Frank Fischer

Professor

Ludwig-Maximilians-Universität München

Germany

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Professor Frank Fischer is a faculty member at Ludwig-Maximilians-Universität München, Germany. His research areas include scientific reasoning, argumentation skills, teacher education, and the integration of digital technologies in learning environments. Recent publications reflect his focus on promoting diagnostic reasoning and enhancing instructional strategies within the fields of science and mathematics education.

Articles (14)

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2025

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2024

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2024

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2023

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2023

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2023

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2023

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2023

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2022

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2022

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2021

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2021

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2021

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2021

Collaborators (11)

Doris Holzberger

Technical University of Munich

GERMANY

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Michael Sailer

Professor (W3) for Learning Analytics and Educational Data Mining

University of Augsburg

GERMANY

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Florian Krieger

Technische Universität Dortmund

GERMANY

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Anika Radkowitsch

GERMANY

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Kristina Reiss

Dekanin / Dean

Ludwig-Maximilians-Universität München

GERMANY

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Kenneth R Koedinger

Carnegie Mellon University

UNITED STATES

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Freydis Vogel

Professur für Digitalisierung in der Bildung

Universität Hamburg

GERMANY

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Matthias Stadler

Ludwig-Maximilians-Universität München

GERMANY

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Tina Seidel

Technical University of Munich (TUM)

GERMANY

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Cindy Hmelo-Silver

Associate Dean for Research

Indiana State University

UNITED STATES

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Maximilian Sailer

Professor

University of Passau

GERMANY

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Frank Fischer

Research Interests

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Articles (14)

ASSESSRA—A Case-Based Approach for the Assessment of Students’ Scientific Reasoning and Argumentation Skills

Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities

Promoting diagnostic reasoning in teacher education: the role of case format and perceived authenticity

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Facilitating justification, disconfirmation, and transparency in diagnostic argumentation

Where salience goes beyond authenticity

Let's talk evidence – The case for combining inquiry-based and direct instruction

Getting ready for teaching with digital technologies: Scenario-based self-assessment in teacher education and professional development

Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples

Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect?

Assessing Complex Problem-Solving Skills in Under 20 Minutes

Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?

Learning to diagnose accurately through virtual patients: do reflection phases have an added benefit?

Learning to diagnose collaboratively – Effects of adaptive collaboration scripts in agent-based medical simulations

Collaborators (11)

Doris Holzberger

Michael Sailer

Florian Krieger

Anika Radkowitsch

Kristina Reiss

Kenneth R Koedinger

Freydis Vogel

Matthias Stadler

Tina Seidel

Cindy Hmelo-Silver

Maximilian Sailer

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