Theses with an experimental focus (e); conceptual-theoretical focus (k)

• Fabienne Weisenburger: Use of digital concept cartoons to promote communication skills in chemistry lessons (Master's thesis - e, k)
• Niclas Conrad: Development and evaluation of an "intelligent" titration assistant smarTi in the school laboratory (Master's thesis - e)
• Svenja Schramm: Development and evaluation of a learning strategy training for learning with videos in chemistry lessons to promote self-regulated learning (Master's thesis - k)
• Laura Jane Braunbach: Participatory transfer research in the context of phosphate recovery to promote experimentation and modeling skills (Master's thesis - e)
• Anna Leidinger: Development of an augmented reality application for the synthesis practical course in organic chemistry and investigation of students' usage behavior and usability (Master's thesis - k)
• Laura Leppla: Relationship analysis between assessment competence and self-regulated learning (Master's thesis - e, k)
• Eileen Dorn: Conception and evaluation of a learning unit by integrating didactic and methodological elements of the performing game into chemistry lessons to promote sustainability awareness among upper secondary school students (Master's thesis - k)
• Lisa von Mühlen: Development and evaluation of a multidimensional extracurricular learning program as a citizen science project on the topic of microplastics in the Palatinate Forest (Master's thesis - e, k)
• Carina Mäurer: Analysis of learning strategy skills of chemistry students and development of an integral learning strategy training in the lecture "Analytical Chemistry" (Master's thesis - k)

Fabienne Weisenburger: Using digital concept cartoons to promote communication skills in chemistry lessons (Master's thesis - e, k)

Concept cartoons are drawings that show several people formulating different explanatory approaches to a scientific question. The statements in a concept cartoon are intended to encourage students to reflect on their own views and represent their opinion on the topic. Numerous studies have shown that the use of concept cartoons increases student motivation and enhances classroom participation. These are mainly dedicated to the importance of concept cartoons in the pursuit of affective goals. Less research has been done on the connections between the use of concept cartoons and the promotion of communication skills. This is especially true for pupils at upper secondary level. In the subject area of electrochemistry, corrosion processes are one of the topics covered. Since these are frequently observed phenomena for which students find their own explanations early on, there are numerous misconceptions, especially when it comes to the corrosion process. A concept cartoon on the corrosion of iron was therefore developed to identify incorrect explanations. To this end, common misconceptions were first identified empirically. This resulted in four central misconceptions, which were then further developed with a scientifically accepted idea into five competing statements each at the material and particle level. In a second step, corresponding animations of the particle level were developed in a participatory manner with trainee teachers, which were summarized with the verbalized statements in one video each. This was followed by a test within an experimentally supported series of lessons in an advanced chemistry course. It turned out that although the material challenged the students, they were able to correct misconceptions in a scientifically sound manner at the end of the unit. The results indicate a long-term promotion of communication skills through the continuous use of concept cartoons in the course of various subject areas.

Niclas Conrad: Development and evaluation of an "intelligent" titration assistant smarTi in the school laboratory (Master's thesis - e)

The influence of digitalization is becoming increasingly important in science education. This trend opens up a wide range of opportunities to expand chemistry lessons with computer science elements and thus enrich the educational process. This master's thesis deals with the development and implementation of innovative methods to extend chemistry lessons with informatics elements. The main objective was to have students automate a titration experiment in the laboratory using a microcontroller, the Sense:Box, a pump and a pH meter. Before and after this hands-on experience, students were given questionnaires to assess their learning. The results of this research demonstrate a multi-faceted approach to improving science education. The integration of digital elements not only enabled the teaching of traditional chemistry concepts, but also provided students with valuable skills in the use of technology and computer applications. This approach is in line with the positive attitude of the Conference of Education Ministers, which welcomes and encourages digital influences in subject teaching. A particular focus of this work was the development of a suitable learning environment and learning material that enables students to automate a titration step-by-step. The learning material used and the events of the laboratory day were evaluated. The material was revised on the basis of this evaluation. The findings and methods of this master's thesis help to fully exploit the potential of digitalization in science lessons. They offer valuable insights into the possibilities of integrating IT elements and create a basis for future developments in the field of education.

Svenja Schramm: Development and evaluation of a learning strategy training for learning with videos in chemistry lessons to promote self-regulated learning (Master's thesis - k)

Explanatory videos are becoming increasingly popular both in the private sphere and at school. Since the use of explanatory videos is highly complex in terms of media pedagogy, the potential of explanatory videos can remain untapped if students are not able to actively control their learning process. For this to succeed, cognitive learning strategies are required for the successful reception of explanatory videos. Since no strategy explicitly for learning with explanatory videos exists yet, a strategy was developed in this master's thesis and evaluated with regard to its influence on the ability for self-regulated learning as well as on the increase in knowledge when learning with explanatory videos in chemistry lessons. To this end, strategy training was carried out in a pre-post control group design in a ninth grade of a grammar school and an integrated comprehensive school and in a tenth grade of an upper secondary school. The experimental groups underwent two lessons of strategy training in which the designed strategy was directly instructed and applied, while the students in the control groups received no strategy training. It can be seen that the application of the designed strategy has a positive influence on both the ability for self-regulated learning and the increase in knowledge when learning with explanatory videos. In addition, 80% of the students completely or at least partially agreed with the statement that they would continue to use the trained strategy when learning with explanatory videos in the future. The results indicate the necessity of teaching and using learning strategies for a learning-promoting reception of school-related explanatory videos.