Recent and ongoing research in the fields of Educational Psychology and Empirical Educational Research will be presented and discussed in the research colloquium. In addition to scientists from the University of Augsburg, researchers from other research institutions will also report on their work. All colleagues, doctoral researchers and students are cordially invited.

Pre-service teachers are expected to learn how to solve classroom problems in an evidence-informed manner. Information to base their solutions on can be found in scientific (e.g., educational psychology textbooks) and non-scientific documents (e.g., entries in teacher blogs). Moreover, the information they find may differ re garding their fit to the particular classroom problem: it may either address the causes or symptoms of the prob lem. We assume that how pre-service teachers think about knowledge and knowing (their so-called epistemic perspectives) should influence how they use and integrate documents depending on their source (scientific vs. non-scientific) and fit of the information to the classroom problem (cause- vs. symptom-related). We investigated this assumption by aid of an experimental field study that employed a 2x2-factorial within-subjects design in which N = 443 pre-service teachers solved four fictitious classroom problems. For each problem, they received two documents, varying in source and fit. Regarding (a) use of information, only multiplism moderated how document fit affects the use of information: The more multiplist students were, the less often they used cause related compared to symptom-related information, while no significant moderation of epistemic perspectives between the document’s source and use of information were observed. With respect to (b) integration quality, we found no significant effects. Thus, epistemic perspectives only seem to play a limited role in how pre-service teachers use and integration information from multiple documents that differ in source and fit. This may hint at the need to foster their skills of evaluating and choosing appropriate documents, independent of their epistemic perspectives.