Elsbeth Stern | Hypothesis Fundamentals | Best Researcher Award

Elsbeth Stern | Hypothesis Fundamentals | Best Researcher Award

Prof Dr Elsbeth Stern, ETH Zürich, Switzerland

Prof. Dr. Elsbeth Stern 🎓 is a renowned cognitive psychologist specializing in STEM education and learning processes. She holds a Habilitation from LMU Munich 🇩🇪 and a PhD from the University of Hamburg. 📘 Since 2006, she has been a Professor at ETH Zurich 🇨🇭, focusing on the cognitive aspects of learning and teaching. Stern’s research explores how knowledge is acquired and applied, especially in science and mathematics 🧠🔬. She has received numerous accolades, including the Franz Emanuel Weinert Prize 🏅, and actively contributes to advancing educational psychology globally. 🌍📚

Publication profile

google scholar


Born in 1958, I embarked on my academic journey in psychology, beginning with my studies at Philipps University in Marburg, Germany, from 1977 to 1980 📚. I then continued at the University of Hamburg, where I completed my Diploma in Psychology in 1982 🎓. After furthering my expertise, I earned my Doctor of Philosophy (Dr. phil.) in Psychology from the University of Hamburg in 1986 🧠. My dedication to the field culminated in 1994 with a Habilitation in Psychology at Ludwig-Maximilians-Universität München, Germany, marking a significant milestone in my academic career 🎓🔬.


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 📜.


🎓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





Frontier Hypothesis Award

Frontier Hypothesis Award


Welcome to the Frontier Hypothesis Award—a celebration of innovative thinking and daring hypotheses that drive scientific discovery and exploration to new frontiers.

About the Award:

The Frontier Hypothesis Award honors researchers who challenge conventional wisdom and propose novel hypotheses that have the potential to revolutionize their fields. This award highlights the importance of bold ideas in advancing human understanding and shaping the future of research.


  • Age Limit: Open to researchers of all ages.
  • Qualification: Candidates should demonstrate a capacity for original thinking and hypothesis formulation.
  • Publications: Applicants may submit unpublished hypotheses or those supported by preliminary evidence.
  • Requirements: Nominees must adhere to submission guidelines and criteria outlined below.

Evaluation Criteria:

Submissions will be evaluated based on the novelty, significance, and potential impact of the proposed hypothesis. Additionally, feasibility, clarity of presentation, and potential for future research avenues may also be considered.

Submission Guidelines:

  • Submissions should include a clear and concise description of the hypothesis, along with any supporting evidence.
  • Nominees must adhere to the specified format and submission deadline.
  • Detailed guidelines are available on the official award website.


Recipients of the Frontier Hypothesis Award will receive recognition for their visionary thinking and potential to shape the future of their respective fields. This includes opportunities for collaboration, funding, and further exploration of their hypotheses.

Community Impact:

The award aims to inspire a culture of innovation and exploration within the research community. Recipients serve as ambassadors for bold thinking, encouraging others to push the boundaries of knowledge and pursue new frontiers in their own work.


Applicants are encouraged to provide a brief biography highlighting their research interests, academic background, and previous contributions to their field. This contextualizes their submission and underscores their capacity for hypothesis generation.

Abstract and Supporting Files:

Each submission must include a clear and compelling abstract summarizing the proposed hypothesis and its potential implications. Any supporting files, such as preliminary data or references, should be included to provide additional context and evidence for the hypothesis.

Medical Hypothesis Award

Medical Hypothesis Award


Welcome to the Medical Hypothesis Award, recognizing visionary ideas and innovative thinking in the realm of medical research. This prestigious award celebrates individuals who dare to challenge conventional wisdom and propose groundbreaking hypotheses that have the potential to revolutionize healthcare.

Award Overview:

The Medical Hypothesis Award acknowledges individuals who have demonstrated exceptional creativity and foresight in proposing novel hypotheses that address pressing medical challenges and offer promising avenues for further investigation and discovery.


  • Open to medical researchers, clinicians, and scientists of all ages
  • No age limits apply
  • Qualification: Demonstration of innovative thinking and originality in hypothesis formulation
  • Publications: Evidence of hypothesis presentation in peer-reviewed journals or academic conferences
  • Recurrements: Continued commitment to pushing the boundaries of medical knowledge through hypothesis-driven research

Evaluation Criteria:

Candidates will be evaluated based on the following criteria:

  1. Originality and novelty of the proposed hypothesis
  2. Potential impact on advancing medical knowledge or clinical practice
  3. Clarity and coherence in hypothesis presentation
  4. Feasibility and potential for future investigation

Submission Guidelines:

  • Submit a detailed biography highlighting relevant experience and expertise
  • Include an abstract summarizing the proposed hypothesis and its significance
  • Provide supporting files such as research papers, conference presentations, or supplementary materials


Recipients of the Medical Hypothesis Award will receive:

  • A prestigious award certificate
  • Recognition at a prominent medical conference or symposium
  • Opportunities for collaboration and networking with leading experts in the field

Community Impact:

Winners of the award are expected to inspire and catalyze further research efforts within the medical community, fostering a culture of innovation and collaboration aimed at addressing pressing healthcare challenges.


A comprehensive biography outlining the candidate's professional background, research interests, and contributions to medical science is required.

Abstract and Supporting Files:

Candidates must submit an abstract outlining the proposed hypothesis along with supporting files such as research papers, conference presentations, or supplementary materials to substantiate their ideas.