Dr. Yoana Omarchevska
Wissenschaftliche Mitarbeiterin
Campus Golm
Karl-Liebknecht-Str. 24-25
Haus 24, Raum 1.23
14476 Potsdam
Sprechzeiten
nach Vereinbarung
Werdegang
wissenschaftliche Tätigkeit
seit 10/2022 - Wissenschaftliche Mitarbeiterin in der Arbeitsgruppe Digitale Bildung am Department Erziehungswissenschaft der Universität Potsdam
09/2018 - 09/2022 - Wissenschaftliche Mitarbeiterin in der Arbeitsgruppe Multiple Repräsentationen im Leibniz Institut für Wissensmedien, Tübingen
07/2022 - Promotion im Fach Psychologie (summa cum laude), Eberhard Karls Universität Tübingen
05/2018 - Studium Educational Sciences (M.Sc.), Utrecht University, Niederlande
06/2016 - Studium Psychology (B.Sc.), University of Groningen, Niederlande
Forschungsschwerpunkte
- Selbstgesteuertes Lernen
- Forschendes Lernen
- Wissenschaftliches Denken und Argumentation
Publikationen
Dissertation
Omarchevska, Y. (2022).The interplay of scientific reasoning and self-regulation in inquiry learning: A temporal process-oriented analysis.[Doctoral Dissertation, University of Tübingen]. https://publikationen.uni-tuebingen.de/xmlui/handle/10900/129853
Zeitschriftenartikel (peer-reviewed)
Omarchevska, Y., van Leeuwen, A. & Mainhard, T. (2025). The flipped classroom: first-time student preparatory activity patterns and their relation to course performance and self-regulation. Journal of Computing in Higher Education, 37, 1–23. https://doi.org/10.1007/s12528-024-09399-0
Fütterer, T., Omarchevska, Y., Rosenberg, J.M., & Fischer, C. (2024). How do teachers collaborate in informal professional learning activities? An epistemic network analysis. Journal of Science Education and Technology, 33, 796–810. https://doi.org/10.1007/s10956-024-10122-y
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). Do video modeling and metacognitive prompts improve self-regulated scientific inquiry? Educational Psychology Review, 34(2), 1025-1061. https://dx.doi.org/10.1007/s10648-021-09652-3
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022). It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality. Journal of the Learning Sciences, 31(2), 237-277. https://dx.doi.org/10.1080/10508406.2021.1966633
Omarchevska, Y., Wörner, S., Pavlou, Y., Papaevripidou, M., Zacharia, Z., Puntambekar, S., Gnesdilow, D., Kapici, H. O., Akcay, H., Koca, E. E., Lachner, A., Scheiter, K., Kuang, X., Eysink, T. H., de Jong, T., Kuhn, J., & Linn, M. C. (2021). Science learning with virtual experiments. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 811-818). Bochum, Germany: International Society of the Learning Sciences.
Publikationen in Konferenzbänden (peer-reviewed)
Scheiter, K., Omarchevska, Y. & Flegr, S. (2023). Forschendes Lernen mit digitalen Medien im naturwissenschaftlichen Unterricht. In R. Lorenz, T. Brüggemann, N. McElvany, M. Becker, H. Gaspard & F. Lauermann (Hrsg.), Lernen in und für die Schule im Zeitalter der Digitalität. Chancen und Herausforderungen für Lehrkräfte, Unterricht und Lernende (S. 29-40). Münster: Waxmann.
Vorträge
2025
Omarchevska, Y., Schuetze, B., Richter, J., & Scheiter, K. (2025, August, 25-29). The role of cognitive and metacognitive engagement for lasting learning. European Association for Research on Learning and Instruction (EARLI). Graz, Austria. [Talk]
Omarchevska, Y., Schuetze, B., Richter, J., Schanze. S, Ulrich. N, & Scheiter, K. (2025, January, 27-29). From passive to metacognitive: The role of mode of engagement for lasting learning with technology. 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Mannheim, Germany. [Talk]
2024
Schuetze, B., Omarchevska, Y., Richter J., & Scheiter, K. (2024, November 21-24). From passive to metacognitive: The effect of mode of engagement on chemistry learning outcomes. The 65th Annual Meeting of the Psychonomic Society. New York City, USA. [Poster]
Omarchevska, Y. & Scheiter, K. (2024, September 18-20). Effects of video modeling examples and reflection instruction on scientific reasoning products and reflection quality during inquiry learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 20 & 26. Berlin, Germany. [Talk]
Henke, A., Omarchevska, Y., Chevalère, J., Yun, H. S., Pinkwart, N., Hafner, V., & Lazarides, R. (2024, August, 28-30). Behavioral profiles, motivation, and emotions in an intelligent tutoring system. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 8, 18th International Conference on Motivation and Emotion. Symposium, Multimodal research on emotion, motivation, and self-regulation in education.Bern, Switzerland. [Talk]
Omarchevska, Y., Schuetze, B., Richter, J., & Scheiter, K. (2024, August, 21-23). The effect of mode of engagement on chemistry learning outcomes. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7. Tübingen, Germany. [Talk]
