Honors
In 2022, a Festschrift titled “Wie guter Unterricht intelligentes Wissen schafft” was published in honor of Elsbeth Stern, celebrating her significant contributions to educational psychology and instructional design 📘. Her research underscores how effective teaching fosters deep, intelligent knowledge 🌟. Stern’s excellence was also recognized in 2018 when she received the Franz Emanuel Weinert Prize from the German Society for Psychology, highlighting her groundbreaking work in the field 🏆. Additionally, in 2015, Stern’s achievements were further acknowledged with her election as a corresponding member of the Academy of Sciences Mainz/Germany, marking her as a distinguished scholar in her domain 📜.
Employment
🎓Prof. Dr. Elsbeth Stern a distinguished figure in the field of educational psychology, has embarked on a prolific journey spanning several prestigious institutions across Europe. Since 2006, they have held the esteemed position of Professor for Research on Learning and Instruction at ETH Zurich, Switzerland. Prior to this, they served as a Senior Research Scientist at the Max-Planck-Institute for Human Development in Berlin, Germany, from 1997 to 2006. Their academic voyage includes notable stints as a professor and researcher at esteemed institutions such as the University of Leipzig, Technical University Berlin, and University of Hamburg, marking a career dedicated to unraveling the intricacies of human learning and cognition.
Publication research
Elena Stern’s research focuses on the intersection of educational psychology, neuroscience, and pedagogy 🧠📚. She investigates how teachers’ beliefs impact student achievement gains, the development of mathematical competence, and the effectiveness of instructional support within constructivist learning environments. Stern also explores individual differences in cognitive abilities such as mathematical competence and chess expertise, and she delves into the role of situational context in problem-solving. Her work bridges theory and practice, aiming to inform educational strategies that optimize learning outcomes across diverse student populations.
Publication top notes
The nature of teachers’ pedagogical content beliefs matters for students’ achievement gains: Quasi-experimental evidence from elementary mathematics.
Conscious and unconscious strategy discoveries: A microgenetic analysis.
Effects of instructional support within constructivist learning environments for elementary school students’ understanding of” floating and sinking.”
Individual differences in mathematical competence predict parietal brain activation during mental calculation
Why mind, brain, and education? Why now
Superior performance and neural efficiency: The impact of intelligence and expertise
The developmental relations between conceptual and procedural knowledge: A multimethod approach.
What makes certain arithmetic word problems involving the comparison of sets so difficult for children?
Improving cross-content transfer in text processing by means of active graphical representation
Die Entwicklung des mathematischen Verständnisses im Kindesalter
Lernen macht intelligent: Warum Begabung gefördert werden muss
Individual differences in chess expertise: A psychometric investigation
The cognitive perspective on learning: Ten cornerstone findings
Deutscher Mathematiktest für vierte Klassen (Demat 4+)
Pedagogy meets neuroscience
Die Förderung von naturwissenschaftlichem Verständnis bei Grundschulkindern durch Strukturierung der Lernumgebung
A validation of eye movements as a measure of elementary school children’s developing number sense
The role of situational context in solving word problems
When intelligence loses its impact: Neural efficiency during reasoning in a familiar area
Lehr-Lern-Forschung und Neurowissenschaften: Erwartungen, Befunde und Forschungsperspektiven