On this page I share a list of publications where I have contributed, sorted by topic. Whenever there's a link to the full text available I share this as well. Also check out the other publications of the physics education research team at CERN!
PhD project
Dahlkemper, M. N., Klein, P., Müller, A., Schmeling, S. M., & Wiener, J. (2022). Opportunities and Challenges of Using Feynman Diagrams with Upper Secondary Students. Physics, 4(4), Article 4. https://doi.org/10.3390/physics4040085
Dahlkemper, M., Klein, P., Müller, A., Schmeling, S., & Wiener, J. (2022). Feynman-Diagramme als multiple Repräsentationen. Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen, 42. https://www.gdcp-ev.de/wp-content/tb2022/TB2022_600_Dahlkemper.pdf (German, Conference Proceeding)
Dahlkemper, M., Wiener, J., Müller, A., Schmeling, S., & Klein, P. (2021). Untersuchung der Wahrnehmung von Feynman-Diagrammen mittels Eye Tracking. PhyDid B - Didaktik der Physik - Beiträge zur DPG-Frühjahrstagung, 1(0), Article 0. http://www.phydid.de/index.php/phydid-b/article/view/1153 (German, Conference Proceeding)
Dahlkemper, M., Klein, P., Müller, A., Schmeling, S., & Wiener, J. (2022). Der didaktische Nutzen von Feynman-Diagrammen. PhyDid B - Didaktik der Physik - Beiträge zur DPG-Frühjahrstagung. https://ojs.dpg-physik.de/index.php/phydid-b/article/view/1257 (German, Conference Proceeding)
Nature of Science
Kranjc Horvat, A., Boselli, M., Chatzidaki, P., Dahlkemper, M. N., Duggan, R., Durey, G., Herff, N., Molaro, D., Scheerer, G. W., Schmeling, S., Thill, P. G., Wiener, J., Woithe, J., & Zoechling, S. (2022). The mystery box challenge: Explore the nature of science. Science in Schools, 59. https://www.scienceinschool.org/article/2022/mystery-box-challenge
Woithe, J., Boselli, M., Chatzidaki, P., Dahlkemper, M. N., Duggan, R., Durey, G., Herff, N., Horvat, A. K., Molaro, D., Scheerer, G. W., Schmeling, S., Thill, P. G., Wiener, J., & Zoechling, S. (2022). Higgs in a Box: Investigating the Nature of a Scientific Discovery. The Physics Educator, 04(04), 2250019. https://doi.org/10.1142/S2661339522500196
Effect of online teaching on physics learning at university
Jelicic, K., Geyer, M.-A., Ivanjek, L., Klein, P., Küchemann, S., Dahlkemper, M. N., & Susac, A. (2022). Lab courses for prospective physics teachers: What could we learn from the first COVID-19 lockdown? European Journal of Physics, 43(5), 055701. https://doi.org/10.1088/1361-6404/ac6ea1
Klein, P., Ivanjek, L., Dahlkemper, M. N., Jeličić, K., Geyer, M.-A., Küchemann, S., & Susac, A. (2021). Studying physics during the COVID-19 pandemic: Student assessments of learning achievement, perceived effectiveness of online recitations, and online laboratories. Physical Review Physics Education Research, 17(1), 010117. https://doi.org/10.1103/PhysRevPhysEducRes.17.010117
The Use of Artificial Intelligence in Education
Dahlkemper, M. N., Lahme, S. Z., & Klein, P. (2023). How do physics students evaluate artificial intelligence responses on comprehension questions? A study on the perceived scientific accuracy and linguistic quality of ChatGPT. Physical Review Physics Education Research, 19(1), 010142. https://doi.org/10.1103/PhysRevPhysEducRes.19.010142
Miscallaneous
Brown, E. L., Jeffers, S. V., Marsden, S. C., Morin, J., Boro Saikia, S., Petit, P., Jardine, M. M., See, V., Vidotto, A. A., Mengel, M. W., Dahlkemper, M. N., & the BCool Collaboration. (2022). Linking chromospheric activity and magnetic field properties for late-type dwarf stars. Monthly Notices of the Royal Astronomical Society, 514, 4300–4319. https://doi.org/10.1093/mnras/stac1291
Klein, P., Burkard, N., Hahn, L., Dahlkemper, M. N., Eberle, K., Jaeger, T., Kuhn, J., & Herrlich, M. (2020). Coordinating vector field equations and diagrams with a serious game in introductory physics. ArXiv:2008.05520 [Physics]. http://arxiv.org/abs/2008.05520