Lilith G. Rüschenpöhler

About

2023-today. Associate professor for chemistry education at NTNU Trondheim

2021-2023. Margarete von Wrangell fellow, third-party funded postdoctoral position with the right to promote PhD students (Ludwigsburg University of Education, Germany)

2021-2022. Secondary school teacher (part-time) (KöniKönigin-Katharina-Stift, Stuttgart, Germany)

2020-2021. Referendariat (traineeship for school teachers) (Königin-Katharina-Stift, lower and upper secondary school, Stuttgart, Germany)

2020. Dr. phil. Chemistry education (summa cum laude, Ludwigsburg University of Education, Germany): https://phbl-opus.phlb.de/frontdoor/index/index/docId/682

2017-2019. Pre-doctoral research fellow (Ludwigsburg University of Education, Germany)

2016-2017. Secondary school teacher (Wilhelm-Kaisen-Oberschule, Bremen, Germany)

2016. M.Ed. Chemistry and french as a foreign language, track for secondary school teachers (University of Bremen, Germany)

2014. B.A. Chemistry and french as a foreign language, track for secondary school teachers (University of Bremen, Germany)

2011. B.A. Philosophy and political sciences (University of Bremen, Germany & Université de Paris IV - La Sorbonne)

Research

My research is focused on diversity, equity, and inclusion in science education with special focus on the relevance of culture in science learning. I focus most on learning processes in primary and secondary school, usually on chemistry-related aspects. Currently, I am investigating (a) ways to introduce indigenous perspectives in science teaching, (b) to investigate social justice science issues using a grassroots approach (Youth Participatory Science) and (c) how to use generative AI in science and chemistry learning as a scaffold for learning. Besides, I am interested in the philosophical underpinnings of research and teaching in science education.

Current participation in projects

As part of the project team STIN - Samisk tematikk i naturfaglærerutdanningen (Sami topics in science teacher education), I seek to introduce contemporary indigenous perspectives of the Sami on the natural world in the science teacher education at NTNU.
As part of the international project team "Discover, explore and design: early inclusive technical education in theory and practice", I am involved in developing and implementing a Blended Intensive Programme for STEM education in primary school science (grades 1-4).
In the international project team ARISE - Academic resilience in mathematics and science among disadvantaged students, I am involved in researching the roots of academic resilience among school students in science and mathematics.

Past projects:

Project lead of the Margarete von Wrangell project "Empowerment in chemistry teaching: A resource-oriented model based on the concept of chemistry capital": Development and investigation of a chemistry teaching model to empower disadvantaged students in participatory action research.
Project team member in DiSenSu: DiversitySensitive Support: Development of a targeted intervention for STEM-related vocational orientation for young women with migration background. The intervention was conducted in out-of-school contexts and evaluated.
Project team member in Fach + Sprache: Chemie (Subject + Language: Chemistry): Development of a new teaching approach for supporting newly arrived students (e.g. refugee students) a transition from language classes to chemistry class, using language and culture sensitive teaching. The teaching approach was implemented, evaluated, and continues to be used at the University of Bremen.
PhD project: "Culture-sensitive chemistry self-concept research: The relation of chemistry self-concept with culture, gender, and chemistry capital": Investigation of the impacts of gender and culture on chemistry self-concepts; development of the concept of chemistry capital.

Publications

Journal articles

Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. G. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students’ learning. Learning and Individual Differences, 121, 102723. https://doi.org/10.1016/j.lindif.2025.102723

Martin, A. J., Collie, R. J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L. B., Dewi, E. W., & Rüschenpöhler, L. (2025). Generative AI and explicit instruction: A guide to optimising students’ learning. EducationHQ, May. https://educationhq.com/news/generative-ai-and-explicit-instruction-a-guide-to-optimising-students-learning-194509/#

Hofer, E., & Rüschenpöhler, L. (2025). Chemieunterricht diversitätssensibel gestalten: Impulse zur Integration der übergreifenden Themen ‘Reflexive Geschlechterpädagogik und Gleichstellung’ sowie ‘Interkulturelle Bildung’. plusLucis, 2025(1), 42–43.

Rüschenpöhler, L. (2024). Effectiveness and equity in primary science and mathematics education in the Nordic countries: A review of the book by Teig et al. (2024). Nordic Studies in Education, 44(3). https://doi.org/10.23865/nse.v44.6691

Rüschenpöhler, L., Schneider, M., & Markic, S. (2024). Secondary school teachers’ beliefs about the role of culture in chemistry class and their ways of considering and engaging in it. Journal of Chemical Education, acs.jchemed.4c00404. https://doi.org/10.1021/acs.jchemed.4c00404

Rüschenpöhler, L., Gong, X., Wang, C., & Markic, S. (2024). Secondary school students’ attitudes towards chemistry: A cultural comparison between Germany and China. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2365461

Rüschenpöhler, L. (2024). A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire’s and Arendt’s theories of education. Science Education, 108(4), 1191–1221. https://doi.org/10.1002/sce.21868

