Research
from AG Seibert
The research of the Seibert working group focuses on determining the conditions for successful self-regulated learning, especially when experimenting in chemistry lessons and in school laboratories. In this context, didactic and methodological aspects of research-based learning to gain knowledge, the acquisition of digitization-related skills, education for sustainable development to promote evaluation skills and the systematic support of technical and communication skills, including in the CLeVerLAB school laboratory, are investigated, suitable practice-relevant teaching-learning environments for chemistry lessons to promote chemistry-specific skills are developed and transferred to society.
Research field: Self-regulated learning in chemistry lessons
Learning strategies are unavoidable, especially in the acquisition of subject-specific skills. The lack of usable and transparent training specifically for chemistry lessons leads to a desideratum in this field of research. Therefore, the use of learning strategies and the subject-related promotion of learning processes in chemistry lessons will be investigated within this research field.
The student laboratory CLeVerLAB (Chemie Lernen & Verstehen) is an open teaching-learning concept in which students learn through research and are supported by student teachers. In particular, cognitive, metacognitive and motivational aspects of research-based learning are investigated in experimental teaching settings through the targeted promotion of self-regulated learning.
Language and communication play a central role in chemistry. Within this research focus, the acquisition of technical language through the communication of scientific knowledge will be investigated and appropriate treatments for the classroom setting will be developed.
ESD should lead to a change in actions and attitudes. This field of research examines the extent to which self-regulation as a key competence plays a central role in the sustainable actions of students explicitly in the chemical context and what practical implementation through (in)direct support measures for self-regulated learning looks like.
This research field investigates the learning effectiveness of digitally enriched teaching units and the resulting influence on self-regulated learning in chemistry lessons. In particular, the learning of students and pupils with, about and through media within the digital transformation in chemistry lessons and interdisciplinary settings is investigated.
KiWiSS - Continuity in workload through content-related structuring of self-study periods
(Collaborators: Leon Richter, Lisa Häßel, Nils Fitting)
Student workload is considered a binding criterion for the accreditation and planning of degree programs. In most cases, however, the required workload is not achieved or is distributed very unevenly. Structuring self-study periods can help to better distribute workload and make learning more continuous. Among other things, the project addresses the structural conditions of teacher training courses, e.g. insufficient knowledge of mathematics in science subjects (e.g. in chemistry) and insufficient self-learning skills of students, and focuses on the improved structuring of self-learning times and offerings in relation to corresponding subject content. The project develops, tests and implements a course concept on several levels. The aim is to structure self-study periods during attendance phases by developing and providing appropriate modules. The professionalization of student teachers is flanked by a digitally-supported student tandem concept of learning support (peer tutoring). In addition, the increase in the professional teaching skills of university lecturers is promoted by supporting the implementation of the newly developed course concepts. By creating and distributing a pool of materials with handouts, self-study materials and an evaluated teaching concept, the event concept can be transferred to other topics.
Website: https://service.zfl.uni-kl.de/kiwiss
04/2024 - 03/2026 - Funded by the Foundation for Innovation in University Teaching
Pool-scAN - student-oriented chemical analyses for the detection of substances in pool water
(Collaborator: Nicolas Wunn)
Self-regulated and research-based learning are already part of subject-specific didactic research. In the context of education for sustainable development (ESD), aspects of research-based and self-regulated learning are also central key competencies. Against this background, an experimental learning setting is being developed for the current ESD context "The Chemistry of the Pool" for pupils at the upper secondary school level to promote self-regulated and research-based learning. In addition, further student laboratory and teaching formats are being developed in the context of the chemistry of the pool, which take into account the content of the chemistry framework curriculum and integrate this authentic context in the sense of the spiral curriculum across different year levels.
SMOKEChem - student-centered, metacognitive and open AI-supported decision making in assessment contexts in chemistry education
(Staff member: Laura Leppla)
Learning environments in chemistry lessons that aim to promote students' assessment skills must be designed in such a way that they specifically support various facets of self-regulated learning in the assessment process. The SMOKEChem project is dedicated to the development and evaluation of an innovative diagnostic tool that accompanies learners during the assessment process. Core aspects of this approach are the use of structured guiding questions that promote metacognitive reflection and the integration of an adaptive feedback system controlled by artificial intelligence (AI). This AI-based system provides differentiated and individualized feedback that is specifically tailored to the needs of the learners. The aim of the project is to strengthen students' decision-making and assessment skills and enable them to make independent, well-founded and reflective judgments in complex assessment contexts.
