Lebenslauf

Studium der Pädagogik mit den Nebenfächern Psychologie und Soziologie an der Ludwig Maximilians-Universität München. Promotion mit Hauptfach Psychologie an der Eberhard Karls-Universität Tübingen (2006). Stipendiat im DFG-geförderten Virtuellen Graduiertenkolleg „Wissenserwerb und Wissensaustausch mit neuen Medien“ (2002-2005). Wissenschaftlicher Mitarbeiter am Institut für Wissensmedien in Tübingen (2005-2006). 2006-2015 Akademischer Rat a.Z. am Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie an der Ludwig-Maximilians-Universität München. Zwischen 2010 und 2012 W2-Vertretungsprofessur für Psychology of Excellence in Business and Education an der Ludwig-Maximilians-Universität München und Direktor des gleichnamigen Masterstudiengangs. 2013 Habilitation zum Thema „Orchestrierung komplexer Lehr- und Lernprozesse: Kontextuelle und designbezogene Bedingungen der Effektivität computerunterstützter Kooperationsskripts“ (Erteilung der Venia Legendi für Empirische Pädagogik und Pädagogische Psychologie). Mitgliedschaft in mehreren Fachgesellschaften. 2017-2021 Koordinator der Special Interest Group 20 („Inquiry Learning“) der European Association for Research on Learning and Instruction (EARLI). Seit 1.10.2015 Universitätsprofessor (W3) für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie an der Universität Augsburg. Seit 2017 Koordinator und Prüfungsausschussvorsitzender des Masterstudiengangs "Interdisziplinäre Lehr-Lernforschung". Seit 2021 Sprecher des von der Stiftung Innovation in der Hochschullehre geförderten Projekts "Kompetenzentwicklung durch digitale, authentische und feedbackbasierte Lehr-Lernszenarien stärken" (KodiLL).

 

 

 

 

Forschungsschwerpunkte

  • Lehren und Lernen mit digitalen Medien
  • Evidenzorientiertes Denken und Handeln von Lehrkräften
  • Wissenschaftliches Denken und Argumentieren
  • Kooperatives Lernen
  • Innovative Instruktionsansätze

Lehrveranstaltungen

(Angewandte Filter: Semester: SS 2021 | Institutionen: Psychologie m. b. B. d. Pädagogischen Psychologie | Dozenten: Ingo Kollar | Vorlesungsarten: alle)
Name Dozent Semester Typ
Vertiefungsübung Lern- und Instruktionspsychologie, Entwicklungspsychologie und Psychologische Diagnostik (2) Greisel

Martin Greisel,

Spang

Laura Spang,

Kollar

Ingo Kollar

Sommersemester 2021 Übung
Masterkolloquium Dresel

Markus Dresel,

Kollar

Ingo Kollar

Sommersemester 2021 Kolloquium
Forschungsprojekt Kognition und Instruktion (Teil 1 und Teil 2) Wekerle

Christina Wekerle,

Greisel

Martin Greisel,

Spang

Laura Spang,

Kollar

Ingo Kollar,

Bredl

Klaus Bredl

Sommersemester 2021 Seminar
Vertiefungsübung Lern- und Instruktionspsychologie, Entwicklungspsychologie und Psychologische Diagnostik (1) Wekerle

Christina Wekerle,

Greisel

Martin Greisel,

Spang

Laura Spang,

Kollar

Ingo Kollar

Sommersemester 2021 Übung
Pädagogische Psychologie und Entwicklungspsychologie für Erziehungswissenschaftler(innen) Kornacker

Kerstin Martina Kornacker,

Dusanek

Vincent Dusanek,

Kollar

Ingo Kollar

Sommersemester 2021 Vorlesung
Kooperatives Lernen in der Schule Spang

Laura Spang,

Kollar

Ingo Kollar

Sommersemester 2021 Seminar

Publikationen

Wissenschaftlicher Artikel | Teil eines Buches (Kapitel) | Buch (Monographie) | Konferenzveröffentlichung

