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The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender 
Siddiq, Fazilat; Scherer, Ronny (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2016)
Teachers’ integration of information and communication technology (ICT) has been widely studied, given that digital competence is considered to be a crucial outcome of twenty first century education. In this context, ...
Learning from the Past – The Need for Empirical Evidence on the Transfer Effects of Computer Programming Skills 
Scherer, Ronny (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2016)
Intelligence in action – Effective strategic behaviors while solving complex problems 
Lotz, Christin; Scherer, Ronny; Greiff, Samuel; Sparfeldt, J. R. (Journal article / Tidsskriftartikkel / SubmittedVersion, 2017)
Intelligence and complex problem solving (CPS) are two strongly overlapping constructs. In contrast to conventional intelligence tests, CPS-assessments provide process data concerning the interactions between the problem ...
Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols 
Siddiq, Fazilat; Scherer, Ronny (Journal article / Tidsskriftartikkel / SubmittedVersion, 2017)
Collaborative problem solving (ColPS) skills are considered crucial to succeed in work, education, and life in a knowledge-rich society. Nevertheless, research on the assessment of ColPS is at its initial stage; specifically, ...
"Learning science is about facts and language learning is about being discursive" - An empirical investigation of students' disciplinary beliefs in the context of argumentation 
Heitmann, Patricia; Hecht, Martin; Scherer, Ronny; Schwanewedel, Julia (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2017)
Argumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation ...
Is it time for a new measurement approach? A closer look at the assessment of cognitive adaptability in complex problem solving 
Scherer, Ronny (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2015)
Evaluating Individual Students’ Perceptions of Instructional Quality: An Investigation of their Factor Structure, Measurement Invariance, and Relations to Educational Outcomes 
Scherer, Ronny; Nilsen, Trude; Jansen, Malte (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2016)
Students' perceptions of instructional quality are among the most important criteria for evaluating teaching effectiveness. The present study evaluates different latent variable modeling approaches (confirmatory factor ...
Developing a computer-based assessment of complex problem solving in Chemistry 
Scherer, Ronny; Meßinger-Koppelt, Jenny; Tiemann, Rüdiger (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2014)
Background Complex problem-solving competence is regarded as a key construct in science education. But due to the necessity of using interactive and intransparent assessment procedures, appropriate measures ...
Bringing formal and informal reasoning together - A new era of assessment? 
Teig, Nani; Scherer, Ronny (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2016)
The acquisition of problem solving competence: evidence from 41 countries that math and science education matters 
Scherer, Ronny; Beckmann, Jens F (Journal article / Tidsskriftartikkel / PublishedVersion; Peer reviewed, 2014)
Background On the basis of a ‘problem solving as an educational outcome’ point of view, we analyse the contribution of math and science competence to analytical problem-solving competence and link the ...
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