Rüschenpöhler, L. (2023). A review of postcolonial and decolonial science teaching approaches for secondary school from a European perspective. International Journal of Science Education, 1–27. https://doi.org/10.1080/09500693.2023.2207748

Rüschenpöhler, L., Küsel, J., Hönig, M., & Markic, S. (2022). Gesprächsführung in der Berufsorientierung: Strategien zur Förderung naturwissenschaftlicher Identitäten nach dem Science‐Capital‐Ansatz. CHEMKON, 110–116. https://doi.org/10.1002/ckon.202000056

Hönig, M., Rüschenpöhler, L., Küsel, J., & Markic, S. (2021). Coaching strategies in vocational orientation for promoting young women’s self-concept and career aspirations in chemistry. Chemistry Teacher International, 3(4), 367-376. https://www.degruyter.com/document/doi/10.1515/cti-2021-0006/html

Küsel, J., Hönig, M., Rüschenpöhler, L., & Markic, S. (2021). Berufsorientierung zu chemischen Berufen: Ein vernachlässigter Bereich der Bildung von Lehrer:innen. CHEMKON, 28, 1-7. https://doi.org/10.1002/ckon.202100029

Rüschenpöhler, L., Küsel, J., Hönig, M., & Markic, S. (2021). Is science for me? A card game for vocational orientation in science. Chemistry in Action, 118, 20-23.

Rüschenpöhler, L., & Markic, S. (2020). How the home environment shapes students’ perceptions of their abilities: The relation between chemistry capital at home and students’ chemistry self-concept. International Journal of Science Education, 42(12), 2075-2094. https://doi.org/10.1080/09500693.2020.1812010

Rüschenpöhler, L., & Markic, S. (2020). Secondary school students’ acquisition of science capital in the field of chemistry. Chemistry Education Research and Practice, 21(1), 220–236. https://doi.org/10.1039/C9RP00127A

Rüschenpöhler, L., & Markic, S. (2020). Secondary school students’ chemistry self-concepts: Gender and culture, and the impact of chemistry self-concept on learning behaviour. Chemistry Education Research and Practice, 21(1), 209–219. https://doi.org/10.1039/C9RP00120D

Rüschenpöhler, L., Hönig, M., Küsel, J., & Markic, S. (2020). The role of gender and culture in vocational orientation in science. Education Sciences, 10(9), 240. https://doi.org/10.3390/educsci10090240

Rüschenpöhler, L. (2020). Review of: Sibel Erduran (Ed.), Argumentation in Chemistry Education: Research, Policy and Practice, Advances in Chemistry Education Series (Vol. 2), Royal Society of Chemistry: London, UK, 2019; 295 pp.: ISBN: 9781788012126. Center for Educational Policy Studies Journal, 10(1), 209–213. https://doi.org/10.26529/cepsj.903

Rüschenpöhler, L., & Markic, S. (2019). Self-concept research in science and technology education: Theoretical foundation, measurement instruments, and main findings. Studies in Science Education, 55(1), 37–68. https://doi.org/10.1080/03057267.2019.1645533

Rüschenpöhler, L., & Markic, S. (2019). A mixed methods approach to culture-sensitive academic self-concept research. Education Sciences, 9(3), 240–256. https://doi.org/10.3390/educsci9030240

Rüschenpöhler, L. (2018). Was passiert, wenn man Eis erhitzt? Auswertung einer quantitativen Datenreihe mit neu zugewanderten Schülerinnen und Schülern. Unterricht Chemie, 168, 22–25. https://www.friedrich-verlag.de/chemie/stoffe-ihre-eigenschaften/kostenpflichtige-artikel/sprachsensibel-unterrichten-2388/was-passiert-wenn-man-eis-erhitzt-3261/

Monograph

Rüschenpöhler, L. (2020). Culture-sensitive chemistry self-concept research: The relationship of chemistry self-concept with culture, gender, and chemistry capital (dissertation). Ludwigsburg University of Education. https://phbl-opus.phlb.de/frontdoor/index/index/docId/682

Book chapters

Luo, T., Rüschenpöhler, L., & Wang, J. (2023). Student motivation in STEM: Factors related to and measurement of STEM motivation. In R. Tierney, F. Rizvi, & K. Ercikan (Eds.), International Encyclopedia of Education (4th ed.) (pp. 401–408). Elsevier. https://doi.org/10.1016/B978-0-12-818630-5.13067-2

Rüschenpöhler, L., Hönig, M., Küsel, J., & Markic, S. (2022). Die Bildung von Coaches für eine diversitysensible Berufsorientierung in den Naturwissenschaften. In M. Prechtl (ed.), Diversitätssensible Berufsorientierung in den Naturwissenschaften: Einblicke in DiSenSu (S. 98–109). Technical University Darmstadt. https://doi.org/10.26083/tuprints-00020646

Küsel, J., Rüschenpöhler, L., Hönig, M., & Markic, S. (2022). Die Einbindung von Eltern in die naturwissenschaftliche Berufsorientierung von Mädchen mit Migrationshintergrund. In M. Prechtl (ed.), Diversitätssensible Berufsorientrung in den Naturwissenschaften: Einblicke in DiSenSu (S. 63–70). Technical University Darmstadt. https://doi.org/10.26083/tuprints-00020646

