AQUA-d Conference 2025

Abstract: Formative assessment is considered to support student learning. For success in practice, it is necessary that teachers notice important information in the assessment results, interpret it appropriately and, based on that, construct implications for instruction. As this process appears to be challenging for teachers, the symposium will focus on the following key question: How do teachers notice learning progress data and how can they be supported in interpreting and constructing implications for instruction?

Presenters: 

• Amelie Fuchs &/Daniel Sommerhoff  (Leibniz Institute for Science and Mathematics Education Kiel, Germany)
• Anouschka van Leeuwen (Utrecht University, Netherlands)
• Erika Lunowa (Karlsruhe University of Education, Germany)

Discussant: Sarah Bez (Karlsruhe University of Education, Germany)

Abstract: Using evidence from educational research has the potential to improve both teaching and school quality. Given this potential, and the growing body of evidence—especially in light of the recent rise in randomized controlled trials in education (White, 2019)—it is not surprising that the evidence-informed school approach has been promoted increasingly at the international level (Brown et al., 2017; Council of the European Union, 2024; Davies, 1999; Groß Ophoff et al., 2023; Slavin, 2002; White, 2019). As evidence-informed processes start influencing educational practices worldwide (e.g., Higgins et al., 2022; Ion et al., 2024; Malin et al., 2020), it is crucial to examine how findings from research can be disseminated and integrated into educational settings. To this end, this symposium features current empirical research from quantitative and qualitative studies related to the communication and use of evidence within educational contexts. It explores overarching international challenges, capacities, and catalysts for an evidence-informed school approach. The aim is to provide insights into ongoing empirical research, spark fruitful discussions among the attendees through an interactive Q&A session, and foster (international) collaborations among researchers.

Presenters:

• Florian Kühlwein (Karlsruhe University of Education, Germany)
• Despoina Georgiou (Utrecht University, Netherlands)
• Audrey Michal (University of Michigan-Flint, USA)

Discussant: Rainer Bromme (University of Münster, Germany)

Abstract: Realistic visualizations play a major role for learning in schools as well as in a wide range of learning scenarios that require to visualize content in an authentic and informative way, such as museum exhibitions. To harness the power of realistic visualizations, strategies to overcome some of their drawbacks are a relevant topic in this area of research. For instance, how should qualitative differences of the information in visualizations be made transparent to the learner in order to enhance understanding? Several strategies, ranging from marking the relevance and reliability of elements in realistic visualizations to utilizing virtual reality as a form of pretraining for learning scenarios will be presented and discussed in this session.

Presenters:

• Killyam Forge (University of Toulouse, France)
• Manuela Glaser (Leibniz-Institut für Wissensmedien (IWM) Tübingen, Germany)
• Robin Wagner (Leibniz-Institut für Wissensmedien (IWM) Tübingen, Germany)
• Patricia Engel-Hermann (Karlsruhe University of Education, Germany)

Abstract: Given the multifaceted nature of motivation and that learners differ in their motivational needs, finding effective ways to address these needs simultaneously is a crucial yet challenging objective of motivation research. The symposium "Seeking Ways to Individualize and Tailor Motivation Interventions" serves as a platform to discuss potential approaches for tailoring motivation interventions that benefit as many people as possible.

Presenters: 

• Hanna Gaspard (University of Konstanz, Germany) 
• Liene Brandhuber (Karlsruhe University of Education, Germany)
• Emily Q. Rosenzweig (Columbia University, USA)
• Patrick N. Beymer (University of Cincinnati, USA)

Discussant: Jacquelynne Eccles (University of California, USA)

Abstract:  This symposium explores different digital contexts in which judgments and judgment accuracy play a significant role to support self-regulated learning. While different types of (retrieval) tasks (e.g. parameterized tasks or problem solving tasks) are investigated individually, they overlap in being types of task for which learners need to invest effort to complete (compared to reading from text). Effortful tasks are a "desirable difficulty", that feel difficult but support long-term retention. Additionally, analyzing students' use of an LLM-generated practice-question bank may help students in predicting their exam performance. Even though desirable difficulties enhance learning on one side, they might also negatively affect judgment accuracy and motivation on the other side. This symposium offers a platform to discuss different ways of supporting learners in making more accurate judgments, foster motivation and finally make better decisions when self-regulating their learning.

