Personen


Dr. Valentina Nachtigall

Funktion:
Wiss. Mitarb.

Pädagogische Psychologie
Institut für Erziehungswissenschaft
Ruhr-Uni­ver­si­tät Bo­chum
Uni­ver­si­täts­stra­ße 150
D - 44801 Bo­chum

Telefon:
0234 / 32-26083
Mail: Raum:
GA 1/55

Zur Person

Curriculum Vitae

  • Academic Degrees:
    • Doctoral Degree (Dr. Phil.) in Educational Research, Ruhr-Universität Bochum, 2019
    • Master of Arts in Educational Reserach and Art History, Ruhr-Universität Bochum, 2015
  • Position: Postdoctoral Researcher

Focus of Research

  • Authentic learning
  • Learning in out-of-school labs
  • Productive Failure

Projects

Selected Publications and Conference Contributions

Nachtigall, V., Serova, K., & Rummel, N. (2020). When failure fails to be productive – Probing the effectiveness of Productive Failure for learning beyond STEM domains. Instructional Science 48(6), 651-697.

Nachtigall, V., & Rummel, N. (2020). “Social scientists need to be nice and empathetic”: Exploring students’ beliefs related to social sciences and humanities. In M. Gresalfi & I. Seidel Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 641-644). Nashville (Tennessee), USA: International Society of the Learning Sciences.

Nachtigall, V., & Sung, H. (2019). Students’ collaboration patterns in a Productive Failure setting: An epistemic network analysis of contrasting cases. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography. Proceedings of the International Conference on Quantitative Ethnography (ICQE) 2019, Madison, WI, USA (pp. 165-176). Cham: Springer.

Nachtigall, V., Rummel, N., & Serova, K. (2018): Authentisch ist nicht gleich authentisch – Wie Schülerinnen und Schüler die Authentizität von Lernaktivitäten im Schülerlabor einschätzen. Unterrichtswissenschaft 46(3). S. 299-319.

Nachtigall, V., Keuschnig, A., Behrendt, L., & Brune, L. (2018): Authentic learning and teaching in an out-of-school lab - First steps towards empirical investigation of a theoretical model. In J. Kay & R. Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2 (pp. 1061-1064). London, UK: International Society of the Learning Sciences.

Full List of Publications (PDF)

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