (August 2008). Competencies of trainee teachers: Promoting applicable theoretical knowledge and positive attitudes towards theories through problem-based and instruction-oriented learning. Presentation at the 71st Conference of the Working Group for Empirical Educational Research (AEPF), Kiel.

Krause, U.-M., Stark, R., & Herzmann, P. (August 2009). 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. (September 2009). Cognitive and motivational effects of two teaching approaches in the field of moral development. Presentation at the 73rd Conference of the Working Group for Empirical Educational Research (AEPF), Bochum.

Krause, U.-M., Stark, R., & Kaub, K. (September 2010). Promoting moral development in the classroom: The effectiveness of two intervention approaches and gender effects. Presentation at the 74th Conference of the Working Group for Empirical Educational Research (AEPF), Jena.

Krause, U.-M., Stark, R., & Mandl, H. (September 2003). 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. (October 2003). Promoting computer-based knowledge acquisition in the field of empirical research methods through cooperative learning and a feedback intervention. Presentation at the 64th Conference of the Working Group for Empirical Educational Research (AEPF), Hamburg.

Krause, U.-M., Stark, R., & Mandl, H. (April 2006). 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. (March 2003). Effectiveness of a metacognitive prompting intervention in the context of a computer-based learning environment for correlation calculations. Presentation at the 45th Conference of Experimental Psychologists (TeaP), Kiel.

Lira Lorca, A., Peltzer, K., Busse, V., & Krause, U.-M. (June 2024). 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. (August 2025). 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. (October 2017). Music and musicians in early years settings. Evaluation results of a professional development programme to enhance collaboration between musician-educator tandems in early years settings. Presentation at the annual conference of the Working Group on Music Education Research, Bad Wildbad.

Peltzer, K., Lira Lorca, A., Krause, U.-M., Graham, S., Panadero, E., & Busse, V. (August 2025). 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. (August 2008). 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. (October 2003). The importance of prior learning knowledge when learning using a computer-based learning environment for correlation calculations. Presentation at the 64th Conference of the Working Group for Empirical Educational Research (AEPF), Hamburg.

Stark, R., & Krause, U.-M. (September 2005). WALe: Learning Scientific Argumentation. Presentation at the 10th Symposium on Methods and Evaluation (DGPs), Münster.

Stark, R., & Krause, U.-M. (November 2006).Design and Evaluation of Problem-Oriented Computer-Based Learning in Various Domains – Perspectives, Potential and Risks. Keynote lecture at the 1st E-Learning Day at Saarland University, Saarbrücken.

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

Stark, R., & Krause, U.-M. (September 2010). Problems encountered by trainee teachers in scientific thinking and argumentation. Presentation at the 74th Conference of the Working Group for Empirical Educational Research (AEPF), Jena.

Stark, R., Krause, U.-M., Tyroller, M., & Mandl, H. (August 2003). 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 for Research on Learning and Instruction (EARLI), Padua.

Stark, R., Puhl, T., & Krause, U.-M. (August 2007). 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. (September 2016). Fostering 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. (March 2017). Fostering scientific thinking in teacher education: Results of an intervention study. Presentation at the 5th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg.

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (September 2017). Promoting evidence-based thinking through learning from mistakes in dyads: Effects of transactional discourse on individual knowledge acquisition among trainee teachers. Presentation at the joint conference of the Developmental Psychology and Educational Psychology sections, Münster.

Wagner, K., Bergner, M., Krause, U.-M., & Stark, R. (February 2018). Cooperative learning from mistakes in teacher training: Effects of transactional discourse on the acquisition of applicable educational knowledge, subjective learning success and acceptance of the learning unit. Presentation at the 6th Conference of the Society for Empirical Educational Research (GEBF), Basel.

Weiland, L., & Krause, U.-M. (September 2015). Cooperative teaching reflection in teacher training – an intervention study. Presentation at the 8th Conference of the DGfE Section for Empirical Educational Research (AEPF/KBBB), Göttingen.

Weiland, L., & Krause, U.-M. (March 2016). Collaborative teaching reflection in teacher training – an intervention study. Presentation at the 4th Conference of the Society for Empirical Educational Research (GEBF), Berlin.