Wissenschaftlicher Artikel

Vogel, Freydis, Kollar, Ingo, Fischer, Frank, Reiss, Kristina, & Ufer, Stefan (2022). Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. https://doi.org/10.1007/s11412-022-09363-z
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Wekerle, Christina & Kollar, Ingo (in press). 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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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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Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2021). Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?. https://doi.org/10.1007/s10212-020-00467-4
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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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März, Esther, Wessels, Insa, Kollar, Ingo, & Fischer, Martin R. (2021). "I just stand around and look friendly" - comparing medical students’ and physicians’ ward round scripts. https://doi.org/10.1080/0142159x.2021.1877267
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Spensberger, Florian, Kollar, Ingo, & Pankofer, Sabine (in press). Effects of worked examples and external scripts on fallacy recognition skills: a randomized controlled trial. https://doi.org/10.1080/10437797.2021.1963892
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Kiemer, Katharina & Kollar, Ingo (2021). Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter?. https://doi.org/10.1024/1010-0652/a000302
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Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use. https://doi.org/10.1007/s11412-020-09323-5
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Spensberger, Florian, Kollar, Ingo, Gambrill, Eileen, Ghanem, Christian, & Pankofer, Sabine (2019). How to teach evidence-based practice in social work: a systematic review. https://doi.org/10.1177/1049731519852150
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Ghanem, Christian, Kollar, Ingo, Pankofer, Sabine, Eckl, Markus, & Fischer, Frank (2019). Does probation officers’ reasoning change in the light of scientific evidence? Analyzing the quality of evidence utilisation in social work. https://doi.org/10.1080/26408066.2019.1618774
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Csanadi, Andras, Eagan, Brendan, Kollar, Ingo, Shaffer, David Williamson, & Fischer, Frank (2018). When coding-and-counting is not enough: Using epistemic network analysis (ENA) to analyze verbal data in CSCL research. https://doi.org/10.1007/s11412-018-9292-z
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Ghanem, Christian, Kollar, Ingo, Fischer, Frank, Lawson, Thomas R., & Pankofer, Sabine (2018). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence. https://doi.org/10.1080/13691457.2016.1255931
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Ghanem, Christian, Lawson, Thomas R., Pankofer, Sabine, Maragkos, Markos, & Kollar, Ingo (2017). The Diffusion of Evidence-Based Practice: Reviewing the Evidence-Based Practice Networks in the United States and German-Speaking Countries. https://doi.org/10.1080/23761407.2017.1298074
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Wang, Xinghua, Kollar, Ingo, & Stegmann, Karsten (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. https://doi.org/10.1007/s11412-017-9254-x
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Vogel, Freydis, Wecker, Christof, Kollar, Ingo, & Fischer, Frank (2016). Socio-cognitive scaffolding with computer-supported collaboration scripts: a meta-analysis. https://doi.org/10.1007/s10648-016-9361-7
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Kiesewetter, Jan, Kollar, Ingo, Fernandez, Nicolas, Lubarsky, Stuart, Kiessling, Claudia, Fischer, Martin R., & Charlin, Bernard (2016). Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts. https://doi.org/10.1080/13561820.2016.1184238
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Stegmann, Karsten, Kollar, Ingo, Weinberger, Armin, & Fischer, Frank (2016). Appropriation from a script theory of guidance perspective: A response to Pierre Tchounikine. https://doi.org/10.1007/s11412-016-9241-7
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. https://doi.org/10.1007/s11251-016-9380-2
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Fischer, Frank, Kollar, Ingo, Ufer, Stefan, Sodian, Beate, Hussmann, Heinrich, Pekrun, Reinhard, Neuhaus, Birgit, Dorner, Birgit, Pankofer, Sabine, Fischer, Martin, Strijbos, Jan-Willem, Heene, Moritz, & Eberle, Julia (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. https://doi.org/10.14786/flr.v2i2.96
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Kollar, Ingo, Pilz, Florian, & Fischer, Frank (2014). Why it is hard to make use of new learning spaces: A script perspective. https://doi.org/10.1080/1475939x.2013.841615
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Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Vogel, Freydis, Fischer, Frank, & Reiss, Kristina (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. https://doi.org/10.1016/j.learninstruc.2014.01.003
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Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, & Wecker, Christof (2013). Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. https://doi.org/10.1080/00461520.2012.748005
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Kollar, Ingo & Fischer, Frank (2013). Orchestration is nothing without conducting – But arranging ties the two together!. https://doi.org/10.1016/j.compedu.2013.04.008
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht - Interventionsstudien zur Bedeutung von individuellen Lernvoraussetzungen und instruktionalen Gestaltungsmerkmalen. https://doi.org/10.2378/peu2011.art18d
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Fischer, Frank, Stegmann, Karsten, Wecker, Christof, & Kollar, Ingo (2011). Online-Diskussionen in der Hochschullehre: Kooperationsskripts können das fachliche Argumentieren verbessern.
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Kollar, Ingo & Fischer, Frank (2010). Peer assessment as collaborative learning: A cognitive perspective. https://doi.org/10.1016/j.learninstruc.2009.08.005
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Wecker, Christof, Stegmann, Karsten, Bernstein, Florian, Huber, Michael J., Kalus, Georg, Kollar, Ingo, Rathmayer, Sabine, & Fischer, Frank (2010). S-COL: A Copernican turn for the development of flexibly reusable collaboration scripts. https://doi.org/10.1007/s11412-010-9093-5
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Kollar, Ingo & Fischer, Frank (2008). Was ist eigentlich aus der neuen Lernkultur geworden? Ein Blick auf Instruktionsansätze mit Potenzial zur Veränderung kulturell geteilter Lehr- und Lernskripts.
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Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. https://doi.org/10.1016/j.learninstruc.2007.09.021
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Kollar, Ingo & Fischer, Frank (2006). Supporting Self-Regulated Learners for a While and What Computers Can Contribute. https://doi.org/10.2190/rk02-7384-2723-g744
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Kollar, Ingo, Fischer, Frank, & Hesse, Friedrich W. (2006). Collaboration Scripts – A Conceptual Analysis. https://doi.org/10.1007/s10648-006-9007-2
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Kollar, Ingo, Fischer, Frank, Slotta, J. D., & Meister, D. (2004). Missbildung bei Fröschen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE.
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Meister, D. M., Fischer, Frank, Kollar, Ingo, & Slotta, J. D. (2004). Lehrer-Communities: Erfahrungen aus der web-basierten WISE-Lernumgebung.
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Teil eines Buches (Kapitel)

