Dr. Julia Schiefer

Julia Schiefer is a postdoctoral researcher at the Hector Research Institute of Education Sciences and Psychology in the research field of giftedness and talent development. She is a fellow of the German Telekom Foundation in the program Fellowship Fachdidaktik MINT.

In her research she focuses on the development, evaluation and implementation of MINT interventions for children and adolescents. She is particularly interested in the question of how scientific thinking develops, how it can be captured and successfully promoted. In this context, one focus of her research is the investigation of students' conceptions about the nature of knowledge and the acquisition of knowledge (epistemic beliefs), including the question of which profiles of epistemic beliefs can be identified in students from elementary school up to secondary school.

As a member of the scientific support team of the Hector Children's Academy, Julia Schiefer and her colleagues developed an extracurricular training program to promote the understanding of science in gifted children of primary school age. The Hector Core Course “Young Researchers - We work like Scientists” has become an integral part of the promotion of talented children at the Hector Children's Academy throughout the state of Baden-Württemberg. In addition, she works in close cooperation with the non-profit organization “Native Scientist” on the evaluation and further development of an international MINT funding program for children and young people with a migration background.

 

Julia Schiefer pursues an evidence-based and use-inspired approach in her research. She therefore places particular emphasis on meaningful study designs such as randomized controlled field trials, pre-registrations and well-founded statistical analysis methods such as latent profile analyzes or SEM.

Publications

Journal Articles

  • Schiefer, J., Bernholt, A., & Kampa, N. (2021). A closer look at elementary school students’ epistemic beliefs – Latent profiles capturing concepts of knowledge and knowing in science. Learning and Individual Differences. Advance online publication. https://doi.org/10.1016/j.lindif.2021.102059
  • Schiefer, J., Stark., L., Gaspard, H., Wille, E., Trautwein, U., & Golle, J. (2020). Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0000630
  • Schiefer, J., Golle, J., Tibus, M., Herbein, E., Gindele, V., Trautwein, U., & Oschatz, K. (2020). Effects of an extracurricular science intervention on elementary school children’s epistemic beliefs – A randomized controlled trial. British Journal of Educational Psychology, 90, 382–402. https://doi.org/10.1111/bjep.12301
  • Schiefer, J., Golle, J., Tibus, M., & Oschatz, K. (2019). Scientific reasoning in elementary school children: Assessment of the inquiry cycle. Journal of Advanced Academics, 30(2), 144–177. https://doi.org/10.1177/1932202X18825152
  • Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children's public speaking skills: A randomized controlled trial. Learning and Instruction55, 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008
  • Golle, J., Herbein, E., Rebholz, F., & Schiefer, J. (2017). Hector-Kinderakademien: Extracurriculare Förderung besonders begabter Grundschulkinder. Journal für Begabtenförderung, 17(2), 60-66. https://www.studienverlag.at/produkt/5624/journal-fuer-begabtenfoerderung-2-2017/ 
  • Schiefer, J., Golle, J., Tibus, M., Trautwein, U., & Oschatz, K. (2017). Elementary school children’s understanding of science: The implementation of an extracurricular science intervention. Contemporary Educational Psychology, 51, 447–463. https://oir.org/10.1016/j.cedpsych.2017.09.011

Book Chapters

  • Golle, J., Herbein, E. & Schiefer, J. (2020). Identifikation und Förderung besonders begabter Kinder im Rahmen der Hector Kinderakademien. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, N. Neuber, C. Solzbacher, & P. Zwitserlood (Hrsg.), Begabungsförderung. Leistungsentwicklung. Bildungsgerechtigkeit. Für alle! Beiträge aus der Begabungsförderung. Reihe: Begabungsförderung: Individuelle Förderung und Inklusive Bildung, Band 10 (S. 129-140). Waxmann. https://doi.org/10.31244/9783830990673
  • Golle, J., Herbein, E., Schiefer, J., Rebholz, F., Moeller, K. M., & Trautwein, U. (2020). Teilprojekt 7. Enrichment für leistungsstarke und potenziell besonders leistungsfähige Grundschulkinder inner- und außerhalb des Regelunterrichts. In G. Weigand, C. Fischer, F. Käpnick, C. Perleth, F. Preckel, M. Miriam Vock, & H.-W. Wollersheim (Hrsg.), Leistung macht Schule (LemaS). Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler (1. Ausgabe, S. 85–93). Beltz. https://www.beltz.de/fachmedien/paedagogik/produkte/produkt_produktdetails/43953-leistung_macht_schule.html
  • Schiefer, J. (2018). Diagnose, Beratung und Förderung bei Hochbegabung. In O. Dickhäuser & B. Spinath (Hrsg.), Berufsfelder der Pädagogische Psychologie. Karrierewege, Kompetenzen, Tätigkeitsschwerpunkte (S. 59-70). Springer Verlag. https://link.springer.com/book/10.1007/978-3-662-55411-1
  • Oschatz, K. & Schiefer, J. (2017). Über Wissenschaft nachdenken in der Grundschule: Ein Hector Core Course. In U. Trautwein & M. Hasselhorn (Hrsg.), Begabungen und Talente, Tests & Trends – Jahrbuch der pädagogisch-psychologischen Diagnostik, Band 15 (S. 197-212). Hogrefe. https://www.hogrefe.de/shop/begabungen-und-talente-76545.html