Hönig, M., Küsel, J., Rüschenpöhler, L., & Markic, S. (2022). Networking im Projekt DiSenSu: Der erfolgreiche Aufbau eines Netzwerks für die naturwissenschaftliche Berufsorientierung und Organisation der Events.In M. Prechtl (Ed.), Diversitätssensible Berufsorientrung in den Naturwissenschaften: Einblicke in DiSenSu (S. 37–44). Technical University Darmstadt. https://doi.org/10.26083/tuprints-00020646

Hönig, M., Küsel, J., Rüschenpöhler, L., & Markic, S. (2022). Nachhaltigkeit und Auswirkung der DiSenSu-Berufsorientierungscoachings. In M. Prechtl (ed.), Diversitätssensible Berufsorientierung in den Naturwissenschaften: Einblicke in DiSenSu (S. 93–97). Technical University Darmstadt. https://doi.org/10.26083/tuprints-00020646

Rüschenpöhler, L., & Markic, S. (2021). Psychological patterns in chemistry self-concept: Relations with gender and culture. In O. Levrini, G. Tasquier, T. Amin, L. Branchetti, & M. Levin (eds..), Engaging with contemporary challenges through science education research (vol. 9). Springer International Publishing. https://doi.org/10.1007/978-3-030-74490-8_13

Rüschenpöhler, L., & Baginski, K. (2021). Migrant*innen mit geringen Deutschkenntnissen im Chemieunterricht: Die Verwebung fachlichen, unterrichtskulturellen und sprachlichen Lernens im Projekt “Fach + Sprache” Chemie. In K. Peuschel, L. Otto, & S. Steinmetz (eds.), Theorie-Praxis-Verzahnung in der Lehrkräftebildung: Ergebnisse aus dem Netzwerk ‘Stark durch Diversität’, Sprachliche Bildung (S. 207–220). Münster: Waxmann.

Baginski, K., Hoch, B., Müller-Wengerofsky, A.-L., Rüschenpöhler, L., Sprütten, F., Welchering, J., & Zierau, C. (2019). Umgang mit sprachlicher Vielfalt im Fachunterricht. In Stifterverband (ed.), Lehrkräftebildung für die Schule der Vielfalt: Eine Handreichung des Netzwerks Stark durch Diversität (S. 22–41). Essen: Edition Stifterverband. https://www.stifterverband.org/download/file/fid/8327

Rüschenpöhler, L. (2017). Mit ‘Fach + Sprache’ vom Vorkurs in den Regelunterricht: Eine interne Evaluation des Projekts ‘Fach+Sprache’. AbIB-Arbeitspapier 2/2017, University of Bremen. http://www.fb12.uni-bremen.de/fileadmin/Arbeitsgebiete/interkult/Arbeitspapiere/Ru__schenpo__hler_2017_Evaluation_Fach_Sprache_AbIB-Arbeitspapier2_17_.pdf

Teaching materials

Rüschenpöhler, L. (2021). Bewerten lernen mit dem Konzept der planetaren Grenzen am Beispiel der Kohlenstoffverbindungen. Seminar für Ausbildung und Fortbildung der Lehrkräfte Stuttgart. https://doi.org/10.13140/RG.2.2.20692.68481/1

Hönig, M., Küsel, J., & Rüschenpöhler, L. (2021). Berufsorientierung im naturwissenschaftlichen Bereich – Let’s play! Are we scientists? RAABits Realschule Chemie, 35, 1-27.

Rüschenpöhler, L. (2017). “Fach + Sprache” – Grundkurs Chemie. University of Bremen. https://www.lehrlernwerkstatt.uni-bremen.de/download/17_11_22_F+S-Ausarbeitung_gesamt.pdf

Conference proceedings

Rüschenpöhler, L., Bernsteiner, A., Hofer, E. (2025). Youth Participatory Science: Gesellschaftliche Partizipation durch MINT? In H. van Vorst (Ed.), Entdecken, lehren und forschen im Schülerlabor (Vol. 45, pp. 165-168). https://gdcp-ev.de/wp-content/uploads/securepdfs/2025/07/Tagungsband_2025_gesamt.pdf

Rüschenpöhler, L. (2024). Postkoloniale Naturwissenschaftsdidaktik: Ein Review der Literatur. In H. van Vorst (Ed.), Frühe naturwissenschaftliche Bildung (Vol. 44, pp. 414–417). https://gdcp-ev.de/wp-content/uploads/securepdfs/2024/06/Tagungsband_2024.pdf

Hönig, M., Rüschenpöhler, L., Küsel, J., & Markic, S. (2021). Culture and gender differences in vocational orientation in science. ESERA conference, Bologna, Italy. https://www.dropbox.com/s/18rrrl6ao9yi4cs/ESERA2019.pdf?dl=0

Rüschenpöhler, L. (2021). The nature of chemistry capital. Invited session 1: ‘What is science capital and why does it matter?’ Science capital and science museums (S. 24–38). International Symposium of Science Museums 2021, Daejeon, South Korea.

