Master’s in Educational Science, Psychology and Sociology at LMU Munich. Doctoral degree (Dr. rer. nat.) in Psychology from Eberhard-Karls-Universität Tübingen (2006). Scholarship student in the DFG-funded Virtual Ph.D. Program “Knowledge Acquisition and Knowledge Exchange With New Media” (2002-2005). Researcher at Knowledge Media Research Center (KMRC) in Tübingen (2005-2006). Post-Doc at the Chair for Empirical Education and Educational Psychology at LMU Munich (2006-2015). Interim Professor for Psychology of Excellence in Business and Education at LMU Munich (2010-2012). Postdoctoral lecture qualification (Topic: “Orchestrating complex learning and teaching processes: Contextual and design-related conditions for the effectiveness of computer-supported collaboration scripts”) (2013). Since 2017: Coordinator of the Special Interest Group 20 (“Inquiry Learning”) of the European Association for Research on Learning and Instruction (EARLI). Since Oct. 1, 2015: Full Professor for Educational Psychology at the University of Augsburg.





Research foci

  • Evidence-oriented reasoning of pre- and in-service teachers
  • Scientific reasoning and argumentation
  • Technology-supported teaching and learning
  • Collaborative learning
  • Innovative instructional approaches



  • Csanadi, A., Eagan, B., Kollar, I., Shaffer, D. W. & Fischer, F. (2018). When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. International Journal of Computer-Supported Collaborative Learning, 13(4), 419-438.
  • Kollar, I., Fischer, F. & Slotta, J. D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17(6), 708-721.
  • Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F. & Reiss, K. (2014). Effects of heuristic worked examples and collaboration scripts on the acquisition of mathematical argumentation skills of teacher students. Learning and Instruction, 32, 22-36.
  • Vogel, F., Kollar, I., Ufer, S., Reichersdorfer, E., Reiss, K. & Fischer, F. (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), 477-500.
  • Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2016). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 1-35.