Invited Talks & Workshops

  • Schiefer, J. (2019, Mai). (Hoch)begabte Kinder erkennen und fördern. Backnanger Bildungsgespräche, VHS Backnang.

  • Schiefer, J. (2018, November). The importance of evidence-based research in science education. Annual meeting of Native Scientist (keynote), webinar.

  • Schiefer, J. (2018, September). Nachdenken über Naturwissenschaften - Förderung des Wissenschaftsverständnisses durch ein Enrichment-Programm für Grundschulkinder. 6. Münsterscher Bildungskongress, ICBF, Universität Münster.

  • Schiefer, J. (2017, März). Hector Core Course „Kleine Forscher – Wir arbeiten wie Wissenschaftler“. Frankfurter Forum 2017 – Begabungen und Talente, Goethe-Universität Frankfurt a.M.
  • Schiefer, J. (2014, Oktober). Hochbegabte Mädchen - selten erkannt und gefördert. 2. Infotag Begabtenförderung, Marbach a.N.
  • Schiefer, J. (2014, Oktober). Schneller, tiefer, weiter - Effektive Fördermaßnahmen für Hochbegabte. 2. Infotag Begabtenförderung, Marbach a.N.
  • Schiefer, J. (2011, Januar). Diagnostik intellektueller Hochbegabung. Friedrich-Schiller-Gymnasium Marbach a.N.

Conference Contributions

  • Schiefer, J., Golle, J., & Trautwein, U. (August, 2019). What happens during scaling up? Promoting primary school children’s inquiry learning. Paper presented at the 18th Biennial EARLI Conference on Learning & Instruction. Aachen, Germany.

  • Schiefer, J., Bernholt, A., & Kampa, N. (2019, August). Latent profiles of elementary school student’s epistemic beliefs in science. Paper presented at the 18th Biennial EARLI Conference on Learning & Instruction. Aachen, Germany.

  • Schiefer, J., Golle, J., & Trautwein, U. (2019, April). What happens in educational reality? Analyzing the impact of an extracurricular science intervention in practice. Poster presented at the Annual Meeting of the American Education Research Association (AERA), Toronto, Canada.

  • Bernholt, A., Kampa, N., Nehring, A., & Schiefer, J. (2019, Februar). Profile epistemischer Überzeugungen von Schülerinnen und Schülern – Eine systematische Zusammenführung deutschsprachiger Studien mit personenzentriertem Ansatz. Vortrag auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Köln, Germany.

  • Schiefer, J., Golle, J., & Trautwein, U. (2019, Februar). Was passiert nach dem Scaling-Up? – Befunde zur Effektivität einer Intervention zur Förderung des Wissenschaftsverständnisses von Grundschulkindern. Vortrag auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Köln, Germany.

  • Schiefer, J., Golle, J., Oschatz, K., &Trautwein, U. (2018, October). Promoting inquiry learning in elementary school children. Paper presented at the EARLI 2018 SIG 20 & 26 meeting (Inquiry Learning). Jerusalem, Israel.