KIVa-Chem: Promotion of knowledge acquisition processes (variable control strategy) and self-regulated learning skills through the use of interactive, adaptive AI language assistants in chemistry lessons at lower secondary level
(Staff member: Lisa Häßel)
The focus is on teaching the variable control strategy, a central scientific method that enables learners to carry out valid experiments and interpret their results in a well-founded manner. The targeted examination of this strategy is intended to enable students to gain a deeper understanding of scientific knowledge acquisition processes and to apply them independently. The overarching aim of the study is to promote cognitive development in the area of scientific methodology and thus establish sustainable skills in scientific thinking and working methods. This is to be achieved through technology-based support measures in the form of a non-specifically guided Large Language Model (LLM) and a specially trained, AI-based chatbot called KIVA.
AiR-Pollution (AlmostNano) - Development of experiments and AR elements and two modules for dealing with particulate matter measurement
(Staff member: Laura Leppla)
In the "AiR-Pollution - AlmostNano (ARPAN)" project, chemistry teaching students are to develop skills in the context of "particulate matter" that will enable them to provide students with experimental and model-based approaches to the (near-)nanoscale through digital measurement and the use of augmented reality (AR). To this end, two modules for university teaching in the Master's program will be developed in cooperation between the chemistry didactics departments in Bochum (RUB) and Kaiserslautern (RPTU). Among other things, these are intended to contribute to the professionalization of teachers by training (prospective) teachers in the field of digitalization, through the programming of microcontrollers and the use of augmented reality, on the one hand, and in the field of knowledge acquisition with a focus on measurement and modelling, on the other.
10/2024 - 09/2027 - Supported by the Chemical Industry Fund
SmARtLAB - Augmented Reality in chemistry studies using the example of a practical laboratory teaching-learning setting in organic chemistry
The aim of this sub-content is to make it easier for students to get started with laboratory work within the synthesis practical course at the beginning of the practical course by virtually enriching the laboratory environment (room including set-up equipment and glass apparatus) with digital content/information. This includes Digitization of the boiling point determination or determination of the refractive index using a refractometer or the Soxhlet extraction of eugenol from clove powder using the rotary evaporator) connected to a microcontroller, which sends the measurement data directly to the AR glasses, so that, among other things, during the experiment the necessary measuring probes (e.g. temperature sensors for melting and refraction) can be used. temperature sensors for melting and boiling point determination or determination of the refractive index using a refractometer or the Soxhlet extraction of eugenol from clove powder using the rotary evaporator) are connected to a microcontroller, which sends the measurement data directly to the AR glasses so that, among other things, an evaluation can be carried out during the experiment, e.g. via a diagram.
01/2024 - 12/2025 - Supported by the Chemical Industry Fund
CLeVer4Research - Triple-scaled reconstruction of scientific research in the field of chemical foundations of sustainable technologies for chemistry students and pupils
CLeVer4Research aims to sensitize prospective chemistry teachers and chemistry students in a competence-oriented manner for dealing with current scientific research in the field of "chemical foundations of sustainable technologies" and thus train them in a participatory and, above all, research-oriented manner. The aim here is to create an open teaching and learning culture for students within the framework of scientific research, in which, among other things, the integration of education for sustainable development leads to a stronger development of subject-related and interdisciplinary skills, especially in the area of "Reactivity, Catalysis and Sustainability". The project is divided into three parts, which gradually scale up current research content in physical chemistry (PC) in the sense of a didactic reconstruction for different target groups. Scientific research in PC (Scale 1) is to be integrated into a practical course for Bachelor students (Sc.) (Scale 2) by Bachelor students (Ed.) and then processed by Master students (Ed.) for pupils in the school laboratory (Scale 3). The participatory integration of current scientific research into the university education of teachers as multipliers in the field of "sustainability" and at the same time the practical preparation of chemists for the professional world should help to ensure a practice-relevant interlocking of research and teaching.
01/2024 - 12/2025 - Funded by the LehrePLUS initiative at RPTU
SDI-Chem - Establishment of a cross-location digital infrastructure for chemistry training in laboratory practicals
SDI-Chem will establish a cross-location digital infrastructure for practical laboratory chemistry training at RPTU. This infrastructure will be built up modularly from the components "Video/Online Tutorial Library" on basic chemical work techniques and "Electronic Laboratory Journal (ELN)". The provision of this video/online tutorial library will make it much easier for students, both majoring and minoring in chemistry, to get started with their first laboratory practicals, which experience has shown to be very challenging. With the ELN module, students will acquire all the necessary skills for using digital methods in everyday laboratory work in a modern working world 4.0 at an early stage. Students at both locations will play a key role in the realization of this project, both in identifying the most important experimental working techniques and in designing the tutorials(by students for students).
