Dr. Marcela Pozas (M.Sc.)

Dr. Marcela Pozas (M.Sc.)

 

Raum:      B 441

E-Mail:     pozasatuni-trier.de

Telefon:   +49 651 201 2399

Postanschrift: Universitätsring 15, Gebäude B, Postfach B436, 54296 Trier

 

Sprechstunden nach Vereinbarung

 

Kurzvita

Seit 10/2015

Wissenschaftliche Mitarbeiterin, Universität Trier

2013-9/2015

Wissenschaftliche Mitarbeiterin, Universität Koblenz-Landau, DFG Graduiertenkolleg Unterrichtsprozesse (UpGrade)

2012-2013

Englischlehrerin an der freien Sprachschule Mi Mundo

2009-2010

Vorschullehrer-Assistant, Gymnasium, Monterrey, Mexiko

2009-2011

Consultant, Ativa Business Consultant, Monterrey, Mexiko

2006-2010

Administration, Organization und Lehre, Hansen, Academic Support Center

 

Studium

2013-2016

Promotion in Psychologie, Universität Koblenz-Landau, DFG Graduiertenkolleg Unterrichtsprozesse (UpGrade)

2011-2013

Master in Educational Sciences, Universität Leuven (KULEUVEN), Belgien

2005-2009

Bachelor in Psychologie, Universität von Monterrey, Mexiko

 

Wissenschaftliche Veröffentlichungen

Pozas, M., Letzel, V. & Schneider, C. (2019). Teachers and differentiated instruction: exploring differentiation practices to address student heterogeneity. Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12481

Pozas, M. & Letzel, V. (2019). “I think they need to rethink their concept!”: Examining teachers’ sense of preparedness to deal with student heterogeneity. European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2019.1689717

Pozas, M. & Schneider, C. (2019). Shedding light into the convoluted terrain of differentiated instruction (DI): Proposal of a taxonomy of differentiated instruction in the heterogeneous classroom. Open Education Studies, (1), p. 73-90.  https://doi.org/10.1515/edu-2019-0005

Löffler, P., Pozas, M. & Kauertz, A. (2018). How do students coordinate context-based information and elements of their own knowledge? An analysis of students´ context-based problem-solving in thermodynamics. International Journal of Science Education. doi.org/10.1080/09500693.2018.1514673

Pozas, M., Löffler, P., Schnotz, W. & Kauertz, A. (2018). Flow, the mediating/missing link? A mediation analysis of interest, flow, and performance. In Brohm-Badry, M.; Peifer, C.; Greve, J. M., & Berendm B. (Eds.), Wie Menschen Wachsen: Positiv-Psychologische Entwicklung von Individuum, Organisation und Gesellschaft. Pabst Science Publishers: Lengerich

Gigl, F, Löffler, P., Pozas, M. & Kauertz, A. (2017). Genderspezifische Auswirkungen von Kontext in Physik-Problemlösetests. In C. Maurer (Ed.), Implementation fachdidaktischer Innovation im Spiegel von Forschung und Praxis. Gesellschaft für Didaktik der Chemie und Physik Jahrestagung in Zürich 2016 (S.. 182–185). Regensburg: Universität Regensburg

Pozas, Marcela (2016). Examining context-based task characteristics: the effects of task characteristics on students’ motivation and metacognitive experiences. Universität Koblenz-Landau, Campus Landau, Universitätsbibliothek.

Elektronisch verfügbar unter:

https://kola.opus.hbz-nrw.de/frontdoor/index/index/docId/1375 

 

Vorträge

Pozas, M. & Schneider, C. (2018). Looking through a magnifying glass: an examination into the practice of within-class differentiation practices within the National Education Panel Study. Paper presented at the 2018 Biennial Meeting of EARLI SIG 15 – Special Educational Needs, Potsdam, Germany

Pozas, M., Löffler, P., Schnotz, W. & Kauertz, A. (2017). Flow, the mediating/missing link? A mediation analysis of interest, flow, and performance. Paper presented at the Second Deutsche Gessellschaft für Positiv-Psychologische Forschung Konferenz, Trier, Germany

Pozas, M., Löffler, P., Schnotz, W. & Kauertz, A. (2016). Examining interest and flow: Can interest-based problem-solving tasks provide optimal conditions for flow?. Paper presented at the First Deutsche Gessellschaft für Positiv-Psychologische Forschung Konferenz, Trier, Germany

Pozas, M., Loffler, P., Schnotz, W., & Kauertz, A. (2015). Motivationale und Metakognitive Effekte von Kontexten. Poster presented at the Gesellschaft für Didaktik der Chemie und Physik (GDCP), Berlin, Deutschland
Pozas, M., Loffler, P., Schnotz, W., & Kauertz, A. (2015). Can we disguise physics? The effects of contextual features on students’ motivation and performance. Paper presented at the Biennial Conference of the European Association of Research in Learning and Instruction (EARLI), Limassol, Cyprus
Pozas, M., Loffler, P., Schnotz, W., & Kauertz, A. (2015). Can we disguise physics in a physics lesson? The effects of task characteristics on students’ motivation and performance. Poster presented at the Biennial Preconference of the Junior Researchers of the European Association of Research in Learning and Instruction (JURE), Limassol, Cyprus
Pozas, M., Loffler, P., Schnotz, W., & Kauertz, A. (2015, April).Can physics be disguised in a physics lesson?: The effects of contextual features on students' motivation and performance. Roundtable session at the Annual International Conference of the American Educational Research Association (AERA), Chicago, Illinois, United States of America
Pozas, M., Loffler, P., Schnotz, W., & Kauertz, A. (2015). Disguising Physics: the effects of contextual features on students’ motivation. Paper presented at the International Conference of the National Association in Research in Science and Technology, Chicago, United States of America
Pozas, M., Loffler, P., Schnotz, W., & Kauertz, A. (2014). Exploring context-based tasks: do complexity and transparency influence students' deep initial learning? Poster presented at the 9th International Conference on Conceptual Change, EARLI SIG 3, Bologna, Italy

Pozas, M., Schnotz, W., & Kauertz, A. (2014). Do contextual features really help? The effects of contextual features on students' interest, anxiety, and probability of success. Poster presented at the International Conference on Motivation, EARLI SIG 8, Helsinki, Finland.

 

Vorlesungen

Pozas, M. (2015). Applying Self-Determination Theory in Pediatric Dental Health Care. University of Louisville, Kentucky, United States of America

 

 Mitgliedschaften

JURE (Junior Researchers) von “European Association for Research on Learning and Instruction” (EARLI)