Dr. Christina Wekerle

Scientific researcher, project coordinator "KodiLL"
Educational psychology
Phone: +49 821 598 5526
Email:
Room: 2092 (D)
Open hours: Please make an appointment by e-mail
Address: Universitätsstraße 10, 86159 Augsburg

Curriculum Vitae

Master’s degree in Educational Sciences, Psychology and Intercultural Communication at LMU Munich (2006-2012). Erasmus program at the Université Bordeaux Segalen (2010-2011). Research assistant with a focus on enhancing students’ self-regulated learning skills in the Center of Higher Education at TUM Munich (2012-2015). Since 2015, research assistant at the Department of Educational Psychology. Research stay at the Arizona State University (Phoenix) in the research lab of Prof. Micki Chi (September 2017). Member of the graduate program “Educational Research” at the Graduate School for Humanities and Social Sciences (GGS, 2016-2021). Since September 2021 project coordinator for the university-wide project „Kompetenzentwicklung durch authentische, digitale und feedbackbasierte Lehr-Lernszenarien stärken (KodiLL)“.

 

 

 

 

 

Courses / teaching

No courses available.


 

 

 

Publications

2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016

2024

Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (in press). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation.
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Özbek, Tugce, Greisel, Martin, Wekerle, Christina, & Kollar, Ingo (2024). Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study. https://doi.org/10.22318/cscl2024.633786
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Heiler, Katharina, Wekerle, Christina, Bischoff, Alena, Schweiger, Moritz, Peuschel, Kristina, Proske, Kerstin, Weckerle, Birgit, Vettermann, Lisa, & Schindler, Ann-Kathrin (2024). Ein heuristisches Rahmenmodell für videobasierte Lehr-Lernszenarien in der Hochschullehre [Poster].
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2024). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. https://doi.org/10.1007/s10639-023-12047-2
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Özbek, Tugce, Greisel, Martin, Wekerle, Christina, Gegenfurtner, Andreas, & Kollar, Ingo (2024). How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study. https://doi.org/10.3389/fpsyg.2024.1410152
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2023

Stark, Katharina Sophie, Wekerle, Christina, Bischoff, Alena, Schweiger, Moritz, Peuschel, Kristina, Proske, Kerstin, Weckerle, Birgit, Vettermann, Lisa, & Schindler, Ann-Kathrin (in press). A heuristic framework for video-based teaching and learning scenarios in higher education. https://doi.org/10.1080/15391523.2023.2242980
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Fey, Carl-Christian, Wekerle, Christina, Beckmann, Inke, Schröder, Arne, & Kollar, Ingo (2023). Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre. https://doi.org/10.21240/zfhe/18-03/14
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Wekerle, Christina (2023). Exploring (typical) technology-enhanced learning activities in higher education and their effects on students' cognitive and affective-motivational learning outcomes.
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Wekerle, Christina, Kaistra, Eva, Dufter, Johanna, & Kollar, Ingo (2023). Ist weniger mehr? Die Effekte von Fading von Lösungsbeispielen auf die professionelle Wahrnehmung technologiegestützten Unterrichts von Lehramtsstudierenden.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2023). Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?. https://doi.org/10.1177/14757257221113942
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Krause-Wichmann, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2023). Promoting future teachers' evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. https://doi.org/10.3389/feduc.2023.1001523
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2022

Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). "It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance.
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Wekerle, Christina & Kollar, Ingo (2022). Effekte individueller und kontextueller Faktoren auf die evidenz- und erfahrungsorientierte Reflexion mediengestützten Unterrichts von Lehramtsstudierenden.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2022). Förderung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Lehrtexten mit Anwendungsbezug und unterschiedlich stark strukturierten Problemlöseprompts.
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Wekerle, Christina (2022). Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte.
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Sailer, Michael, Wekerle, Christina, & Petko, Dominik (2022). New ways to investigate teachers' and students' technology use - applying the ICAP model to TEL research.
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Wekerle, Christina & Daumiller, Martin (2022). Technologiegestützte Lehre, aber wie? Kognitive und motivational-affektive Effekte unterschiedlicher technologiegestützter Lernaktivitäten.
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Technology-enhanced learning activities, cognitive and affective-motivational learning outcomes in higher education – how are they related?.
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service passive vs. constructive engagement on technology acceptance.
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service teachers' passive vs. constructive engagement on technology acceptance.
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes. https://doi.org/10.1080/15391523.2020.1799455
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Wekerle, Christina & Kollar, Ingo (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans. https://doi.org/10.1080/1475939X.2022.2083669
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). Übung macht (nicht) den Meister? – Die Förderung der Technologieakzeptanz von Lehramtsstudierenden mithilfe unterschiedlicher Lernaktivitäten.
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2021

Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Greisel, Martin, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Contrasting pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning.
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Wilkes, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2021). Effekte abstrakter vs. ausgearbeiteter Muster- und Fehllösungen in der LehrerInnenbildung.
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Wekerle, Christina, Trempler, Kati, Kiemer, Katharina, Wagner, Kai, Wilkes, Theresa, Greisel, Martin, Clanzett, Sven, Stark, Robin, & Kollar, Ingo (2021). Evidenzorientiertes Denken von Lehramtsstudierenden, Lehrkräften und Bildungswissenschaftler*innen.
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Wekerle, Christina, Özbek, Tugce, & Kollar, Ingo (2021). Fostering pre-service teachers' technology acceptance – does the type of engagement with information matter?.
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Wekerle, Christina & Kollar, Ingo (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?. https://doi.org/10.1016/j.chb.2020.106617
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Wekerle, Christina (2021). Teachers' and teacher educators' evidence-informed practice: takeaways for teacher education.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Trempler, Kati, Kollar, Ingo, & Stark, Robin (2021). Using the theory of planned behavior to explain pre-service teachers' evidence-informed reasoning.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?.
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2020

Wekerle, Christina & Kollar, Ingo (2020). Closing the research-practice gap: supporting pre-service teachers' evidence-oriented reasoning about technology-enhanced teaching.
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Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2020). Kooperationsskripts beim technologieunterstützten Lernen. https://doi.org/10.1007/978-3-662-54373-3_29-1
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2019

Adammek, Christine, Endberg, Manuela, Steffens, Yannik, & Wekerle, Christina (2019). Digitale Medien im Untericht – Entwurf eines Planungsinstruments für Referendar*innen.
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Wekerle, Christina & Kollar, Ingo (2019). Using external scripts to enhance pre-service teachers' internal technology-related reasoning scripts.
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Wekerle, Christina & Kollar, Ingo (2019). Wie nutzen Lehramtsstudierende und Lehrkräfte wissenschaftliche und subjektive Theorien bei der Reflexion mediengestützter Unterrichtsszenarien? [Poster].
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2018

Wekerle, Christina & Kollar, Ingo (2018). Analyzing pre-and in-service teachers' technology-supported teaching scripts – an expert-novice comparison.
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Proff, Alexandra von, Matthes, Eva, Heiland, Thomas, Mayer-Simmet, Oliver, & Wekerle, Christina (2018). Digitale Medien im Unterricht – aktuelle Fragestellungen der Theorie und Praxis: zum (Qualitäts-)Diskurs um Open Educational Resources (OER).
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Wekerle, Christina & Kollar, Ingo (2018). Effects of expertise on teachers' technology-supported teaching scripts. https://doi.org/10.22318/cscl2018.1569
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2018). Effekte der Nutzung digitaler Medien in der Hochschullehre: was sagen die Studierenden?.
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Wekerle, Christina & Kollar, Ingo (2018). Effekte von mediendidaktischer Expertise auf die Medienunterrichtsskripts von Lehrkräften.
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Wekerle, Christina & Backfisch, Iris (2018). Erfassung mediendidaktischer Kompetenzen von Lehrkräften und Effekte auf den Einsatz von digitalen Medien im Unterricht.
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Wekerle, Christina & Kollar, Ingo (2018). How do teachers reason about technology use in the classroom? Teachers' use of scientific and subjective theories and the effects of expertise.
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Wekerle, Christina & Kollar, Ingo (2018). Using scientific and subjective knowledge to analyze technology-supported teaching: a question of (technology-related) teaching expertise? [Poster].
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2017

Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2017). A script approach to the conceptualization of pre-service teachers' evidence-based reasoning.
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Wekerle, Christina & Kollar, Ingo (2017). Effekte von Lehrerexpertise auf den Einsatz von digitalen Medien im Unterricht – eine Skriptperspektive.
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2016

Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2016). Analyse und Förderung evidenzorientierter Problemkonzeptualisierung zur Bewältigung pädagogischer Problemsituationen [Poster].
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Wekerle, Christina & Kollar, Ingo (2016). Analyse und Förderung mediendidaktischer Kompetenzen von Lehrkräften [Poster].
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Draghina, Mario, Stahl, Christine, & Wekerle, Christina (2016). Videos in der Lehrerbildung im Rahmen des LeHet-Projekts [Poster].
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