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31-10-2020

Veröffentlichungen

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07141 / 140 - 683

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07141 / 140 - 435

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 zendler(at)ph-ludwigsburg.de

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Gebäude 4, Raum 4.310

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Refereed (Double Blind)

Zendler, A., & Greiner. H. (2020). The effect of two instructional methods on learning outcome in chemistry education: The experiment method and computer simulation. Education for Chemical Engineers, 30, 9–19. d0.1016/j.ece.2019.09.0011749-7728

Zendler, A., Seitz, C., & Klaudt, D. (2019). Mathematics teachers assess instructional methods supporting knowledge processes. Journal of Mathematics Education, 4(2), 76–86.

Zendler, A., & Gohl, M. (2019). Direct instruction vs. computer simulation and their learning Outcome in engineering education. International Journal of Engineering Education, 1(2).

Zendler, A. (2019). cpm.4.CSE/IRTN=small: A companion to cpm.4.CSE/IRT for N = small. International Journal of Research Studies in Psychology (accepted)

Zendler, A. (2019). Teaching methods for computer science education in the context of significant learning theories. International Journal of Information and Education Technology, 9(7), 470–476.

Zendler, A. (2018). English teachers assess instructional methods supporting knowledge processes. International Journal of English Language Education, 6(1), 68–86. doi https://doi.org/10.5296/ijele.v6i1

Zendler, A. (2018). Instructional methods in computing education judged by computer science teachers and educational experts. Information Technology, 60(2), 79–90.

Zendler, A. Seitz, C., & Klaudt, D. (2018). Instructional methods in STEM and English Subjects:
a Validation Study. International Journal of Research in Education and Science. International Journal of Research in Education and Science, 4(2), 686–702.

Zendler, A., Seitz, C., & Klaudt, D. (2018). Instructional methods in STEM education: A cross-contextual study. EURASIA Journal of Mathematics, Science and Technology Education, 14(7), 2969–2986.

Zendler, A. (2018). cpm.4.CSE/IRT: compact process model for measuring competences in Computer Science Education based on IRT models. Education and Information Technologies, 24(1), 843–884. (doi 10.1007/s10639-018-9794-3).

Zendler, A., & Klein, K. (2018). The effect of direct instruction and web quest on learning outcome in computer science education. Education and Information Technologies, 23(6), 2765–2782. https://doi.org/10.1007/s10639-018-9740-4   

Zendler, A., & Reile, S. (2018). The effect of reciprocal teaching and programmed instruction on learning outcome in computer science education. Studies in Educational Evaluation, 58, 132–144.

Zendler, A.  (2016). Educational measures to computer science education: Degree of process-related coverage and degree of educational accessibility. International Journal of Research Studies in Computing, 5(1), 11–23.

Zendler, A., Seitz, C., & Klaudt, D. (2016).  Process-based development of competence models to computer science education. Journal of Educational Computing Research, 54(2), 563–592   10.1177/0735633115622214

Zendler, A., & Klaudt, D. (2016). Instructional methods to computer science education as investigated by computer science teachers. Journal of Computer Science, 11(8), 915–927.

Zendler, A. (2015). Computer science education teaching methods—an overview of the literature. International Journal of Research Studies in Computing, 4(2), 311.

Zendler, A., McClung, O. W., & Klaudt, D. (2015). A cross-cultural comparison of concepts in computer science education: The US–Germany experience. The International Journal of Information and Learning Technology, 32(4), 235256.

Seitz, C., & Zendler, A. (2015). Process-oriented competence areas to computer science education—an empirical foundation. International Journal of Research Studies in Computing, 4(1), 1–12.

Zendler, A., Klaudt, D., & Seitz, C. (2014). Empirical determination of competence areas to computer science education. Journal of Educational Computing Research, 51(1), 7189.

Zendler, A., & Hubwieser, P. (2013). The influence of teacher training programs on evaluations of central computer science concepts. Teacher and Teaching Education, 34(August), 130–142.

Zendler, A., Klaudt, D., Spannagel, C., & Reuter, T. (2013). Semantic categorization of content and process concepts relevant to computer science education.  International Journal of Research Studies in Computing, 2(1), 3–10.

Zendler, A., McClung, O.W., & Klaudt, D. (2012). Content and process concepts relevant to computer science education. International Journal of Research Studies in Computing, 1(2), 2545.

Zendler, A., & Klaudt, D. (2012). Central computer science concepts to research-based teacher training in computer science: an experimental study. Journal of Educational Computing Research, 46(2), 153–172.

Zendler, A., Vogel, M., & Spannagel, C. (2012). Useful experimental designs in educational research.  International Journal of Research Studies in Education, 2(2), 83106.