Hönig, M., Küsel, J., Rüschenpöhler, L., & Markic, S. (2021). DiSenSu: Ein Kartenspiel zur Berufsorientierung im MINT-Bereich. Annual GDCP conference, online. https://www.gdcp-ev.de/wp-content/tb2021/TB2021_489_Hoenig.pdf

Rüschenpöhler, L., & Markic, S. (2020). Chemistry Capital: Ein Schlüssel zur Identitätsbildung. Annual GDCP conference, Vienna, Austria. https://gdcp-ev.de/?page_id=3368

Hönig, M., Rüschenpöhler, L., Küsel, J., & Markic, S. (2020). Förderung von Science Capital im Berufsorientierungsprojekt DiSenSu. Annual GDCP conference, Vienna, Austria. https://gdcp-ev.de/?page_id=3368

Markic, S., & Rüschenpöhler, L. (2020). Chemie als “kulturfreie Zone”? Die Perspektive der Lehrpersonen. Annual GDCP conference, Vienna, Austria. https://gdcp-ev.de/?page_id=3368

Rüschenpöhler, L., & Markic, S. (2019). Psychologische Muster in Chemie-Selbstkonzepten. Annual GDCP conference, Kiel, Germany. https://gdcp-ev.de/?page_id=583

Hönig, M., Rüschenpöhler, L., Küsel, J., & Markic, S. (2019). Berufswahl MINT: Gründe von Studierenden und SchülerInnen. Annual GDCP conference, Kiel. urn:nbn:de:0111-pedocs-167538

Rüschenpöhler, L., & Markic, S. (2018). Cultural influence on student self-concepts in chemistry: Questioning the traditional gender gap. ESERA conference, Dublin, Ireland. https://www.dropbox.com/s/2p78u1vn6snpr14/ESERA2017_eproceedings_ALL.pdf?dl=0

Rüschenpöhler, L., & Markic, S. (2018). Chemistry? Not my thing! Cultural differences in students’ chemistry self-concepts. 24th Symposium on Chemistry and Science Education, Bremen, Germany.

Markic, S., Prechtl, M., Hönig, M., Küsel, J., Rüschenpöhler, L., & Stubbe, U. (2018). DiSenSu: Diversity sensitive support for girls with migration background for STEM careers. 24th Symposium on Chemistry and Science Education, Bremen, Germany.

Rüschenpöhler, L., & Markic, S. (2018). Kulturelle Unterschiede der Selbstkonzepte in der Chemie. Annual GDCP conference, Regensburg. http://nbn-resolving.org/urn:nbn:de:0111-pedocs-154955

2019

Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) Self-concept research in science and technology education: Theoretical foundation, measurement instruments, and main findings. Studies in science education
Academic article
Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) A mixed methods approach to culture-sensitive academic self-concept research. Education Sciences
Academic article
Baginski, Katja; Hoch, Barbara; Müller-Wengerofsky, Anna-Lena; Rüschenpöhler, Lilith G.; Sprütten, Frank; Welchering, Julia. (2019) Umgang mit sprachlicher Vielfalt im Fachunterricht.
Academic chapter/article/Conference paper

2018

Rüschenpöhler, Lilith G.. (2018) What happens when ice is heated? Analysis and interpretation of quantitative data with newcomer students [Was passiert, wenn man Eis erhitzt? Auswertung einer quantitativen Datenreihe mit neu zugewanderten Schülerinnen und Schülern]. Unterricht Chemie
Academic article

2017

Rüschenpöhler, Lilith G.. (2017) “Subject + language”: Basic chemistry course [“Fach + Sprache” – Grundkurs Chemie]. University of Bremen University of Bremen
Report
Rüschenpöhler, Lilith G.; Karakaşoğlu, Yasemin. (2017) Transitioning from special courses for refugees to regular class: An evaluation of the project “Subject + language” [Mit ‘Fach + Sprache’ vom Vorkurs in den Regelunterricht: Eine interne Evaluation des Projekts ‘Fach+Sprache’]. University of Bremen University of Bremen
Report

