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

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

- Selbstgesteuertes Lernen

- Forschendes Lernen

- Wissenschaftliches Denken und Argumentation

Omarchevska, Y., van Leeuwen, A., & Mainhard, T. (2024). The flipped classroom: first-time student preparatory activity patterns and their relation to course performance and self-regulation. Journal of Computing in Higher Education, 1-23. https://dx.doi.org/ 10.1007/s12528-024-09399-0 

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.

Fischer, C., Omarchevska, Y., Fütterer, T., & Rosenberg, J. M. (2023, April). Teacher Collaboration and Professional Development on Twitter: An Epistemic Network Analysis. Roundtable presented at the 2023 Annual Meeting of the American Educational Research Association, Chicago, IL.

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]

Omarchevska, Y., & Scheiter, K. (2023, September 18-20). 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., 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, the 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) (online conference). Frankfurt am Main. [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., 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, 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., & 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]

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 (online conference). Tübingen, Germany. [Talk]

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, Deutschland. [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]