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