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  1. 2023

  2. A proficiency model for pre-service physics teachers’ pedagogical content knowledge (PCK): What constitutes high-level PCK?

    Schiering, D., Sorge, S., Keller, M. M. & Neumann, K., 01.2023, In: Journal of Research in Science Teaching. 60, 1, p. 136-163 28 p.

    Research output: Contribution to journal › Journal article › Research › peer-review

  3. Establishing an everyday scientific reasoning scale to learn how non-scientists reason with science

    Golumbic, Y. N., Dalyot, K., Barel-Ben David, Y. & Keller, M., 01.2023, In: Public Understanding of Science. 32, 1, p. 40-55 16 p.

    Research output: Contribution to journal › Journal article › Research › peer-review

  4. 2022

  5. Predictive validity of state versus trait challenge and boredom for career aspirations

    Krannich, M., Goetz, T., Roos, A-L., Murayama, K., Keller, M. M., Bieg, M. & Lipnevich, A. A., 10.2022, In: Learning and Instruction. 81, 101596.

    Research output: Contribution to journal › Journal article › Research › peer-review

  6. „Ich fand die Unterrichtsstunde interessant - du etwa nicht?“: Heterogenität im situationalen Interesse und Zusammenhänge mit Klassen- und Unterrichtsmerkmalen

    Becker, E. S. & Keller, M. M., 06.05.2022, In: Zeitschrift für Erziehungswissenschaft. 25, 2, p. 405-425 21 p.

    Research output: Contribution to journal › Journal article › Research › peer-review

  7. Physics teachers' professional knowledge and motivation

    Sorge, S., Keller, M. M. & Neumann, K., 25.03.2022, Connecting research in physics education with teacher education 3. Guisasola, J. & McLoughlin, E. (eds.). International Commission of Physics Education, p. 129-143

    Research output: Chapter in anthology/conference proceeding › Contribution to collected edition/anthology › Research › peer-review

  8. Teachers’ emotion regulation in the team-taught classroom: Insights into teachers’ perspectives on how to regulate and communicate emotions with regard to the team teaching partner

    Muehlbacher, F., Hagenauer, G. & Keller, M. M., 14.02.2022, In: Frontiers in Education. 7, 17 p., 787224.

    Research output: Contribution to journal › Journal article › Research › peer-review

  9. Gender stereotypes and expected backlash for female STEM students in Germany and Japan

    Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E. & Trommsdorff, G., 17.01.2022, In: Frontiers in Education. 6, 15 p., 793486.

    Research output: Contribution to journal › Journal article › Research › peer-review

  10. 2021

  11. Emotionsregulation im Kontext von Stereotype Threat: Die Reduzierung der Effekte negativer Stereotype bei ethnischen Minderheiten

    Martiny, S. E., Goetz, T. & Keller, M., 11.2021, Handbuch Stress und Kultur: Interkulturelle und kulturvergleichende Perspektiven. Ringeisen, T., Genkova, P. & Leong, F. T. L. (eds.). 2. ed. Wiesbaden: Springer, p. 445-466

    Research output: Chapter in anthology/conference proceeding › Contribution to collected edition/anthology › Research

  12. Exceptional circumstances: Changes in teachers’ work characteristics and well-being during COVID-19 lockdown

    Hilger, K. J. E., Scheibe, S., Frenzel, A. C. & Keller, M. M., 11.2021, In: School Psychology. 36, 6, p. 516-532

    Research output: Contribution to journal › Journal article › Research › peer-review

  13. Effekte von Lehreremotionen auf Unterrichtsgestaltung und Schüleremotionen: Eine Tagebuchstudie im Fach Mathematik

    Keller, M. M. & Lazarides, R., 01.2021, Emotionen in Schule und Unterricht : Bedingungen und Auswirkungen von Emotionen bei Lehrkräften und Lernenden. Rubach, C. & Lazarides, R. (eds.). Leverkusen-Opladen: Verlag Barbara Budrich, p. 108-127

    Research output: Chapter in anthology/conference proceeding › Contribution to collected edition/anthology › Research

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