Journal publications

Hofer, Elisabeth; Rüschenpöhler, Lilith Gorsten. (2025) Chemieunterricht diversitätssensibel gestalten: Impulse zur Integration der übergreifenden Themen "Reflexive Geschlechterpädagogik und Gleichstellung" sowie "Interkulturelle Bildung". plusLucis
Article in business/trade/industry journal
Martin, Andrew J.; Collie, Rebecca J.; Kennett, Roger; Liu, Danny; Ginns, Paul; Sudimantara, Lala B.. (2025) Integrating generative AI and load reduction instruction to individualize and optimize students' learning. Learning and Individual Differences
Academic article
Rüschenpöhler, Lilith G.; Gong, Xiaoyang; Wang, Chuang; Markic, Silvija. (2024) Secondary school students’ attitudes towards chemistry: a cultural comparison between Germany and China. International Journal of Science Education
Academic article
Rüschenpöhler, Lilith G.. (2024) A review of science teaching approaches for equity focusing on race, class, and religion from the perspectives of Freire’s and Arendt’s theories of education. Science Education
Academic article
Rüschenpöhler, Lilith Gorsten; Schneider, Marlon; Markic, Silvija. (2024) Secondary School Teachers’ Beliefs about the Role of Culture in Chemistry Class and Their Ways of Considering and Engaging in It. Journal of Chemical Education
Academic article
Rüschenpöhler, Lilith Gorsten. (2024) Effectiveness and equity in primary science and mathematics education in the Nordic countries: A review of the book by Teig et al. (2024). Nordic Studies in Education
Book review
Rüschenpöhler, Lilith G.. (2023) A review of postcolonial and decolonial science teaching approaches for secondary school from a European perspective. International Journal of Science Education
Academic article
Rüschenpöhler, Lilith G.; Küsel, Julian; Hönig, Marina; Markic, Silvija. (2022) Purposeful conversations in vocational orientation: Strategies for promoting science identities with the science capital approach [Gesprächsführung in der Berufsorientierung: Strategien zur Förderung naturwissenschaftlicher Identitäten nach dem Science‐Capital‐Ansatz]. CHEMKON
Academic article
Rüschenpöhler, Lilith G.; Küsel, Julian; Hönig, Marina; Markic, Silvija. (2021) Is science for me? A card game for vocational orientation in science. Chemistry in Action
Academic article
Küsel, Julian; Hönig, Marina; Rüschenpöhler, Lilith G.; Markic, Silvija. (2021) Vocational orientation in chemistry: A neglected field in chemistry teacher education [Berufsorientierung zu chemischen Berufen: Ein vernachlässigter Bereich der Bildung von Leh-rer:innen]. CHEMKON
Academic article
Hönig, Marina; Rüschenpöhler, Lilith G.; Küsel, Julian; Markic, Silvija. (2021) Coaching strategies in vocational orientation for promoting young women’s self-concept and career aspirations in chemistry. Chemistry Teacher International (CTI)
Academic article
Hönig, Marina; Küsel, Julian; Rüschenpöhler, Lilith G.. (2021) Vocational orientation in science – Let’s play! Are we scientists? [Berufsorientierung im naturwissenschaftlichen Bereich – Let’s play! Are we scientists?]. RAABits Realschule Chemie
Popular scientific article
Rüschenpöhler, Lilith G.. (2020) Review of: Sibel Erduran (Ed.), Argumentation in Chemistry Education: Research, Policy and Practice, Advances in Chemistry Education Series (Vol. 2), Royal Society of Chemistry: London, UK, 2019; 295 pp.: ISBN: 9781788012126. Center for Educational Policy Studies Journal – CEPS Journal
Book review
Rüschenpöhler, Lilith G.; Hönig, Marina; Küsel, Julian; Markic, Silvija. (2020) The role of gender and culture in vocational orientation in science. Education Sciences
Academic article
Rüschenpöhler, Lilith G.; Markic, Silvija. (2020) Secondary school students’ chemistry self-concepts: Gender and culture, and the impact of chemistry self-concept on learning behaviour. Chemistry Education Research and Practice (CERP)
Academic article
Rüschenpöhler, Lilith G.; Markic, Silvija. (2020) Secondary school students’ acquisition of science capital in the field of chemistry. Chemistry Education Research and Practice (CERP)
Academic article
Rüschenpöhler, Lilith G.; Markic, Silvija. (2020) How the home environment shapes students’ perceptions of their abilities: The relation between chemistry capital at home and students’ chemistry self-concept. International Journal of Science Education
Academic article
Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) Self-concept research in science and technology education: Theoretical foundation, measurement instruments, and main findings. Studies in science education
Academic article
Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) A mixed methods approach to culture-sensitive academic self-concept research. Education Sciences
Academic article
Rüschenpöhler, Lilith G.. (2018) What happens when ice is heated? Analysis and interpretation of quantitative data with newcomer students [Was passiert, wenn man Eis erhitzt? Auswertung einer quantitativen Datenreihe mit neu zugewanderten Schülerinnen und Schülern]. Unterricht Chemie
Academic article