Winkler, I., Fischer, A., Heinrich, M., & Krause, U.-M. (March 2015). Multi-perspectivity in teacher education: Interdisciplinary learning in mathematics and German didactics. Paper presented 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. (March 2015). Model-based prediction of scientific competencies in psychology. Presentation at the 3rd Conference of the Society for Empirical Educational Research (GEBF) in Bochum.

Conference contributions: Poster presentations

Bergner, M., Stark, R., Naefgen, C., & Krause, U.-M. (March 2015). Scientific thinking among teacher training students: Results of an interview study. Poster presentation at the 3rd Conference of the Society for Empirical Educational Research (GEBF), Bochum.

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

Brunkhorst, S. J., & Krause, U.-M. (June 2013). Human rights education in school lessons – 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. (September 2014). The relationship between educational background and working hours alongside studies, achievement motivation, interest in the subject and cognitive prerequisites among first-year 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. (March 2014). The relationship between educational background and achievement motivation, interest in the subject and academic self-concept amongst students of social sciences. Poster presented at the 2nd Conference of the Society for Empirical Educational Research (GEBF), Frankfurt am Main.

Dietrich, H., Klopp, E., Zhang, Y., Brünken, R., Krause, U.-M., Spinath, F. M., Stark, R., & Spinath, B. (September 2016). Measuring students’ perceptions of fairness 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. (September 2017). Correlations between socio-economic status and the entry requirements for students of social science subjects. Poster presentation at the joint conference of the Developmental Psychology and Educational Psychology sections, Münster.

Heinisch, L., Rathje, W., Krause, U.-M., & Hößle, C. (September 2017). Young people’s ethical judgement regarding the possibilities of genome editing. Poster presentation at the 21st International Conference of the Section for Biology Didactics (FDdB) within the Association for Biology, Life Sciences & Biomedicine, Halle.

Heinisch, L. M., Rathje, W., Krause, U.-M., & Hößle, C. (February 2018). Adolescents’ evaluative competence regarding the possibilities of genome editing. Poster presentation at the Spring School for Early-Career Researchers of the Section for Biology Didactics (FDdB) within the Association for Biology, Life Sciences & Biomedicine, Cologne.

Jansen, A., & Krause, U.-M. (June 2018). Adolescents’ judgement regarding complex issues 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. (August 2019). 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. (July 2004). Too much of a good thing? Unwanted side effects of successful instructional interventions. Poster presented at the first joint meeting of the EARLI SIGs on Instructional Design and Learning and Instruction with Computers, Tübingen.

Krause, U.-M., & Stark, R. (September 2004). The importance of prior knowledge for the effectiveness 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. (March 2006). The effectiveness of problem-oriented, example-based learning. Poster presentation at the 20th Congress of the German Society for Educational Research (DGfE), Frankfurt am Main.

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

Krause, U.-M., Stark, R., & Kaub, K. (March 2009). Fostering moral competences: A comparison of two teaching approaches with a cognitive and an affective focus. 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. (October 2016). Musical and cultural education in early years settings (MuBiKi). Design, implementation and evaluation of a professional development programme for musicians and early years practitioners to deliver music activities in early years settings. Poster presentation at the annual conference of the Working Group on Music Education Research, Freising.

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

Stark, R., Tyroller, M., & Krause, U.-M. (July 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. Poster presented at the first joint meeting of the EARLI SIGs on Instructional Design and Learning and Instruction with Computers, Tübingen.

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

Weiland, L., & Krause, U.-M. (September 2014). Cooperative classroom reflection in teacher training: an intervention study. Poster presentation at the 79th Conference of the Working Group for Empirical Educational Research (AEPF), Hamburg.

Weiland, L., & Krause, U.-M. (March 2015). Collaborative teaching reflection in teacher training – an intervention study. Poster presentation at the 3rd Conference of the Society for Empirical Educational Research (GEBF) in Bochum.

Zhang, Y., Klopp, E., Dietrich, H., Brünken, R., Krause, U.-M., Spinath, B., Stark, R., & Spinath, F. M. (March 2014). Predicting academic success among psychology students: an investigation of the incremental validity of conscientiousness and achievement motivation beyond cognitive predictors. Poster presented at the 2nd Conference of the Society for Empirical Educational Research (GEBF), Frankfurt am Main.

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