10/2023 - 09/2025 - Funded by the InterAct initiative at RPTU
CLeVer4Nature 2.0 - The week of sustainability by students for students
The course raises awareness of ESD among Master's students studying to become chemistry teachers and addresses the teaching of sustainability skills. To this end, fundamental aspects of sustainability, the influence of education on sustainable development and the influence of sustainable development on education are discussed with the students. At the same time, future teachers should be prepared to develop basic skills in order to practice education for sustainable development in their own chemistry lessons. This is accompanied by the participatory integration of current didactic research into the university education of teachers as multipliers in the field of "sustainability", so that individual student project days can be designed in open-ended group work. Students evaluate their methodological and didactic considerations at the end of the semester during the Sustainability Week with pupils.
04/2024 - 12/2024 - Funded by the RPTUjunior initiative at RPTU
Sportistry - Understanding nutrition and energy supply in an interdisciplinary way: A teaching concept to promote evaluation skills
(Staff members: Fabienne Weisenburger, Vanessa Lang)
In the Sportistry project, an interdisciplinary teaching and learning concept is being developed together with the health degree programs. Students from different disciplines come together and jointly design CLeVerLAB units for students in the context of interdisciplinary topics (e.g. sugar and sugar substitutes or plastics).
More at: https://klaus-tschira-stiftung.de/meldungen/sportistry-praxistest/
05/2023 - 07/2024 - Funded by the Klaus Tschira Foundation
Exploring Decision-Making Competence in Sugar-Substitute Choices: A Cross-Disciplinary Investigation among Chemistry and Sports and Health Students
Dindorf, C., Weisenburger, F., Bartaguiz, E., Dully, J., Klappenberger, L., Lang, V., Zimmermann, L., Fröhlich, M., & Seibert, J. (2024). Educ. Sci, 14, 531. doi:10.3390/educsci14050531
Interdisciplinary teaching approaches have gained significant importance in today's educational landscape. Among these approaches, decision-making competence plays a pivotal role by nurturing critical thinking and problem-solving skills. Focusing on the decision-making process regarding the sensibility of using sugar-substitutes, this study addresses three key questions. (1) Do chemistry and sports and health students differ in evaluation-competence? (2) What criteria do they use in evaluating the decision-making problem? (3) How do they use ChatGPT (OpenAI, San Francisco, CA, USA), an AI tool, in decision-making? Through surveys, the study revealed two evaluation-competence factors, identified decision-making criteria, and analyzed querying behavior using ChatGPT. The results revealed nuanced differences between the two student groups in the factors of evaluation-competence. While both groups showed improvements in recognizing moral dimensions and considering alternatives, chemistry students displayed enhanced abilities in establishing evaluation criteria and empathetic thinking. Furthermore, differences emerged in the criteria selected for decision-making and querying behavior, indicating varying engagement with ChatGPT. This study offers insights into enhancing interdisciplinary education and underscores the need for tailored interventions to address diverse student needs.
CLeVer4Nature 1.0 - The week of sustainability by students for students
As part of the CLeVer4Nature1.0 project, a vacation program for students in grades 10 - 13 took place from 24 - 28 July 2023 at RPTU in Kaiserslautern. The event raises awareness of sustainable action and sustainable development. In terms of content, the week is an excellent way to optimally prepare for the content of the upper school or for the upcoming Abitur examination in chemistry. The project was developed by Master's students studying to become chemistry teachers. Each day focused on a different sustainability topic:
- Day 1: Water - We investigate the "Haus des Wassers" waterworks with you on the first day. There you will be given an expert guided tour. Back at the CLeVerLAB, we will experiment with water.
- Day 2: Carbon dioxide - On the second day, we will investigate the effects of carbon dioxide on our environment and examine innovative sustainable energy sources in the CLeVerLAB.
- Day 3: Hydrogen - "Is hydrogen our fuel of the future?" We will address this question with you on the third day and try to find an answer to this question from different perspectives within an educational game.
- Day 4: Recycling - Many metals are used in electronic devices and are therefore less and less available on our planet. The fourth day is all about taking a critical look at the recycling of raw materials.
- Day 5: Creative day - On the last day, our final conference will take place, where we have thought of something very special for you. In four subgroups, we will get creative with you in a sustainable way! You will also have the opportunity to exchange ideas with professors and other experts from the university about the findings of the Sustainability Week.
04/2023 - 12/2023 - Supported by the initiative RPTUjunior at RPTU
