Werner Riess

Full Professur

University of Education Freiburg

Germany

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Werner Riess is a Full Professor at the University of Education Freiburg, Germany. His research areas include systems thinking in the context of climate change education, sustainable development, and the impact of teacher training on students' competencies. Recent articles highlight the development and validation of measurement instruments for assessing systems thinking, as well as the role of prior knowledge in task complexity among preservice teachers. He is committed to advancing educational practices that enhance climate change knowledge and sustainability in elementary education.

Articles (11)

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2025

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2025

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2024

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2023

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2022

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2021

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2021

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2021

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2020

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2020

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2020

Collaborators (8)

Alexander Renkl

GERMANY

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Katja Scharenberg

University of Education Freiburg

GERMANY

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Maik Beege

Prof. Dr.

Pädagogische Hochschule Freiburg

GERMANY

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Roman Asshoff

centre of biology education university of münster schlossplatz 34 münster germany

GERMANY

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Monika Martin

University of Education Freiburg

GERMANY

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Jeroen van Merrienboer

University of Maastricht

NETHERLANDS

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Nadine Tramowsky

Dr. Professor (Assistant)

University of Education Freiburg

GERMANY

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Karen Könings

Associate Professor

University of Maastricht

NETHERLANDS

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Werner Riess

Research Interests

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Articles (11)

Entwicklung und Validierung eines Messinstruments zur Erfassung systemischen Denkens zum Klimawandel bei Grundschülerinnen und Grundschülern

The Impact of System Models on Systems Thinking in the Context of Climate Change in Elementary School

Signaling cues and focused prompts for professional vision support: The interplay of instructional design and situational interest in preservice teachers’ video analysis

Can prior knowledge increase task complexity? – Cases in which higher prior knowledge leads to higher intrinsic cognitive load

How Can Education for Sustainable Development (ESD) Be Effectively Implemented in Teaching and Learning? An Analysis of Educational Science Recommendations of Methods and Procedures to Promote ESD Goals

Development of Students’ Sustainability Competencies: Do Teachers Make a Difference?

Applying the Global Change App in Different Instruction Settings to Foster Climate Change Knowledge among Student Teachers

Effects of Teacher Training in Systems Thinking on Biology Students—An Intervention Study

What Teachers Think and Know about Education for Sustainable Development and How They Implement it in Class

Fostering systems thinking in student teachers of biology and geography – an intervention study

Exploring How Teachers Diagnose Student Conceptions about the Cycle of Matter

Collaborators (8)

Alexander Renkl

Katja Scharenberg

Maik Beege

Roman Asshoff

Monika Martin

Jeroen van Merrienboer

Nadine Tramowsky

Karen Könings

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