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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Kollar, Ingo & Fischer, Frank (2019). Lehren und Unterrichten.
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Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation. https://doi.org/10.1007/978-3-030-33232-7_13
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De Backer, Liesje, Kollar, Ingo, Williams, Christopher A., Seufert, Tina, Weinberger, Armin, Melzner, Nadine, Greisel, Martin, Dresel, Markus, Kielstra, Jolique, Molenaar, Inge, Van Keer, Hilde, Valcke, Martin, & Hämäläinen, Raija (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. https://doi.org/10.22318/cscl2018.1296
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Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. https://doi.org/10.22318/cscl2018.1561
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Kiemer, Katharina & Kollar, Ingo (2018). Evidence-based reasoning of pre-service teachers: a script perspective. https://doi.org/10.22318/cscl2018.1037
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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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Daxenberger, Johannes, Csanadi, Andras, Ghanem, Christian, Kollar, Ingo, & Gurevych, Iryna (2018). Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding. https://doi.org/10.4324/9780203731826-3
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Kollar, Ingo & Fischer, Frank (2018). Mediengestütze Lernarrangements für die Weiterbildung von Erwachsenen: theoretische Ansätze und empirische Befunde.
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Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2018). Scaffolding and scripting (computer-supported) collaborative learning.
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Csanadi, Andras, Eagan, Brendan, Shaffer, David, Kollar, Ingo, & Fischer, Frank (2017). Collaborative and individual scientific reasoning of pre-service teachers: new insights through Epistemic Network Analysis (ENA).
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Hod, Yotam, Eberle, Julia, Benichou, Maya, Charles, Elizabeth, Cress, Ulrike, Fischer, Frank, Goodyear, Peter, Kali, Yael, Kollar, Ingo, Slotta, Jim, Thompson, Kate, Tjietjen, Phil, & Yeoman, Pippa (2017). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces.
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Schwaighofer, Mattias, Vogel, Freydis, Kollar, Ingo, Strohmaier, Anselm, Ottinger, Sarah, Terwedow, Ilka, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2017). Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading.
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Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2016). Scientific reasoning and problem solving in a practical domain: are two heads better than one?. https://doi.org/10.22318/icls2016.9
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Lerner, Patrick, Csanadi, Andras, Daxenberger, Johannes, Flekova, Lucie, Ghanem, Christian, Kollar, Ingo, Fischer, Frank, & Gurevych, Iryna (2016). A user interface for the exploration of manually and automatically coded scientific reasoning and argumentation. https://doi.org/10.22318/icls2016.141
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Ottinger, Sarah, Kollar, Ingo, & Ufer, Stefan (2016). Content and form - all the same or different qualities of mathematical arguments?.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Validieren von Beweisen - Probleme von Studierenden und die Rolle von mathematischen und übergreifenden Voraussetzungen. https://doi.org/10.17877/DE290R-17740
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Mathematical argumentation and proof supporting a complex cognitive skill. https://doi.org/10.22318/icls2016.109
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Proof validation aspects and cognitive student prerequisites in undergraduate mathematics.
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Ghanem, C., Schwegele, A., Pankofer, S., Kollar, Ingo, & Fischer, Frank (2016). Bewährungshilfe und Wissenschaft - eine Annäherung (?): Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer_innen.
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2016). Fostering university freshmen's mathematical argumentation skills with collaboration scripts. https://doi.org/10.22318/icls2016.78
