Claudia Leopold
Prof. Dr.
claudia.leopold@unifr.ch
+41 26 300 7596
https://orcid.org/0000-0003-3256-716X
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Ordentliche_r Professor_in,
Zentrum für Lehrerinnen- und Lehrerbildung für die Sekundarstufen
RM 02 bu. S-2.108
Rue P.A. de Faucigny 2
1700 Fribourg
Präsenzzeit:
Dienstag: Morgen und Nachmittag
Donnerstag: Morgen und Nachmittag
Freitag: Morgen und Nachmittag
Mittwoch arbeite ich im Homeoffice, wenn keine Seminare oder sonstige Treffen sind.
Forschung und Publikationen
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Publikationen
19 Publikationen
The role of strategy-based motivation in mathematical problem solving: The case of learner-generated drawings
Learning and Instruction (2021) | ArtikelDo emotions and prior performance facilitate the use of the learner-generated drawing strategy? Effects of enjoyment, anxiety, and intramathematical performance on the use of the drawing strategy and modelling performance
Contemporary Educational Psychology (2021) | ArtikelMeasuring and investigating strategic knowledge about drawing to solve geometry modelling problems
ZDM - Mathematics Education (2020) | ArtikelThe power of imagination and perspective in learning from science text
Journal of Educational Psychology (2019) | ArtikelSummarizing as a Strategy for Science Text Comprehension: Text-Based Versus Content-Based Processing
Discourse Processes (2019) | ArtikelSelf-explaining steps in problem-solving tasks to improve self-regulation in secondary education
Journal of Educational Psychology (2018) | ArtikelMake a drawing. Effects of strategic knowledge, drawing accuracy, and type of drawing on students’ mathematical modelling performance
Educational Studies in Mathematics (2017) | ArtikelLearning from scientific texts: personalizing the text increases transfer performance and task involvement
European Journal of Psychology of Education (2016) | ArtikelAn imagination effect in learning from scientific text
Journal of Educational Psychology (2015) | ArtikelImproving students’ science text comprehension through metacognitive self-regulation when applying learning strategies
Metacognition and Learning (2015) | Artikel