Zendler, A., Spannagel, C., & Klaudt, D. (2011). Marrying content and process in computer science education. IEEE Transactions on Education, 54(3), 387–397.

Zendler, A., & Pfeiffer, T. (2009). Methodische Befunde zu durchgeführten Unterrichtsexperimenten. Empirische Pädagogik, 23(2), 208–221.

Zendler, A., Spannagel, C., & Klaudt, D. (2008). Process as content in computer science education: Empirical determination of central processes. Computer Science Education, 18(4), 231–245. 

Zendler, A., & Spannagel, C. (2008). The empirical foundation of central concepts for computer science education. ACM Journal on Educational Resources In Computing, 8(2), Article 6. 

Spannagel, C., Girwidz, R. Löthe, H., Zendler, A., & Schroeder, U. (2008). Animated demonstrations and training wheels interfaces in a computer learning. Interacting with Computers, 20, 97–111.

Zendler, A., Horn, E., Schwärtzel, H., & Plödereder, E. (2001). Demonstrating the usage of single-case designs in experimental software engineering. Information and Software Technology, 43(12), 681–691.

Zendler, A., Pfeiffer, T., Eicks, M., & Lehner, F. (2001). Experimental compari­son of coarse-grained concepts in UML, OML, and TOS. Journal of Systems and Software, 57(1), 21–30.

Zendler, A. (2001). A preliminary software engineering theory as investigated by published experiments. Empirical Software Engineering, 6(2), 161–180.

Noack, J., Mehmanesh, H., Mehmaneche, H., & Zendler, A. (2000). Architektu­ren für Network Computing. Wirtschaftsinformatik, 42(1), 5–14.

Zendler, A. (1998). Foundation of the taxonomic object system. Information and Software Technology, 40(9), 475492.

Zendler, A., & Schwärtzel, H.G. (1998). From logical to physical software architectures. IETE Technical Review, 15(5), 355369.

Zendler, A. (1996). Kommerzielle Werkzeuge zur Administration von wiederver­wendbaren Software-Dokumenten. Wirtschaftsinformatik, 38(2), 147159.

 


Monographien

Zendler, A. (Ed.) (2018). Unterrichtsmethoden für den Informatikunterricht. Berlin: Springer.

Zendler, A. (Ed.) (2018). Unterrichtsmethoden für MINT-Fächer. Berlin: Springer.

Zendler, A. (Ed.) (2018). Empirische Didaktik / Fachmethodik, Band 3: Statistische Auswertungs-verfahren für die Unterrichtsforschung mit Anwendungsbeispielen. Berlin: epubli.

Zendler, A., Seitz, C., & Klaudt, D. (2017). The Booklet III: Instructional Methods for Teaching English. Berlin: epubli (auch auf deutsch).

Zendler, A. (Ed.) (2017). Empirische Didaktik / Fachmethodik, Band 2: Poweranalytische Bestimmung des Stichprobenumfangs mit Anwendungsbeispielen. Berlin: epubli.

Zendler, A., Seitz, C., & Klaudt, D. (2016). The Booklet II: Instructional Methods for Mathematics Education. Berlin: epubli (auch auf deutsch).

Zendler, A. (Ed.) (2016). Empirische Didaktik / Fachmethodik, Band 1: Versuchspläne für die Unterrichtsforschung mit Anwendungsbeispielen. Berlin: epubli.

Zendler, A. & Klaudt, D. (Eds.) (2016). Empirische Didaktik / Fachmethodik, Band 4.1: Vergleich von Unterrichtsmethoden  für den Informatikunterricht. Berlin: epubli.

Zendler, A., & Klaudt, D. (2015). The Booklet I: Instructional Methods for Computer Science Education. Berlin: epubli (auch auf deutsch).

Zendler, A., & Klaudt, D. (Eds.) (2013). Informatikkonzepte für den Informatikunterricht. Empirische Untersuchungen und praktische Ergebnisse. Berlin: epubli.

Zendler, A., Gastinger, S., Hesse, W., & Kosiuczenko, P. (Eds.) (1997), Advanced concepts, life cycle models and tools for object-oriented software deve­lopment, Marburg: Tectum.

Zendler, A. (1998). Multimedia development systems (with methods for modeling multimedia applications). Marburg: Tectum.

Zendler, A. (1995). Konzepte, Erfahrungen und Werkzeuge zur Software-Wieder­verwendung. Marburg: Tectum.

Zendler, A., & Gastinger, S. (1995). Vergleichende Analyse von Werkzeugen zum Auf­bau und Einsatz von Bibliotheken für wiederverwendbare Software-Dokumente. Marburg: Tectum.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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