Samuel Merk
University of Tübingen
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Featured researches published by Samuel Merk.
PLOS ONE | 2017
Jürgen E. Schneider; Samuel Merk; Marcus Syring; Tom Rosman; Julia Rueß
Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students’ perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers’ perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers’ perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect. Implications for research and practice are discussed.
Lehrerbildung auf dem Prüfstand | 2014
Colin Cramer; Samuel Merk; Bärbel Wesselborg
Journal for Educational Research Online / Journal für Bildungsforschung Online | 2017
Samuel Merk; Jürgen Schneider; Thorsten Bohl; Augustin Kelava; Marcus Syring
Archive | 2016
Jürgen E. Schneider; Samuel Merk; Marcus Syring; Tom Rosman; Julia Rueß
Journal für LehrerInnenbildung | 2012
Thorsten Bohl; Samuel Merk
Learning and Instruction | 2018
Samuel Merk; Tom Rosman; Krista R. Muis; Augustin Kelava; Thorsten Bohl
Journal for Educational Research Online / Journal für Bildungsforschung Online | 2018
Samuel Merk; Colin Cramer; Naien Dai; Thorsten Bohl; Marcus Syring
Archive | 2017
Jürgen Schneider; Samuel Merk
Lehrerbildung auf dem Prüfstand | 2017
Marc Kleinknecht; Petra Richey; Samuel Merk; Thorsten Bohl; Timo Leuders
Journal for educational research online | 2017
Samuel Merk; Jürgen E. Schneider; Thorsten Bohl; Augustin Kelava; Marcus Syring