Tübingen School of Education (TüSE)

Leonie Jacob

Leonie Jacob has been a PhD student at the Leibniz-Institut für Wissensmedien (IWM) since 2017, and a researcher at the Tübingen School of Education since 2020. In her research, she investigates new teaching and learning methods to support students in acquiring knowledge and to promote individual learning. In her research project she focuses on the method “Learning by Explaining” which is regarded as an effective instructional method since students enhance their understanding while explaining learned materials to (fictitious) others. Including new technology, this method can be implemented in numerous ways. Leonie Jacob empirically investigates boundary conditions of this method in practice related contexts, such as classrooms.

Working Group: JProf. Dr. Andreas Lachner

Contact Information

Tübingen School of Education
Keplerstraße 2
72074 Tübingen

leonie.jacobspam prevention@uni-tuebingen.de

since 03/2019
Research Scientist for the project „Digitale Medien im adaptiven Unterricht der gymnasialen Oberstufe der Gemeinschaftsschule“

Since 2017
PhD student

Leibniz-Institut für Wissensmedien (IWM) in Tübingen

2017
Master of Science

Empirical Educational Research and Pedagogical Psychology at the University of Tübingen

2016
Internship

German Institute of International Educational Research (DIPF) in Frankfurt (6 weeks)

2015 – 2017
Research assistant

Knowledge Media Research Center (IWM) in Tübingen

2015
Bachelor of Arts

Psychology of Teaching, Learning, and Training at the University of Erfurt. Minor subject: Educational Science

2015
Internship

Knowledge Media Research Center (IWM) in Tübingen (4 months)

Project

Digitale Medien im adaptiven Unterricht der gymnasialen Oberstufe der Gemeinschaftsschule

 

Publications

Jacob, L., Lachner, A., & Scheiter, K. (2020). Learning by explaining orally or in written form? Text complexity matters. Learning and Instruction, 68, Article 101344. https://dx.doi.org/10.1016/j.learninstruc.2020.101344

Conference contributions

Backfisch, I., Jacob, L., Lachner, A., Plicht, C., Bohl, T., Stürmer, K., & Scheiter, K. (2020, August). Research-practice collaboration for technology-enhanced adaptive teaching: A design-based study. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk] 

Jacob, L., Lachner, A., & Scheiter, K. (2020, April). Explaining orally holds lead over writing explanations: Text difficulty and Self-Concept matter. The American Educational Research Association (AERA). San Francisco, USA. (Conference cancelled). https://www.aera.net/ [Talk] 

Jacob, L., Lachner, A., & Scheiter, K. (2020, August). Self-concept moderates the effectiveness of learning by teaching. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk] 

Wagner, S., Lachner, A., Nückles, M., Burkhart, Ch., & Jacob, L. (2020, August). Effects of text-based modeling examples and concept-map feedback on students’ argumentative writing. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7 (online conference). Tübingen, Germany. [Talk] 

Jacob, L., Lachner, A., & Scheiter, K. (2019, September). Lernen durch Erklären: Die Schwierigkeit des Lernmaterials moderiert den Effekt des mündlichen und schriftlichen Erklärens. Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (PaePsy) 2019. Leipzig, Deutschland. [Vortrag]

Jacob, L., Lachner, A., & Scheiter, K. (2019, August). Is generating oral explanations more effective than writing explanations? Text difficulty matters. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]

Lachner, A., Richter, J., Jacob, L., Bilgenroth, F., & Scheiter, K. (2019, August). Detrimental effects of constructive learning activities on students’ learning. 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Aachen, Germany. [Talk]

Jacob, L., Lachner, A. & Scheiter, K. (2018, August). Oral explaining holds lead over written explaining? Task difficulty matters. European Association for Research on Learning an Instruction (EARLI). Special Interest Group (SIG) 6 & 7: Instructional Design and Technology for 21st Century Learning: Challenges, Solutions, and Future Directions. Bonn. [Talk]

Müller, J., Kornmann, J., Oestermeier, U., Jacob, L., Golle, J., & Gerjets, P. (2016, März). „Mathematik zum Anhören: Kinder komponieren mit LEGO“ – Pilotstudie eines musikalisch mathematischen Kurses für besonders begabte und hochbegabte Kinder der dritten und vierten Klasse. 4. Tagung der Gesellschaft für Empirische Bildungsforschung. Berlin. [Vortrag]

Müller, J., Kornmann, J., Oestermeier, U., Jacob, L., & Gerjets, P. (2015, November). „Mathematik zum Anhören: Kinder komponieren mit LEGO“. Tag der Wissenschaft der Hector Kinderakademien. Stuttgart. [Poster]

Link:
https://www.iwm-tuebingen.de/www/en/personen/ma.html?uid=ljacob