Part of book/report

Luo, Tian; Rüschenpöhler, Lilith G.; Wang, Jian. (2023) Student motivation in STEM: Factors related to and measurement of STEM motivation.
Academic chapter/article/Conference paper
Rüschenpöhler, Lilith G.; Hönig, Marina; Küsel, Julian; Markic, Silvija. (2022) The education of coaches for diversity-sensitive vocational orientation in science [Die Bildung von Coaches für eine diversitysensible Berufsorientierung in den Naturwissenschaften].
Academic chapter/article/Conference paper
Hönig, Marina; Küsel, Julian; Rüschenpöhler, Lilith G.; Markic, Silvija. (2022) Sustainability and effects of the DiSenSu coachings for vocational orientation [Nachhaltigkeit und Auswirkung der DiSenSu-Berufsorientierungscoachings].
Chapter
Hönig, Marina; Küsel, Julian; Rüschenpöhler, Lilith G.; Markic, Silvija. (2022) Networking in the project DiSenSu: The successful development of a network for vocational orientation and the organisation of events [Networking im Projekt DiSenSu: Der erfolgreiche Aufbau eines Netzwerks für die naturwissen-schaftliche Berufsorientierung und Organisation der Events].
Academic chapter/article/Conference paper
Küsel, Julian; Rüschenpöhler, Lilith G.; Hönig, Marina; Markic, Silvija. (2022) Working with parents of girls with migration background in vocational orientation in science [Die Einbindung von Eltern in die naturwissenschaftliche Berufsorientierung von Mädchen mit Migrationshintergrund].
Academic chapter/article/Conference paper
Rüschenpöhler, Lilith G.; Baginski, Katja. (2021) Chemistry teaching with migrants with little knowledge of German: The intertwinement of learning content, classroom culture, and language in the project “Subject + language: Chemistry” [Migrant*innen mit geringen Deutschkenntnissen im Chemieunterricht: Die Verwebung fachlichen, unterrichtskulturellen und sprachlichen Lernens im Projekt “Fach + Sprache” Chemie].
Academic chapter/article/Conference paper
Rüschenpöhler, Lilith G.; Markic, Silvija. (2021) Psychological patterns in chemistry self-concept: Relations with gender and culture.
Academic chapter/article/Conference paper
Baginski, Katja; Hoch, Barbara; Müller-Wengerofsky, Anna-Lena; Rüschenpöhler, Lilith G.; Sprütten, Frank; Welchering, Julia. (2019) Umgang mit sprachlicher Vielfalt im Fachunterricht.
Academic chapter/article/Conference paper

Report

Rüschenpöhler, Lilith G.. (2021) Learning to evaluate using the concept of planetary boundaries: The example of carbon compounds [Bewerten lernen mit dem Konzept der planetaren Grenzen am Beispiel der Kohlenstoffverbindungen]. Seminar für Ausbildung und Fortbildung der Lehrkräfte Stuttgart Seminar für Ausbildung und Fortbildung der Lehrkräfte Stuttgart
Masters thesis
Rüschenpöhler, Lilith G.; Markic, Silvija. (2020) Culture-sensitive chemistry self-concept research: The relationship of chemistry self-concept with culture, gender, and chemistry capital. Ludwigsburg University of Education Ludwigsburg University of Education
Doctoral dissertation
Rüschenpöhler, Lilith G.. (2017) “Subject + language”: Basic chemistry course [“Fach + Sprache” – Grundkurs Chemie]. University of Bremen University of Bremen
Report
Rüschenpöhler, Lilith G.; Karakaşoğlu, Yasemin. (2017) Transitioning from special courses for refugees to regular class: An evaluation of the project “Subject + language” [Mit ‘Fach + Sprache’ vom Vorkurs in den Regelunterricht: Eine interne Evaluation des Projekts ‘Fach+Sprache’]. University of Bremen University of Bremen
Report

Teaching

Courses

I teach courses at bachelor's, master's, and PhD level in science and chemistry education for student who prepare to become teachers in primary and secondary school. Besides, I served as a school teacher for chemistry and French as a foreign language in upper and lower secondary school in Germany for 2.5 years, and have taught chemistry to newly arrived refugee students. I have taught in Norwegian, English, German, and French language.

Outreach

Diversity award for DiSenSu project

The DiSenSu research team wins the Hildegard Hamm-Brücher award of the German chemical society (GDCh)

Inclusion in chemistry education [in German]

Interview as part of the project fachdidaktik.inklusiv.digital https://inklusiv.digital/fachdidaktik-inklusiv-digital/

Postcolonial Perspectives in Science Education [in German]

Presentation held at the Free University of Berlin

2024

Academic lecture

Rüschenpöhler, Lilith Gorsten. (2024) Was bedeuten postkoloniale Perspektiven in Naturwissenschaften und naturwissenschaftlichem Unterricht? [What do postcolonial perspectives mean in science and science education?]. Campus Gespräche der Europa-Universität Flensburg: "(Spiel)Räume dekolonialer Bildung – Interdisziplinäre Perspektiven auf Rassismen unter postkolonialen Bedingungen" , Flensburg, Germany 2024-12-11 - 2024-12-11
Academic lecture

Mrdić, Merima; Rüschenpöhler, Lilith Gorsten. (2024) A quantitative investigation of Chemistry Capital: Development and validation of a Chemistry Capital scale for lower and upper secondary school students and its application in an international comparison study. ESERA Summer School 2024 , Tartu, Estonia 2024-08-19 - 2024-08-24
Academic lecture

Rüschenpöhler, Lilith Gorsten. (2024) Western Science and Indigenous Knowledge Systems: How can they be positioned to each other?. Summer School on Gender & Diversity in STS , Berlin, Germany 2024-07-29 - 2024-08-02
Academic lecture