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Ottinger, Sarah, Ufer, Stefan, & Kollar, Ingo (2016). Mathematisches Argumentieren und Beweisen in der Studieneingangsphase – Analyse inhaltlicher und formaler Qualitätsindikatoren. https://doi.org/10.17877/DE290R-17740
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Järvelä, Sanna, Kirschner, Paul A., Hadwin, Allyzon, Järvenoja, Hanna, Malmberg, Jonna, Kollar, Ingo, Stegmann, Karsten, Fischer, Frank, Janssen, Jeroen, Kirschner, Femke, van Leeuwen, Anouschka, Erkens, Gijsbert, Brekelmans, Mieke, Lajoie, Susanne P., Lee, Lila, Poitras, Eric, Hmelo-Silver, Cindy E., & Hogaboam, Peter (2015). Regulated Learning in CSCL: Theoretical Progress for Learning Success.
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Kollar, Ingo & Harrer, A. (2015). ClassroomImaging: A tool to code and visualize compley classroom learning processes.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Research on mathematical argumentation: a descriptive review of PME proceedings.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Forschung zum mathematischen Argumentieren - ein deskriptiver Review von PME-Beiträgen. https://doi.org/10.17877/DE290R-16575
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2015). Fostering Argumentation Skills in Mathematics with Adaptable Collaboration Scripts: Only Viable for Good Self-Regulators?.
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Vogel, Freydis, Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2014). The Role of Content Support and Transactivity for Effects of Computer-Supported Collaboration Scripts on Domain-Specific Learning: A Meta-Analysis. https://doi.org/10.1109/incos.2014.82
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Fischer, Frank, Slotta, James D., Dillenbourg, P., Kollar, Ingo, Stegmann, K., Wecker, C., & Tchounikine, P. (2013). Scripting and orchestration: recent theoretical advances.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2013). When instruction supports collaboration, but hinders learning - the case of classroom and small group collaboration scripts in the CSCL classroom.
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Vogel, Freydis, Reichersdorfer, E., Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2013). Learning to argue in mathematics: effects of heuristic worked examples and CSCl scripts on transactive argumentation.
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Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, Wecker, Christof, Zottmann, Jan, & Weinberger, Armin (2013). Collaboration Scripts in Computer-Supported Collaborative Learning. https://doi.org/10.4324/9780203837290.ch23
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Kollar, Ingo, Ufer, Stefan, Lorenz, E., Vogel, F., Reiss, Kristina, & Fischer, Frank (2012). Using heuristic worked examples and collaboration scripts to help learners aquire mathematical argumentation skills.
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Raes, Annelies, Schellens, Tammy, De Wever, Bram, Kollar, Ingo, Wecker, Christof, Langer, Sybille, Fischer, Frank, Tissenbaum, Mike, Slotta, James D., Peters, Vanessa L., & Butler Songer, Nancy (2012). Scripting science inquiry learning in CSCL classrooms.
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Reichersdorfer, E., Vogel, F., Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, S. (2012). Different collaborative learning settings to foster mathematical argumentation skills.
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Vogel, F., Kollar, Ingo, & Fischer, Frank (2012). Effects of Computer-Supported Collaboration Scripts on domain-general learning outcomes: a meta-analysis.
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Lorenz, Elisabeth, Vogel, Freydis, Ufer, Stefan, Kollar, Ingo, Reiss, Kristina, & Fischer, Frank (2012). Effekte heuristischer Lösungsbeispiele in kooperativen Settings auf mathematische Argumentationskompetenz bei Lehramtsstudierenden. https://doi.org/10.17877/DE290R-6587
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Mäkitalo-Siegl, K. & Kollar, Ingo (2012). Collaboration Scripts. https://doi.org/10.1007/978-1-4419-1428-6_600
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El-Refai, W., Kollar, Ingo, & Fischer, Frank (2011). Facilitating web design skills through online design-based learning: the case of collaboration scripts and incomplete concept maps.
