Academic credentials

  • 2015 PhD in Psychologie, University of Münster („The mediation of effects of family socio-economic status on fourth- and sixth-graders’ science achievement by individual cognitive and motivational propensities“)
  • 2008 graduate degree in psychology, University of Münster



  • Since 2015 Research associate at the Department of Research on Teaching and Teacher Education (cooperation between IPN and CAU Kiel)
  • 2013- 2015 Research associate at the Leibniz Institute for Science and Mathematics Education (IPN) Kiel, Department of Educational Research
  • 2008-2012 Research associate at the Institute for the Didactics of Teaching General Science at the University of Münster


Research interests

  • the professional competence of teachers
  • instructional quality
  • cognitive-psychological foundations of learning processes in science and mathematics


Current projects

  • T-KnoX - Teacher Knowledge Experiment
  • KeiLa - the development of competence in mathematic and science related teacher training studies



Selected works

Kleickmann, T., Tröbst, S., Jonen, A., Vehmeyer, J., & Möller, K. (2015). The effects of expert scaffolding in elementary science professional development on teachers’ beliefs and motivations, instructional practices, and student achievement. Journal of Educational Psychology. Advance online publication.

Lange, K., Kleickmann, T., Tröbst, S., & Möller, K. (2012). Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht. Zeitschrift für Erziehungswissenschaft, 15, 55-75.

Tröbst, S., Hardy, I., & Möller, K. (2011). Die Förderung deduktiver Schlussfolgerungen bei Grundschulkindern in naturwissenschaftlichen Kontexten. Unterrichtswissenschaft, 39, 7-20.

Tröbst, S., Kleickmann, T., Lange, K., Ewerhardy, A., & Möller, K. (in press). Instruction and students` declining interest in science: An analysis of German fourth- and sixth-grade classrooms. American Educational Research Journal.