Prof. Dr. Sarah Hofer

Shortbio:

After studying psychology at LMU Munich, Sarah Hofer conducted research at ETH Zurich, TU Munich and the University of the Bundeswehr in Munich before taking up the professorship for Learning and Technology at ETH Zurich in 2021. Since April 2022, she has been back in Munich at LMU working in teaching and learning research. Her research aims to help adapt learning situations to the individual resources and needs of learners. With a focus on STEM and school-based learning, she conducts experiments and intervention studies to investigate how intelligence, prior knowledge, gender and other individual characteristics are related to teaching-learning processes in analog, digitally supported and digital environments. She also looks at the influence of socio-economic background on the accessibility and perception of educational and learning opportunities.

• Individual Support of the Learning Process
• Individual Influences (Especially Gender, Socio-Economic Background and Intelligence) on the Provision and Use of Learning Opportunities
• Digital Learning Support
• Description and Acquisition of Knowledge
• Teaching and Learning in STEM Subjects

• Hofer, S. I., Reinhold, F., & Koch, M. (2022). Students home alone – Profiles of internal and external conditions associated with mathematics learning from home. European Journal of Psychology of Education. Link
• Hofer, S., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations (Special issue synthesis article.). Computers in Human Behavior. Advance online publication. Link
• Hofer, S. I., Schumacher, R., Rubin, H., & Stern, E. (2018). Enhancing physics learning with cognitively activating instruction: A classroom intervention study. Journal of Educational Psychology, 110(8), 1175-1191. Link
• Hofer, S. I. & Stern, E. (2016). Underachievement in physics: When intelligent girls fail. Learning and Individual Differences, 51, 119-131. Link
• Hofer, S. I. (2015). Studying gender bias in physics grading: The role of teaching experience and country. International Journal of Science Education, 37(17), 2879-2905. Link

For more information about Prof. Dr. Sarah Hofer’s research group, please click here.