  • Schiefer, J., Golle, J., Tibus, M., Trautwein, U., & Oschatz, K. (2018, April). Does It Work in the Real World? Implementing an Extracurricular Science Intervention. Paper presented at the Annual Meeting of the American Education Research Association (AERA). New York, USA.
  • Schiefer, J., Golle, J., Tibus, M., Trautwein, U., & Oschatz, K. (2018, Februar). Wissenschaftsverständnis im Grundschulalter – Messbar und veränderbar? Vortrag auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Basel, Schweiz.
  • Schiefer, J., Golle, J., Tibus, M., Trautwein, U., & Oschatz, K. (2017, September). Förderung des Wissenschaftsverständnisses durch eine MINT-Intervention für Grundschulkinder. Vortrag auf der Tagung der AEPF 2017. Tübingen, Germany.
  • Schiefer, J., Golle, J., & Oschatz, K. (2017, März). Erfassung des wissenschaftlichen Denkens im Grundschulalter – Entwicklung eines Tests zur Erfassung des Inquiry Cycle. Posterpräsentation auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Heidelberg, Germany.
  • Schiefer, J., Golle, J., Trautwein, U., & Oschatz, K. (2016, August). Promoting inquiry learning in elementary school children. Poster presented at the EARLI 2016 SIG 20 meeting (Inquiry Learning). Gent, Belgien.
  • Schiefer, J., Golle, J., Trautwein, U., & Oschatz, K. (2016, August). Assessment of the inquiry cycle as a core element of elementary school children’s scientific reasoning and argumentation. Paper presented at the EARLI 2016 SIG 26 meeting (Argumentation, Dialogue and Reasoning). Gent, Belgien.
  • Schiefer, J., Golle, J., Oschatz, K., & Trautwein, U. (2016, June). Wissenschaftsverständnis im Grundschulalter – Implementation eines extracurricularen Förderprogramms. Posterpräsentation auf dem 2. Dortmunder Symposium für Empirische Bildungsforschung. Dortmund, Germany.
  • Schiefer, J., Oschatz, K., Golle, J,. Trautwein, U., & Tibus, M. (2016, April). Scientific reasoning in elementary school children: Assessment of the inquiry cycle and relations to cognitive abilities. Paper presented at the Annual Meeting of the American Education Research Association (AERA). Washington D.C., USA.
  • Schiefer, J., Oschatz, K., Golle, J., Tibus, M., & Trautwein, U. (2016, March). Förderung des Wissenschaftsverständnisses bei Grundschulkindern – Multiplikation eines außerschulischen MINT-Programms. Vortrag auf der 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Berlin, Germany.
  • Schiefer, J., Oschatz, K., Tibus, M., Golle, J., & Trautwein, U. (2015, August). Can science-related epistemic beliefs be enhanced in gifted primary school children? Paper presented at the 16th Biennial EARLI Conference on Learning & Instruction. Limassol, Cyprus.
  • Schiefer, J., Oschatz, K., Tibus, M., Golle, J,. & Trautwein, U. (2015, April). Can understanding of science be enhanced in gifted elementary school children? Poster presented at the Annual Meeting of the American Education Research Association (AERA). Chicago, USA.
  • Schiefer, J., Oschatz, K., Tibus, M., & Trautwein, U. (2015, März). Eine Interventionsstudie zur Förderung naturwissenschaftsbezogener Überzeugungen bei begabten Grundschulkindern. Vortrag auf der 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Bochum, Germany.
  • Schiefer, J., Oschatz, K., Golle, J., Tibus, M., & Trautwein, U. (2015, March). Enhancement and measurement of scientific thinking abilities in primary school children.Poster presented at the REASON International Spring School. Munich, Germany.
  • Herbein, E., Schiefer, J., Oschatz, K., Zettler, I., Tibus, M., Golle, J., & Trautwein, U. (2014, September). Talking about science – With others and to others: Evaluation of two enrichment courses for gifted primary school children. Paper presented at the 9th Annual Conference Randomised Controlled Trials in the Social Sciences. York, GB.
  • Stapf, A., & Schiefer, J. (2006, September). Erst Lust und dann Last? Hochbegabte vor und nach der Einschulung. Vortrag auf der 17. Bundeskonferenz für Schulpsychologie. Köln, Germany.

Curriculum Vitae

Since 06/2017
Fellowship Fachdidaktik MINT at the German Telekom Foundation: Three years full-time post doc position (E-13; 216.000€)

Since 04/2017
Postdoctoral researcher

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

01/2017
Ph.D. in Psychology (Dr. rer. nat.), Title: Promoting and Measuring Elementary School Children’s Understanding of Science

University of Tübingen

11/2013-01/2017
Doctoral student

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

Since 10/2013
Associated member of the LEAD Graduate School & Research Network

University of Tübingen

Since 05/2013
Research assistant at the Hector Research Institute of Education Sciences and Psychology (Project: Formative Assessment of the Hector Children’s Academy Program)

University of Tübingen

Since 01/2005
Associate at the Institute of Giftedness in Tübingen (Psychological diagnostics and counseling of gifted children)

2005-2012
School psychologist

Leonardo-da-Vinci Gymnasium, Neckargemünd (High school for gifted students)

2005-2009
Teaching Assistant at the Department of General Psychology and Methodology, University of Tübingen (Aptitude diagnostics)

01/2005
Diploma (Psychology)

University of Tübingen

1999-2004
Scholarship at the Evangelisches Studienwerk e.V. "Villigst"

08/2001-06/2002
Studies and research internship

University of Massachusetts, Amherst (USA)

02/2001-04/2001
Research internship

University of Magdeburg

2000-2001
Teaching assistant at the Psychological Institute, (Statistics 1)

University of Tübingen

1999-2001
Research Assistant at the Department of General Psychology and Methodology

University of Tübingen