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Kollar, Ingo, Hämäläinen, R., Evans, M. A., De Wever, B., & Perrotta, C. (2011). Orchestrating CSCL - more than a metaphor?.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Orchestrating web-based collaborative inquiry learning with small group and classroom scripts.
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Slotta, Jim, Tissenbaum, M., Lui, M., Alagha, I., Burd, E., Higgins, S., Mercier, E., Fischer, Frank, Pilz, F., Kollar, Ingo, Moher, T., Gnoli, A., Jaeger, A., Wiley, J., López Silva, B., Evans, M., Motto, A., Brunger, A., & Crider-Wilkins, J. (2011). Embedding CSCL in classrooms: conceptual and methodological challenges of research on new learning spaces.
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Wang, X., Kollar, Ingo, Stegmann, K., & Fischer, Frank (2011). Adaptable scripting in computer-supported collaborative learning to foster knowledge and skill acquisition.
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Wecker, C., Kollar, Ingo, & Fischer, Frank (2011). Explaining the effects of continuous and faded scripts on online search skills: the role of collaborative strategy practice.
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Lorenz, Elisabeth, Vogel, Freydis, Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, Stefan (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ansätzen zur Förderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. https://doi.org/10.17877/DE290R-6733
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Wecker, C., Kollar, Ingo, Fischer, Frank, & Prechtl, H. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts.
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Clark, Douglas, Sampson, Victor, Stegmann, Karsten, Marttunen, Miika, Kollar, Ingo, Janssen, Jeroen, Erkens, Gijsbert, Weinberger, Armin, Menekse, Muhsin, & Laurinen, Leena (2010). Online Learning Environments, Scientific Argumentation, and 21st Century Skills. https://doi.org/10.4018/978-1-61520-729-9.ch001
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Kollar, Ingo (2010). Turning the classroom of the future into the classroom of the present.
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Kollar, Ingo & Fischer, Frank (2010). Mediengestützte Lehr-, Lern- und Trainingsansätze für die Weiterbildung. https://doi.org/10.1007/978-3-531-92016-0_64
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Jucks, Regina, Kollar, Ingo, Krämer, Nicole, & Fischer, Frank (2009). Psychologische Grundlagen des Medien- und Bildungsmanagements.
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Weinberger, Armin, Kollar, Ingo, Dimitriadis, Yannis, Mäkitalo-Siegl, Kati, & Fischer, Frank (2009). Computer-supported collaboration scripts - perspectives from educational psychology and computer science. https://doi.org/10.1007/978-1-4020-9827-7_10
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Kollar, Ingo, Fischer, Frank, & Slotta, J. D. (2008). Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talkong aren't the same. https://doi.org/10.5555/1599812.1599867
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Kollar, Ingo, Wecker, Christof, Fischer, Frank, Kohnle, Carmen, & Slotta, James D. (2007). Are core objectives of web-based collaborative inquiry learning already core learning prerequisites? The case of argumentation competences and computer literacy. https://doi.org/10.3115/1599600.1599673
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Stegmann, Karsten, Kollar, Ingo, Zottmann, Jan, Gijlers, Hannie, De Jong, Ton, Dillenbourg, Pierre, Slotta, James D., & Fischer, Frank (2007). Towards the convergence of CSCL and inquiry learning: Scripting collaborative inquiry learning. https://doi.org/10.3115/1599600.1599758
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Carmien, Stefan, Kollar, Ingo, Fischer, Gerhard, & Fischer, Frank (2007). The Interplay of Internal and External Scripts: A Distributed Cognition Perspective. https://doi.org/10.1007/978-0-387-36949-5_17
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Fischer, Frank, Kollar, Ingo, Haake, Jörg M., & Mandl, Heinz (2007). Introduction. https://doi.org/10.1007/978-0-387-36949-5_1
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Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2005). Internal and external collaboration scripts in web-based science learning at schools. https://doi.org/10.3115/1149293.1149336
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Buch (Monographie)