Rüschenpöhler, Lilith Gorsten. (2024) Equity in science education: An analysis from the perspectives of Paulo Freire’s and Hannah Arendt’s theories of education. ScienceHumanities seminar , Trondheim 2024-09-24 - 2024-09-24
Academic lecture

Rüschenpöhler, Lilith Gorsten; Bernsteiner, Angelika; Hofer, Elisabeth. (2024) Youth Participatory Science: Gesellschaftliche Partizipation durch MINT? [Youth Participatory Science: Participation in society through STEM?]. GDCP conference , Bochum, Germany 2024-09-09 - 2024-09-12
Academic lecture

Rüschenpöhler, Lilith Gorsten. (2024) New paths toward equity in science educationWhat can we aim for and what can we do?. Future Education Conference 2024 , Graz, Austria 2024-09-03 - 2024-09-05

2023

Academic lecture

Rüschenpöhler, Lilith G.. (2023) Decolonising science teaching in secondary school: Nothing for Europe?. Research Seminar , Stockholm 2023-11-30 -
Poster

Rüschenpöhler, Lilith G.. (2023) Empowerment in chemistry: New ways to promote social justice in chemistry education [Em-powerment in Chemistry: Neue Wege zur Förderung Sozialer Gerechtigkeit im Chemieunterricht]. Forschungstag , Ludwigsburg 2023-02-08 -
Academic lecture

Leitner, Susanne; Rüschenpöhler, Lilith G.. (2023) Chemistry education + special needs education ⇌ inclusive education? Educating pre-service teachers towards diversity through cooperative courses. The example of chemistry and special needs regarding social and emotional development [Chemiedidaktik + Sonderpädagogik ⇌ inklusiver Chemieunterricht? Inklusiv orientiertes Did-aktikstudium in kooperierenden Lehrveranstaltungen am Beispiel Chemie und ESENT]. Sommerabende "Inklusion" , Ludwigsburg 2023-06-26 -
Academic lecture

Rüschenpöhler, Lilith G.; Hofer, Elisabeth; Zeller, Marina; Bernsteiner, Angelika. (2023) Investigating formaldehyde levels with an Arduino: A teaching unit using inquiry-based learning and science communication [Formaldehydbelastungen mit einem Arduino untersuchen: Eine Un-terrichtseinheit mit forschendem Lernen und Wissenschaftskommunikation]. GDCh conference , Leipzig 2023-09-04 -
Academic lecture

Rüschenpöhler, Lilith G.. (2023) Resilient chemistry students: An analysis through the lens of chemistry capital. Resilience in Science Education , Oslo 2023-06-18 -
Academic lecture

Rüschenpöhler, Lilith G.. (2023) Postcolonial perspectives in science education [Postkoloniale Perspektiven in der naturwissen-schaftlichen Bildung]. Offener Hörsaal , Berlin 2023-11-23 -
Academic lecture

Rüschenpöhler, Lilith G.. (2023) Postcolonial science education: A literature review [Postkoloniale Naturwissenschaftsdidaktik: Ein Review der Literatur]. GDCP conference , Hamburg 2023-09-13 -

2022

Academic lecture

Rüschenpöhler, Lilith G.. (2022) Considering chemistry capital in inclusive chemistry teaching. ESTA project meeting , Ludwigsburg 2022-10-10 -
Academic lecture

Rüschenpöhler, Lilith G.. (2022) Chemistry Capital: Identifying and countering social inequalities in chemistry class. Research Seminar , Rechovot 2022-08-08 -
Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2022) Empowerment in chemistry teaching: Development of a teaching model using participatory action research [Empowerment im Chemieunterricht: Entwicklung eines Unterrichtsmodells in Partiz-ipativer Aktionsforschung]. CARN D.A.CH. conference , online 2022-01-21 -
Poster

Rüschenpöhler, Lilith G.. (2022) Learning to evaluate using the concept of planetary boundaries: Modules for teaching carbon com-pounds in grade 10 [Bewerten Lernen mit dem Konzept der planetaren Grenzen: Bausteine zum Thema Kohlenstoffverbindungen in Klasse 10]. GDCh conference , Osnabrück 2022-09-15 -
Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2022) The influence of chemistry capital on chemistry self-concept [Der Einfluss von Chemistry Capital auf das Chemie-Selbstkonzept]. GDCP conference , Aachen 2022-09-14 -
Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2022) How chemistry capital at home contributes to chemistry self-concept, learning goal orientations, and the perception of language. ECRICE conference , Rechovot 2022-07-11 -

2021

Poster

Hönig, Marina; Küsel, Julian; Rüschenpöhler, Lilith G.; Markic, Silvija. (2021) DiSenSu: A card game for vocational orientation in STEM [DiSenSu: Ein Kartenspiel zur Berufsorientierung im MINT-Bereich]. GDCP conference , online 2021-09-13 - 2021-09-16
Academic lecture

Rüschenpöhler, Lilith G.. (2021) The nature of chemistry capital. International Symposium of Science Museums: “Science Capital & Science Museums” , online 2021-11-04 -

2020

Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2020) The quest for chemistry capital. MICER , online 2020-06-18 -

