Forschung

Bertsch, Ch. (2019). Forschend Lernen im naturwissenschaftlichen Sachunterricht. Eine kritische Reflexion des Status Quo. Dimensionen des Sachunterrichtes, Band 10 (2019).

Salchegger, S., Wallner-Paschon, C. & Bertsch, C. (2021). Explaining Waldorf students’ high motivation but moderate achievement in science: is inquiry-based science education the key?. Large-scale Assessments in Education 9, 14 (2021).

Egger, Ch., Miczajka, V., Bertsch, Ch.,Ottlinger, Th., Mathiszik, J (2020). Lehrerselbstwirksamkeit von Primarstufenstudierenden im Anleiten Forschenden Lernens. Zeitschrift für Hochschulentwicklung, 15, 2 (2020).

Bertsch, Ch., Gritschenberger, I (2016). Inquiry Based Science Education and Teacher Professional Development. In: Theory of Inquiry Learning Arrangements

Osborne, J., Dillon, J. (2008). Science Education in Europe. Critical Reflections. Report to the Nuffield Foundation

Wood, D, Bruner, J., Ross, G (1976). The Role of Tutoring in Problem Solving. Journal of Child Psychology and Psychiatry 17 (1976).