Gschwind, S., Hohmann, S., Müller, A., Nordine, J., &; Riesen, T.-E. (2024). The Stellarium Gornergrat: Astrophysics with your own Data. Journal of Physics: Conference Series, 2727(1), Article 012011.https://doi.org/10.1088/1742-6596/2727/1/012011 
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DOI: 10.1088/1742-6596/2727/1/012011

Zeller, J., Schiering, D., Kulgemeyer, C., Neumann, K., Riese, J., &; Sorge, S. (2024). Cross-project empirical and criteria-oriented analysis of pre-service physics teachers’ pedagogical content knowledge Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte. Unterrichtswissenschaft.https://doi.org/10.1007/s42010-024-00200-w 
LibreCat: /record/53567
DOI: 10.1007/s42010-024-00200-w

Höper, L., &; Schulte, C. (2024). Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education.https://doi.org/10.15388/infedu.2024.19 
LibreCat: /record/53622
DOI: 10.15388/infedu.2024.19

Schoenherr, J. (2024). Personalizing realworld problems: Posing own problems increases selfefficacy expectations, intrinsic value, attainment value, and utility value. British Journal of Educational Psychology.https://doi.org/10.1111/bjep.12653 
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DOI: 10.1111/bjep.12653

Peeters, H., Habig, S., &; Fechner, S. (2023). Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning. Multimodal Technologies and Interaction, 7(2), Article 9.https://doi.org/10.3390/mti7020009 
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DOI: 10.3390/mti7020009

Janicki, N., &; Tenberge, C. (n.d.). Technology education in elementary school using the example of arning robots” – development and evaluation of an in-service teacher training concept. Australasian Journal of Technology Education.
LibreCat: /record/39976

Sherif, M. A., da Silva, A. A. M., Pestryakova, S., Ahmed, A. F., Niemann, S., &; Ngomo, A.-C. N. (2023). IngridKG: A FAIR Knowledge Graph of Graffiti. Scientific Data, 10(1), Article 318.https://doi.org/10.1038/s41597-023-02199-8 
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DOI: 10.1038/s41597-023-02199-8

Kulgemeyer, C., Riese, J., Vogelsang, C., Buschhüter, D., Borowski, A., Weißbach, A., Jordans, M., Reinhold, P., &; Schecker, H. (2023). How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz. Zeitschrift Für Erziehungswissenschaft.https://doi.org/10.1007/s11618-023-01154-y 
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Schmitz, H., &; Tawiah, B. B. (2023). Life-cycle health effects of compulsory schooling (Vol. 1006). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
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Monsees, D., &; Schmitz, H. (2023). The effect of compulsory schooling on vaccination against COVID and Influenza (Vol. 1011). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
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Schubatzky, T., Burde, J.-P., Große-Heilmann, R., Haagen-Schützenhöfer, C., Riese, J., &; Weiler, D. (2023). Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers &; Education, Article 104900.https://doi.org/10.1016/j.compedu.2023.104900 
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Soyka, C., Ullrich, M., Striewe, M., &; Schaper, N. (2023). Comparison of Required Competences and Task Material in Modeling Education. Enterprise Modelling and Information Systems Architectures, 18, Article 7.https://doi.org/10.18417/EMISA.18.7 
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DOI: 10.18417/EMISA.18.7

Schubatzky, T., Burde, J.-P., Große-Heilmann, R. I., Haagen-Schützenhöfer, C., Riese, J., &; Weiler, D. (2023). Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers &; Education, 206, Article 104900.https://doi.org/10.1016/j.compedu.2023.104900 
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Winkelnkemper, F., Höper, L., &; Schulte, C. (2023). ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education.https://doi.org/10.15388/infedu.2024.09 
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Görel, G., Franzen, K., &; Hellmich, F. (2023). Primary school teachers’ perspectives on the quality of inclusive education. Teachers and Teaching, 1–14.https://doi.org/10.1080/13540602.2023.2252347 
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Hüster, J. M. (2023). Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten. In Religionspädagogische Beiträge (Vol. 46, Issue 1, pp. 127–129). Universitatsbibliothek Bamberg.https://doi.org/10.20377/rpb-263 
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Höper, L., &; Schulte, C. (2023). The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences.https://doi.org/10.1108/ils-06-2023-0075 
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Gilbert, H., Schürmann, M., Liebendörfer, M., Lawson, D., &; Hodds, M. (2023). Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain &;amp; Ireland. International Journal of Mathematical Education in Science and Technology, 1–26.https://doi.org/10.1080/0020739x.2023.2184282 
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Bruns, J., Hagena, M., &; Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? Teaching and Teacher Education, 132, Article 104270.https://doi.org/10.1016/j.tate.2023.104270 
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Hoffmann, M., &; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education.https://doi.org/10.1007/s11858-023-01505-3 
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DOI: 10.1007/s11858-023-01505-3