2019

Academic lecture

Hönig, Marina; Rüschenpöhler, Lilith G.; Küsel, Julian; Markic, Silvija. (2019) Culture and gender differences in vocational orientation in science. ESERA conference , Bologna 2019-08-28 -
Academic lecture

Markic, Silvija; Rüschenpöhler, Lilith G.; Schneider, Marlon. (2019) Teachers’ beliefs about the role of culture in chemistry learning. ESERA conference , Bologna 2019-08-29 -
Poster

Hönig, Marina; Rüschenpöhler, Lilith G.; Küsel, Julian; Markic, Silvija. (2019) Fostering science capital in DiSenSu, a project for vocational orientation [Förderung von Science Capital im Berufsorientierungsprojekt DiSenSu]. GDCP conference , Vienna 2019-09-10 -
Academic lecture

Rüschenpöhler, Lilith G.. (2019) From preparatory courses to regular science and chemistry class [Vom Vorkurs in den NW- und Chemie-Unterricht]. Vom Vorkurs in den GUP- und NW-Unterricht der Sek I: Die Übergänge gemeinsam gestalten: Input und Austausch zur Gestaltung von kultur- und sprachsensiblem Fachunterricht , Bremen 2019-10-28 -
Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) Culture in chemistry class [Kultur im Chemieunterricht]. Research Seminar , Landau 2019-01-30 -
Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) Psychological patterns in chemistry self-concept: Relations with gender and culture. ESERA conference , Bologna 2019-08-29 -
Poster

Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) Students’ use of science capital in chemistry. ESERA conference , Bologna 2019-08-27 -
Academic lecture

Markic, Silvija; Rüschenpöhler, Lilith G.; Schneider, Marlon. (2019) Chemistry, a culture free zone? The teachers’ perspective [Chemie als ‘kulturfreie Zone’? Die Perspektive der Lehrpersonen]. GDCP conference , Vienna 2019-09-12 -
Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2019) Chemistry capital: A key to identity formation [Chemistry Capital: Ein Schlüssel zur Identitäts-bildung]. GDCP conference , Vienna 2019-09-12 -

2018

Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2018) Psychological patterns in chemistry self-concept [Psychologische Muster in Chemie-Selbstkonzepten]. GDCP conference , Kiel 2018-09-18 -
Poster

Prechtl, Markus; Markic, Silvija; Hönig, Marina; Küsel, Julian; Rüschenpöhler, Lilith G.; Stubbe, Ulla. (2018) Gender and diversity sensitive career orientation in the project DiSenSu [Gender /Diversitysensible Berufsorientierung mit DiSenSu]. GDCP conference , Kiel 2018-09-18 -
Poster

Hönig, Marina; Rüschenpöhler, Lilith G.; Küsel, Julian; Markic, Silvija. (2018) Career choices in STEM: Reasons of university and school students [Berufswahl MINT: Gründe von Studierenden und SchülerInnen]. GDCP conference , Kiel 2018-09-18 -
Academic lecture

Rüschenpöhler, Lilith G.. (2018) Cultural differences in high school chemistry student self-concepts. ESERA Summer School , Jyväskylä 2018-07-26 -
Poster

Rüschenpöhler, Lilith G.. (2018) Students’ chemistry self-concepts: Cultural and gender differences. ESERA Summer School , Jyväskylä 2018-07-25 - 2018-07-28
Poster

Rüschenpöhler, Lilith G.; Markic, Silvija. (2018) Chemistry? Not my thing! Cultural differences in students’ chemistry self-concepts. Symposium on Chemistry and Science Education , Bremen 2018-06-02 -
Academic lecture

Rüschenpöhler, Lilith Gorsten; Markic, Silvija. (2018) Cultural influence on student self-concepts in chemistry: Questioning the traditional gender gap. ESERA conference , Dublin 2018-08-21 -
Poster

Markic, Silvija; Prechtl, Markus; Hönig, Marina; Küsel, Julian; Rüschenpöhler, Lilith G.; Stubbe, Ulla. (2018) DiSenSu – diversity sensitive support for girls with migration background for STEM careers. Symposium on Chemistry and Science Education , Bremen 2018-06-02 -

2017

Academic lecture

Rüschenpöhler, Lilith G.; Baginski, Katja. (2017) Refugee students in chemistry education: Scaffolding methods [Neu zugewanderte Schülerinnen und Schüler im Chemieunterricht: Methoden zur Binnendifferenzierung]. MNU conference , Bremerhaven 2017-11-20 -
Academic lecture

Rüschenpöhler, Lilith G.; Markic, Silvija. (2017) Cultural differences in chemistry self-concepts [Kulturelle Unterschiede der Selbstkonzepte in der Chemie]. GDCP conference , Regensburg 2017-09-20 -
Academic lecture

Rüschenpöhler, Lilith Gorsten; Markic, Silvija. (2017) Influence of culture on students’ self-concept about chemistry: Questioning the traditional gender gap. German-American Symposium , Ludwigsburg 2017-06-13 -

Språkvelger

Lilith G. Rüschenpöhler