Jochen Kuhn

Chair of Physics Education/Full Professor

Ludwig-Maximilians-Universität München

Germany

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Jochen Kuhn is a Full Professor and Chair of Physics Education at Ludwig-Maximilians-Universität München, Germany. His research interests encompass innovative teaching methodologies in physics, including the integration of artificial intelligence in learning environments and the impact of various teaching strategies on students' conceptual understanding. Recent contributions include explorations of non-interactive teaching, the use of AI tools such as ChatGPT and DALL-E, and investigations into the cognitive aspects of learning in STEM education.

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Collaborators (7)

Leonie Sibley

Assistant Professor of Instructional Research with a Focus on Digital Learning Environments

Zurich University of Teacher Education

SWITZERLAND

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Andreas Müller

University of Geneva

SWITZERLAND

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Lars Krupp

Rheinland-Pfälzische Technische Universität Kaiserslautern-Landau

GERMANY

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Sebastian Becker-Genschow

Prof. Dr. at University of Cologne

University of Cologne

GERMANY

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Katharina Scheiter

Prof. Dr.

University of Potsdam

GERMANY

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Sarah Malone

GERMANY

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Heike Russ

University of Tübingen

GERMANY

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Jochen Kuhn

Research Interests

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Articles (27)

iPhysicsLabs meets AI@TPT: Stationary waves in tubes and the speed of sound

Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning.

iPhysicsLabs meets AI@TPT: Analysis of the acceleration of a car using ChatGPT

Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter

Creating physics concept cartoons using ChatGPT

Enhancing students’ critical thinking skills through the use of DALL-E

Using ChatGPT for teaching physics

A refined approach for evaluating small datasets via binary classification using machine learning

Large language models—Valuable tools that require a sensitive integration into teaching and learning physics

Visualizing entanglement in multiqubit systems

Bringing CERN to classrooms: Learning about ALICE with AR and LEGO

Empirical insights into the effects of research-based teaching strategies in quantum education

The More the Better? A Systematic Review and Meta-Analysis of the Benefits of More than Two External Representations in STEM Education

Comparison and AI-based prediction of graph comprehension skills based on the visual strategies of first-year physics and medicine students

The Role of Cognitive Learner Prerequisites for Cognitive Load and Learning Outcomes in AR-Supported Lab Work

When the whole is greater than the sum of its parts: Combining real and virtual experiments in science education

Can ChatGPT support prospective teachers in physics task development?

Investigating diffraction phenomena with low-cost material and augmented reality

A model experiment on the modern microscopic theory of sliding friction

A Literature Review Comparing Experts’ and Non-Experts’ Visual Processing of Graphs during Problem-Solving and Learning

SmaEPho–Smart Photometry in Education 4.0

A Dynamic Electron Model for Teaching Electric Circuits

What gives musical instruments their sound?

Educational data augmentation in physics education research using ChatGPT

Persistence, context, and visual strategy of graph understanding: Gaze patterns reveal student difficulties in interpreting graphs

Effectiveness of science outreach labs with and without connection to classroom learning: Affective and cognitive outcomes

Development and validation of the ray optics in converging lenses concept inventory

Collaborators (7)

Leonie Sibley

Andreas Müller

Lars Krupp

Sebastian Becker-Genschow

Katharina Scheiter

Sarah Malone

Heike Russ

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