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Tobias Bartholomé

[Person] [Project]

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Tobias Bartholomé, Dipl. Psych.

Short Vita

1975:

Born in Münster (Germany).

1995-2001:

Study of Psychology at the University of Münster (Germany).

2001:

Graduation in Psychology at the University of Münster (Germany). Thesis: "Was macht ein Gesicht attraktiv? Symmetrie als mögliche Kompontente bei der Attraktivitätswahrnehmung" [What makes a face attractive? Symmetry as a possible component in perception of attractiveness].

Since April 2002:

PhD student of the VGK.

Contact

Phone: ++49 (0) 251 / 83-39415
FAX: ++49 (0) 251 / 83-39105
email: Tobias.Bartholome@vgk.de
WWW: My homepage

Westfälische Wilhelms-Universität
Psychologisches Institut III
Fliednerstr. 21
D-48149 Münster (Germany)

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Ph.D. Project

Topic: Supporting robust conceptual knowledge: Integrating information from multiple representations and fostering transfer

Supervisor: Prof. Dr. R. Bromme (Münster)

Start of the Ph.D. project: 04/2002

Summary

The acquisition and flexible application of robust conceptual knowledge is crucial in almost any domain, especially in domains involving a certain amount classification or diagnosing (e.g., medical diagnosis, trouble shooting, plant identification etc.). In my Ph.D. project I address different ways of supporting robust conceptual knowledge in the domain of plant identification. Concept acquisition in plant identification is affected by large-scale phenotypic variabilities. As a result, there are often confusions between different conceptual categories in botanical classification leading to high error rates in the plant identification process.

In my project two groups of supportive measures for the acquisition of robust conceptual knowledge will be examined:
First of all, the issue of coherence formation will be addressed from a concept research view as well as from a "learning with multiple external representations" perspective. Based on structure mapping theory (Gentner & Markman, 1997) two forms of coherence formation support will be studied: interactive external references between corresponding elements in text and picture as well as verbal structure mapping instructions.
The second group of measures focuses on the problem of variability. Implementing the principle of mindful abstraction (Fuchs et al., 2003; Salomon & Perkins, 1989), different instructional measures that explicitly prepare learners for subsequent transfer will be scrutinized. These measures comprise picture galleries illustrating the phenotypic variability within a certain conceptual category as well as verbal instructions dealing with variability and abstraction.

In a pilot study the discussed instructional measures will be explored with participants varying in botanical expertise. Cognitive processes during concept learning and concept application will be assessed via think aloud protocols.
In subsequent experiments the revised instructional measures resulting from the pilot phase will be examined. Accuracy in a categorization task, subjective certainty, and performance on subsequent retention and comprehension tests will serve as dependent variables.

My research is embedded in the evaluation of an online learning environment for plant identification which is part of a research program on new media and the acquisition of flexible knowledge (Bromme, Stahl, Bartholomé, & Pieschl, forthcoming).

References

Bromme, R., Stahl, E., Bartholomé, T., & Pieschl, S. (forthcoming). The case of plant identification in biology: When is a rose a rose? Development of expertise as acquisition and use of robust and flexible knowledge. In H. P. A. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional learning: Constraints and affordances on the way from novice to expert.

Fuchs, L. S., Fuchs, D., Prentice, K., Burch, M., Hamlett, C. L., Owen, R., et al. (2003). Explicitly teaching for transfer: Effects on third-grade students' mathematical problem solving. Journal of Educational Psychology, 95(2), 293-304.

Gentner, D., & Markman, A. B. (1997). Structure mapping in analogy and similarity. American Psychologist, 52(1), 45-56.

Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanisms of a neglected phenomenon. Educational Psychologist, 24(2), 113-142.

Publications

Bartholomé, T., Stahl, E., & Bromme, R. (2004). Help-seeking in interactive learning environments: Effectiveness of help and learner-related factors in a dyadic setting. In Y. B. Kafai, W. A. Sandoval, N. Enyedy, A. S. Nixon & F. Herrera (Eds.), Proceedings of the International Conference of the Learning Sciences: Embracing diversity in the learning sciences (pp. 81-89). Mahwah, NJ: Lawrence Erlbaum.

Bromme, R., Stahl, E., Bartholomé, T., & Pieschl, S. (2004). The case of plant identification in biology: When is a rose a rose? Development of expertise as acquisition and use of robust and flexible knowledge. In H. P. A. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional learning: Constraints and affordances on the way from novice to expert (pp. 29-47). Dordrecht, NL: Kluwer.

Hönekopp, J., Bartholomé, T., & Jansen, G. (2004). Facial attractiveness, symmetry, and physical fitness in young women. Human Nature, 15(2), 147-167.

Pieschl, S., Bartholomé, T., Stahl, E. & Bromme, R. (2004). What matters in help-seeking? A study of help effectiveness and learner-related factors. Proceedings of the Special Interest Meeting of EARLI SIG 6 and SIG 7 in Tuebingen, Germany (SIM 2004).

Conference contributions

Pieschl, S., Bartholomé, T., Stahl, E. & Bromme, R. (2004, July). What matters in help-seeking? A study of help effectiveness and learner-related factors. Paper presented at the Special Interest Meeting of EARLI SIG 6 and SIG 7, Tübingen.

Bartholomé, T., Stahl, E., & Bromme, R. (2004, Juni). Help-seeking in interactive learning environments: Effectiveness of help and learner-related factors in a dyadic setting. Paper presented at the Sixth International Conference of the Learning Sciences, Santa Monica/USA.

Bartholomé, T., Stahl, E., & Bromme, R. (2003, September). Wie überlegen sind multimediale Lernangebote? Evaluation einer Online-Lernumgebung im Bereich Botanik. Vortrag auf der 9. Fachtagung Pädagogische Psychologie, Bielefeld.

Bartholomé, T. (2003, September). Supporting robust conceptual knowledge: Integrating information from multiple representations and fostering transfer. Poster presented at the VGK summer school, Tübingen.

Bartholomé, T., & Stahl, E. (2003, August). Instructional design for university courses: Development, evaluation, and implementation of an online learning environment for plant identification. Paper presented at the 10th European Conference for Research on Learning and Instruction, Padova/Italy.

Bartholomé, T., Stahl, E., Runde, A., & Bromme, R. (2002, September). Die Gestaltung von Piktogrammen in Lernprogrammen: Zur kognitiven Repräsentation von Arbeitsschritten beim Pflanzenbestimmen. Vortrag auf dem 43. Kongress der DGPs, Berlin.

Stahl, E., & Bartholomé, T. (2002, May). Determining plants. An online-learning environment for university courses. Presentation at the 3rd World Education Market, Lisbon/Portugal.

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Last update: 4 Feb 2005, webmaster@vgk.de