Prof. Dr. Dr. h.c. Manfred Prenzel

Chair holder

Phone +49.89.289.25242
Fax
+49.89.289.25279
Room:
221 (Marsstr. 20-22, 2nd floor)
Hours:
on appointment
Mail: manfred.prenzel@tum.de


CV

  • Since 2009 Susanne Klatten Endowed Chair of Educational Research, Technische Universitaet Muenchen
  • From 2014 until 2017 Chairman of the German Council of Science and Humanities (Wissenschaftsrat)
  • From 2009 until 2014 Dean of the School of Education, Technische Universitaet Muenchen
  • From 2010 until 2014 Chairman of the Centre of International Student Assessment (ZIB), an affiliated institute of the Technische Universitaet Muenchen
  • 2000-2009 Managing Director of the Leibniz-Institute for Science Education (IPN), Kiel
  • 1997-2009 Director at the Leibniz - Institute for Science Education (IPN) and Professor of Education at the University of Kiel
  • 1993-1997 Professor of Educational Psychology, University of Regensburg
  • 1989-1993 Associate Professor, University Munich (LMU)
  • 1988-1989 Professor for Education (Deputy), University of Freiburg
  • 1980-1988 Assistant Professor, University Munich (LMU)
  • 1977-1980 Research Assistant, University Munich (LMU)
  • Born 1952 in Forchheim

    Detailed vita as pdf-file


Awards

  • 2017 Honorary Doctorate (Dr. phil. h.c.) of the Leuphana University of Lüneburg

  • 2016 Arthur Burkhardt-Award for supporting the Humanities and Natural Sciences

  • 2008 Member of the National Academy of Science and Engineering (acatech)

  • 2008 Erich-Hylla-Award

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Professional services

  • Since 2017   Member of the Supervisory Board of the University of Ulm
  • Since 2017   Chairman of the Foundation Council of the Institute for Educational Research and Educational Information (DIPF)
  • 2011 - 2017 Member of the German Council of Science and Humanities (Wissenschaftsrat)
  • Since 2014   Chairman of the Selection Committee for the "Qualitatsoffensive Lehrerbildung"
  • Since 2013   Member of the Executive Committee of the European Association for Research on Learning and Instruction (EARLI)
  • 2012 - 2014 President of the Gesellschaft für Empirische Bildungsforschung (GEBF)
  • Since 2008 Member of the National Academy of Science and Engineering (acatech)
  • 2003 – 2009 Member of the Senate and Joint Committee of the German Research Foundation (DFG)

Major Research Emphases

  • Research on learning and instruction (especially on motivation / interest, conceptual change, transfer, types and patterns of teaching), with focus on science education
  • Large scale assessment and international comparitive studies
  • Quality development, professional development in education
  • Learning outside of school (museum, science centres)

Recent projects

  • PISA Plus 2013“, a follow-up study linked to PISA 2012 and additional studies to PISA 2012 and 2015
  • DFG-project (along with Johannes Bauer) "Evidence for teachers (E4teach) - competence modelling and training of prospective and active teachers in handling evidence
  • BMBF-Project „E-PROM“ – Influence of the phase of graduation on the careers of scientits in medicine and biology; in co-operation with Prof. Martin Fischer (Klinikum LMU), Prof. Birgit Neuhaus (LMU), Prof. Stefan Herzig (Universität Köln), Prof. Pascal Berberat (MRI)
  • „Ergonomics at school: The ergonomy tool box“, in co-operation with Chair of Ergonomy Prof. Klaus Bengler, TUM, funded y TÜV-Süd-Stiftung

Publications (Selection)

Complete Publication record as a pdf-file [in German]

Bromme, R. Prenzel, M. & Jäger, M. (2014). Empirische Bildungsforschung und evidenzbasierte Bildungspolitik. Eine Analyse von Anforderungen an die Darstellung, Interpretation und Rezeption empirischer Befunde. Zeitschrift für Erziehungswissenschaft, Sonderheft 27, 3-54.

Gartmeier, M., Bauer, J., Fischer, M.R., Hoppe-Seyler, T., Karsten, G. Kiessling, C., Möller, G.E., Wiesbeck, A. & Prenzel, M. (2015). Fostering professional communication skills of future physicians and teachers: Effects of e-learning with video cases and role-play. Instructional Science, 40 (4), 443-463.

Müller, K., Prenzel, M., Seidel, T., Schiepe-Tiska, A., & Kjaernsli, M. (2016). Science teaching and learning in schools – Theoretical and empirical foundations for investigating classroom level processes. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (Eds.), Assessing contexts of learning. An international perspective (pp. 423-446). New York: Springer.

Prenzel, M. (2016). Leistung als Dimension und Qualitätsmerkmal guter Schulen. In S.-I. Beutel, K. Höhmann, H.A. Pant & M. Schratz (Hrsg.), Handbuch Gute Schule. Die sechs Qualitätsbereiches des Deutschen Schulpreises (S. 16-25). Seelze-Velber: Klett/Kallmeyer.

Prenzel, M. Blum, W. & Klieme, E. (2015). The impact of PISA on mathematics teaching and learning in Germany. In K. Stacey & R. Turner (Eds.), Assessing mathematical literacy. The PISA experience (pp. 239-248). Heidelberg/NewYork: Springer.

Prenzel, M., Kobarg, M., Schöps, K. & Rönnebeck, S. (Eds.). (2013). Research on PISA. Research Outcomes of the PISA Research Conference 2009. Dordrecht: Springer.

Prenzel, M., Sälzer, Ch., Klieme, E. & Köller, O. (Hrsg.). (2013). PISA 2012: Fortschritte und Herausforderungen in Deutschland. Münster: Waxmann.

Schiepe-Tiska, A., Roczen, N., Müller, K., Prenzel, M. & Osborne, J. (2016). Science-related outcomes: Attitudes, motivation, value beliefs, strategies. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (Eds.), Assessing contexts of learning. An international perspective (pp. 301-329). New York: Springer.

Schiepe-Tiska, A., Rönnebeck, S., Schöps, K., Neumann, K., Schmidtner, S., Parchmann, I. & Prenzel, M. (2016). Naturwissenschaftliche Kompetenz bei PISA 2015 –Ergebnisse des internationalen Vergleichs mit einem modifizierten Testansatz. In K. Reiss, Ch. Sälzer, A. Schiepe-Tiska, E. Klieme & O. Köller (Hrsg.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation (S. 45-98). Münster/New York: Waxmann.

Wenglein, S., Bauer, J., Heininger, S. & Prenzel, M. (2015). Kompetenz angehender Lehrkräfte zum Argumentieren mit Evidenz: Erhöht ein Training von Heuristiken die Argumentationsqualität? Unterrichtswissenschaft, 43(3), 209-224.