Fischer, J. T., Omarchevska, Y., Runge, I., Lazarides, R., & Scheiter, K. (2024, August, 12-14). The correlation between self-reports and situated tests on teachers’ digital competences. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 11 & 13. Oxford, United Kingdom. [Poster]
Omarchevska, Y. & Scheiter, K. (2024, July 01-02). Effects of video modeling examples and reflection instruction on scientific reasoning products and reflection quality during inquiry learning. Enhancing Digital Education: Bridging Discovery and Direct Instruction Conference. Freiburg. [Talk]
Omarchevska, Y., Fütterer, T., Dumont, H., Bernacki, M., Greene, J. A., & Scheiter, K. (2024, May 27-29). Adaptivity in teaching and learning: A systematic review and meta-analysis. E-ADAPT Conference. Potsdam. [Poster]
Omarchevska, Y., & Scheiter, K. (2024, March 18-20). Effects of video modeling examples and reflection instruction on scientific reasoning products and reflection quality during inquiry learning. 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Potsdam. [Talk]
Omarchevska, Y. (2024, February 20-22). Adapt-INQ: Adaptive inquiry learning environment to support scientific reasoning and self-regulated learning. Adaptivität in simulationsbasierten Lernumgebungen Workshop [Adaptivity in simulation-based learning environments workshop]. Insel Frauenchiemsee. [Talk]
2023
Omarchevska, Y., & Scheiter, K. (2023, September 18-20). The effects of video modeling examples and reflection instruction on scientific reasoning products during inquiry learning. 19. Tagung der Fachgruppe Pädagogische Psychologie (PAEPS) 2023. Kiel. [Talk]
Omarchevska, Y., Lachner, A., Sibley, L., Richter, J., & Scheiter, K. (2023, September 13-15). A Person-centered analysis of experimentation skills and conceptual understanding during inquiry learning. Sektionstagung empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) sowie der Kommission für Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB). Symposium, A University of Potsdam Symposium on Emotion and Motivation in Technology-Enhanced Learning and Instruction. Potsdam.[Talk]
Fischer, C., Omarchevska, Y., Fütterer, T., & Rosenberg, J. M. (2023, April). Teacher Collaboration and Professional Development on Twitter: An Epistemic Network Analysis. 2023 Annual Meeting of the American Educational Research Association (AERA). Chicago, IL. [Roundtable]
2022
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022, September 14-16). Supporting scientific reasoning and self-regulation during inquiry with video modeling examples. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 20 & 26. Utrecht, Netherlands. [Talk]
Omarchevska, Y., Lachner, A., Richter, J., & Scheiter, K. (2022, March 30). The effectiveness of video modeling examples and metacognitive prompts for guiding self-regulated inquiry learning. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Frankfurt am Main. [Talk]
2021
Omarchevska, Y., Lachner, A., & Scheiter, K. (2021, September 14-16). Individual predictors of inquiry behavior and their impact on learning outcomes. 18. Tagung der Fachgruppe Pädagogische Psychologie (PaePsy) 2021. Pädagogische Hochschule Heidelberg. [Talk]
Omarchevska, Y., Lachner, A., & Scheiter, K. (2021, August 23-27). Effects of video modeling and metacognitive prompts on scientific reasoning and self-regulation. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Gothenburg, Sweden. [Talk]
Omarchevska, Y., Lachner, A., & Scheiter, K. (2021, June 8-11). Supporting learning with virtual experiments using video modeling examples and monitoring prompts. International Society of the Learning Sciences (ISLS) Annual Meeting 2021: Reflecting the past and embracing the future. Symposium 1, Science learning with virtual experiments. Bochum. [Talk]
Omarchevska, Y., & Wörner, S. (2021, June 8-11). Science learning with virtual experiments. International Society of the Learning Sciences (ISLS) Annual Meeting 2021: Reflecting the past and embracing the future. Bochum. [Symposium Organisation]
2020
Omarchevska, Y., Richter, J., & Scheiter, K. (2020, August). Effects of video modeling and metacognitive prompting on hypothesis and argumentation quality. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6 & 7. Tübingen, Germany. [Talk]
2019
Omarchevska, Y., Richter, J., Lachner, A., & Scheiter, K. (2019, September). The influence of scientific reasoning processes on argumentation quality during inquiry learning. Gemeinsame Tagung der Fachgruppen Pädagogische Psychologie und Entwicklungspsychologie der Deutschen Gesellschaft für Psychologie (PaePsy) 2019. Leipzig, Germany. [Poster]
Omarchevska, Y., Scheiter, K., & Richter, J. (2019, February). Sequencing learning activities to promote active learning and comprehension in science education. REASON Winter School. München, Germany. [Poster]