Yoana Omarchevska

Member of Multiple Representations Lab

In September 2018, Yoana Omarchevska started working as a research associate and PhD student at the IWM in the Multiple Representations lab. Yoana Omarchevska is involved in a research project funded by the IWM, which investigates how to improve scientific reasoning using inquiry learning activities in science education. In December 2017, Yoana Omarchevska finished an internship at the Multiple Representations lab where she collaborated on a research project between Utrecht University and the IWM, which was focused investigating students’ ability to interpret and categorize gaze patterns derived from eye-tracking data.

Yoana Omarchevska received her Bachelor’s degree in Psychology at the University of Groningen, the Netherlands, in July 2016. In September 2015, she finished a research internship at the Psychology department of the Bulgarian Academy of Sciences where she investigated cross-cultural differences in intrinsic and extrinsic motivation between university students from Eastern and Western Europe. In September 2016, she started her research Master’s degree in Educational Sciences at Utrecht University, the Netherlands, where she graduated in June 2018 (M.Sc.). During her Bachelor’s degree, Yoana Omarchevska was appointed as a teaching assistant in two Bachelor courses at the University of Groningen. Since October 2018 she has been an associated PhD student of the LEAD Graduate School (Learning, Educational Achievement, and Life Course Development) at the University of Tübingen.

Projects

Orchestration of Virtual Experiments in Science Education

TüDiLab: The Tübingen Digital Teaching Lab

Articles in refereed Journals

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 Open Access

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 Open Access

Conference Contributions

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, 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., 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]

Contact

Yoana Omarchevska

Schleichstraße 6
72076 Tübingen
Room 6.533
phone: +49 7071 979-325
fax: +49 7071 979-200