Kollar, Ingo (2013). Orchestrierung komplexer Lehr- und Lernprozesse: Kontextuelle und designbezogene Bedingungen der Effektivität von computerunterstützten Kooperationsskripts.
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unveröffentlichte Habilitationsschrift
Fischer, Frank, Kollar, Ingo, Mandl, Heinz, & Haake, Jörg M. (Eds.). (2007). Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives. https://doi.org/10.1007/978-0-387-36949-5
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Kollar, Ingo (2006). Webbasiertes Forschendes Lernen in der Biologie: Effekte internaler und externaler Kooperationsskripts auf Prozesse und Ergebnisse des gemeinsamen Argumentierens.
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Zugl.: Diss., Universität Tübingen
Kollar, Ingo (2002). Gewissheits- und Ungewissheitsorientierung beim kooperativen Lernen in Videokonferenzen - der Einfluss unterschiedlicher Strukturierungsmaßnahmen.
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unveröffentlichte Magisterarbeit

Konferenzveröffentlichung

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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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, 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, 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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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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Wekerle, Christina & Kollar, Ingo (2019). Wie nutzen Lehramtsstudierende und Lehrkräfte wissenschaftliche und subjektive Theorien bei der Reflexion mediengestützter Unterrichtsszenarien? [Poster].
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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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Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2018). Regulation von Motivations- und Wissensproblemen in studentischen Lerngruppen.
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Greisel, Martin, Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2018). Wie regulieren Gruppen ihr Lernen? Der Einfluss von Lern- und Performanzzielen auf self-, co- und socially shared-Regulationsstrategien.
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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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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). Analyzing pre-and in-service teachers' technology-supported teaching scripts – an expert-novice comparison.
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Wekerle, Christina & Kollar, Ingo (2018). Effekte von mediendidaktischer Expertise auf die Medienunterrichtsskripts von Lehrkräften.
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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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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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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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