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Dive into the research topics where Samuel Merk is active.

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Featured researches published by Samuel Merk.


PLOS ONE | 2017

Pre-service teachers' perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs

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

Psychische Erschöpfung von Lehrerinnen und Lehrern. Repräsentativer Berufsgruppenvergleich unter Kontrolle berufsspezifischer Merkmale

Colin Cramer; Samuel Merk; Bärbel Wesselborg


Journal for Educational Research Online / Journal für Bildungsforschung Online | 2017

Teacher students’ epistemic beliefs about general pedagogical knowledge: Topic-, source- and context specificity

Samuel Merk; Jürgen Schneider; Thorsten Bohl; Augustin Kelava; Marcus Syring


Archive | 2016

Epistemologische Überzeugungen von Lehramtsstudierenden

Jürgen E. Schneider; Samuel Merk; Marcus Syring; Tom Rosman; Julia Rueß


Journal für LehrerInnenbildung | 2012

Aufgaben im naturwissenschaftlichen Unterricht : allgemeindidaktische, fachdidaktische und fachliche Expertise

Thorsten Bohl; Samuel Merk


Learning and Instruction | 2018

Topic specific epistemic beliefs: Extending the Theory of Integrated Domains in Personal Epistemology

Samuel Merk; Tom Rosman; Krista R. Muis; Augustin Kelava; Thorsten Bohl


Journal for Educational Research Online / Journal für Bildungsforschung Online | 2018

Factorial validity of attitudes towards heterogeneous student groups

Samuel Merk; Colin Cramer; Naien Dai; Thorsten Bohl; Marcus Syring


Archive | 2017

Begleitforschung Schul-Cloud

Jürgen Schneider; Samuel Merk


Lehrerbildung auf dem Prüfstand | 2017

Videobasierte Lehrerfortbildungen - Wirkt sich die Arbeit mit eigenen oder fremden Unterrichtsvideos auf motivational-affektive Prozesse und die Zufriedenheit der Lehrkräfte aus?

Marc Kleinknecht; Petra Richey; Samuel Merk; Thorsten Bohl; Timo Leuders


Journal for educational research online | 2017

Epistemologische Überzeugungen von Lehramtsstudierenden bezüglich pädagogischen Wissens: Gegenstands-, Quellen- und Kontextspezifi tät

Samuel Merk; Jürgen E. Schneider; Thorsten Bohl; Augustin Kelava; Marcus Syring

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Colin Cramer

University of Tübingen

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Naien Dai

University of Tübingen

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Timo Leuders

University of Education

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