Dr. Katharina Engelmann

• Unterrichtsmethodik und Gestaltung von Bildungsangeboten
• Unterrichtsforschung und pädagogischen Diagnostik
• Allgemeines Schulpraktikum (ASP)
• Schulpraktische Studien (SPS)

• Lehren und Lernen
• Lehrkräftebildung
• Analyse von Lernprozessen
• Wissenschaftliches Denken und Argumentieren
• Evidenzbasierte Praxis im Bildungsbereich

Engelmann, K., & Bannert, M. (2021). Analyzing temporal data for understanding the learning process induced by metacognitive prompts. Learning and Instruction, 72, 101205. doi.org/10.1016/j.learninstruc.2019.05.002

Engelmann, K., & Fischer, F. (2014). Fostering scientific reasoning: A meta-analysis on intervention studies. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, & L. D'Amico (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume I (pp. 246–253). Boulder, CO: International Society of the Learning Sciences. repository.isls.org//handle/1/1120

Engelmann, K., Bannert, M., & Melzner, N. (2021). Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? Research and Practice in Technology Enhanced Learning, 16(1). dx.doi.org/10.1186/s41039-021-00148-w

Engelmann, K., Chinn, C. A., Osborne, J., & Fischer, F. (2018). The roles of domain-specific and domain-general knowledge in scientific reasoning and argumentation: An introduction. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 1-7). Routledge.

Engelmann, K., Hetmanek, A., Neuhaus, B. J., & Fischer F. (2022). Testing an intervention of different learning activities to support students’ critical appraisal of scientific literature. Frontiers in Education. 7, 977788. doi.org/10.3389/feduc.2022.977788

Engelmann, K., Neuhaus, B.J., & Fischer, F. (2016). Fostering scientific reasoning in education - meta-analytic evidence from intervention studies. Educational Research and Evaluation, 55 (5-6), 333-349. doi.org/10.1080/13803611.2016.1240089

Bürger, N., Engelmann, K., Schultze, L., Schlamelcher, M. S., & Wecker, C. (2025). Zusammenhänge zwischen Überzeugungen von Lehrkräften und der Unterrichtsqualität: Eine Metaanalyse. In I. Zachow, J. Heins, S. Böse, K. Hauenschild & U. Schütte (Hrsg.), Konzepte der Professionalisierungsforschung im Dialog. Theoretische und empirische Perspektiven für die Lehrkräftebildung. Klinkhardt.

Bürger, N., Engelmann, K., Schultze, L., Schlamelcher, M., & Wecker, C. (2026). The role of teacher characteristics for instructional quality: A meta-analysis. Learning and Individual Differences, 127, 102802. https://doi.org/10.1016/j.lindif.2025.102802 

Fischer, F., Chinn, C. A., Engelmann, K., & Osborne, J. (Eds.). (2018). Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge. Routledge. doi.org/10.4324/9780203731826

Hetmanek, A., Engelmann, K., Opitz, A., & Fischer, F. (2018). Beyond intelligence and domain knowledge: Scientific reasoning and argumentation as a set of cross-domain skills. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 203-226). Routledge.

Mägdefrau, J., Wecker, C., Engelmann, K., Michler, A., Baumgartner, I. & Böhm, M. (2025). Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis. Learning and Instruction, 98, 102116. doi.org/10.1016/j.learninstruc.2025.102116

Pickal, A. J., Engelmann, K., Chinn, C. A., Girwidz, R., Neuhaus, B. J., & Wecker, C. (2023). Fostering the collaborative diagnosis of cross-domain skills in video-based simulations. In Damșa, C., Borge, M., Koh, E., & Worsley, M. (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2023 (pp. 139-146). International Society of the Learning Sciences. repository.isls.org//handle/1/9181

Pickal, A. J., Engelmann, K., Chinn, C. A., Neuhaus, B. J., Girwidz, R., & Wecker, C. (2023). The diagnosis of scientific reasoning skills: how teachers’ professional knowledge predicts their diagnostic accuracy. Frontiers in Education. 8, 1139176. doi.org/10.3389/feduc.2023.1139176

Pickal, A. J., Engelmann, K., Girwidz, R., Neuhaus, B. J., & Wecker, C. (2022). Using simulations to foster pre-service teachers’ diagnostic competences: What aspect of authenticity matters?. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022 (pp. 1353-1356). International Society of the Learning Sciences. https://repository.isls.org//handle/1/8485

Pickal, A., Engelmann, K., Chinn, C., Neuhaus, B. J., Girwidz, R., & Wecker, C. (2026). Fostering the collaborative diagnosis of cross-domain skills in video-based simulations: An analysis of collaborative diagnostic activities. International Journal of Computer-Supported Collaborative Learning. https://doi.org/10.1007/s11412-026-09494-7