By appointment via e-Mail
- 1997-2001 Research Fellow at LMU Munich
- 2001-2004 University of Tubingen (Knowledge Media Research Center IWM/KMRC)
- 2002-2003 Professor for General and Instructional Psychology at the University of Erfurt (temporary full professorship)
- 2004-2006 Associate Professor for Research on Learning and Instruction at the University of Tübingen and the Knowledge Media Research Center, Tübingen
- 2005 Offer of a chair professorship of General and Instructional Psychology at the University of Erfurt (full professorship, offer declined)
- 2006- Full Professor of Educational Science and Educational Psychology, LMU Munich
- 2008-2010 Director of the Department of Psychology, LMU Munich
- 2011-2013 Dean of the Faculty of Psychology and Educational Sciences, LMU Munich
- 2009- Director of the Munich Center of the Learning Sciences
- Frank Fischer studied psychology at the Universities in Trier and Aachen, obtained a doctorate in 1997 from Ludwig Maximilian University (LMU) in Munich. After professorships for general and instructional psychology and for research on learning and instruction at the Universities of Erfurt and Tübingen, he became a full professor for educational science and educational psychology at LMU in 2006. There he has been teaching the psychology of learning and instruction and the learning sciences for study programmes in psychology, as well as educational science and teacher education. His research focuses on digital learning, collaborative learning, scientific and diagnostic reasoning, as well as evidence-based practice in education. He served as the Director of the Department of Psychology at LMU and Dean of Faculty. He was the President of the International Society of the Learning Sciences. Currently, he is the Director of the Munich Center of the Learning Sciences, which involves more than 50 researchers from 8 faculties who engage in interdisciplinary research projects and in international masters' and PhD programmes in the learning sciences.
- Learning with digital media
- Collaborative learning
- Scientific reasoning and argumentation
- Use-inspired basic research and evidence based practice in education
- Eberle, J., Stegmann, K., & Fischer, F. (2014). Legitimate peripheral participation in communities of practice: Participation support structures for newcomers in faculty student councils. Journal of the Learning Sciences, 23(2), 216-244.
- 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.
- Fischer, F., & Järvelä, S. (2014). Methodological Advances in Research on Learning and Instruction and in the Learning Sciences. Frontline Learning Research, 2(4), 1-6.
- Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., et al. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45.
- Schwaighofer, M., Bühner, M., & Fischer, F. (2016). Executive functions as moderators of the worked example effect: When shifting is more important than working memory capacity. Journal of Educational Psychology, 108(7), 982–1000. doi:10.1037/edu0000115