Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (EN)

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Wecker, Christof

PD Dr. Christof Wecker

Assistant Professor (on leave until incl. SoSe 2016 - interim professor in Passau)


Room 3426, Leopoldstr. 13, 80802 Munich

Phone: +49-(0)89-2180-6887
Fax: +49-(0)89-2180-16540

Office hours:
Tuesdays, 11 am - 12 pm
(please register via email)

Further Information

Curriculum Vitae

  • 1998-2004: student in Education, Philosophy and General Rhetoric at Munich, Tübingen und Oxford
  • 2004-2006: researcher at the Knowledge Media Research Center, Tübingen
  • 2005-2007: member (with scholarship) of the DFG-funded Virtual Graduate Program „Knowledge acquisition and knowledge exchange with new media “
  • since 2006 researcher, since 2009 assistant professor at the chair of Education and Educational Psychology at the Ludwig-Maximilians-Universität München


Information from HIS-LSF

Research topics

  • Effects of instructional activities, in particular presentations
  • Inquiry learning and direct instruction
  • Role of argumentation for knowledge acquisition
  • Acquisition of domain general cognitive skills, in particular in computer-supported collaborative learning (CSCL)
  • Methodological foundations of use-inspired research

Current projects

  • Hazards for knowledge acquisition in presentations (DFG; WE 5426/1-1)
  • Competent Argumentation with Evidence (COMPARE; BMBF)

Selected publications

  • Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56-66. [doi:10.1080/00461520.2012.748005]
  • Wecker, C. (2013). How to support prescriptive statements by empirical research: Some missing parts. Educational Psychology Review, 25(1), 1-18. [doi:10.1007/s10648-012-9208-9]
  • Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59(2), 260-273. [doi:10.1016/j.compedu.2012.01.013]







  • Wecker, C. & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21 (6), 746-756. [doi:10.1016/j.learninstruc.2011.05.001]
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H. & Fischer, F. (2013). Presenting Theoretical Ideas Prior to Inquiry Activities Fosters Theory-Level Knowledge. Journal of Research in Science Teaching. [doi:10.1002/tea.21106]