Presenters:

• Louise David (Maastricht University, Netherlands)
• Martin Fifka (Karlsruhe University of Education, Germany)
• Noortje Janssen (Radboud University, Netherlands)
• Theresa Walesch (Karlsruhe University of Education, Germany)

Discussant: Anique de Bruin (Maastricht University, Netherlands)

Abstract: Many students do not succeed in developing a basic understanding of electrical circuits in lower secondary school. Against this background this symposium focuses on digitally-supported instructional approaches for teaching electricity in secondary education. Specifically, we examine the potential benefits of (a) contemporary pedagogical frameworks for electricity instruction (e.g., E-Po), (b) digital tools such as data acquisition systems, and (c) argumentation-based learning in laboratory settings. Through this discussion, the symposium aims to advance practice and research in physics education, particularly in the domain of electricity teaching and learning.

Presenters:

• Thomas Schubatzky (University of Innsbruck, Austria)
• Florian Frank (University of Würzburg, Germany)
• Lena Lenz (Karlsruhe University of Education, Germany)
• Wolfang Lutz (University of Würzburg, Germany)

Abstract: The symposium addresses the challenges and potential of digital writing in various contexts, bringing together current scientific perspectives from writing didactics, literary didactics, and media didactics. A key focus is on analyzing the dimensions of digital writing, particularly regarding narrative text production and its assessment. Literary writing is examined from a literary didactic perspective using the example of tall tales, highlighting their didactic potential. Additionally, the method of digital storytelling is presented as a multimodal narrative approach and linked to empirical research findings on the promotion of narrative text production competence. The symposium provides an interdisciplinary platform for scholarly exchange on innovative approaches in writing didactics and offers space for the discussion of key developments in this field.

Presenters:

• Afra Sturm (University of Applied Sciences and Arts Northwestern Switzerland)
• Johannes Wild (University of Regensburg, Germany)
• Daniela Matz (University of Tübingen, Germany)
• Maximilian Stoller (Karlsruhe University of Education, Germany)

Abstract: The symposium aims to explore the potential of high-quality, digitally supported educational tasks to address the challenges posed by rapidly changing global contexts. By fostering dialogue between researchers and practitioners, the session seeks to advance our collective understanding of how digital tools can enhance economic education. In particular, we plan to address key questions regarding how digital technologies can support the creation of more effective and engaging learning tasks, and how digital interventions can enhance economic education to improve learning outcomes. To this end, the symposium will highlight both theoretical frameworks and practical approaches, offering a platform for the exchange of innovative ideas and insights into how these concepts can be applied to task design, implementation, and evaluation.

Presenters:

• Tomek Kopczewski ((University of Warsaw, Poland)
• Stephan Friebel-Piechotta (Carl von Ossietzky University of Oldenburg, Germany)
• Jonathan Heitzler (University of Education Freiburg, Germany)
• Julian Polly (Karlsruhe University of Education, Germany)

Abstract: The use of Digital Learning Resources (DLRs), for example mathematical apps, is becoming increasingly popular, as DLRs are typically seen as attractive, affordable, and successful tools for fostering foundational mathematical skills. Therefore, mathematics education is highly interested in evaluating how to develop and implement DLRs to effectively promote, support, and assess children’s mathematical understanding. As such, in this symposium, different aspects within the field of mathematics education and the use of DLRs, such as affordances of game-based learning, will be presented and discussed.

Presenters:

• Caroline Marx (Karlsruhe University of Education, Germany)
• Daniel Sommerhoff (Leibniz Institute for Science and Mathematics Education Kiel, Germany)
• Manuel Ninaus (University of Graz, Austria)
• Korbinian Moeller (University of Loughborough, United Kingdom)