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Tenberge, “Über die Dächer der Welt. ,” <i>Grundschule Sachunterricht.</i>, vol. 93, pp. 12–16, 2022."},"publication_status":"published","language":[{"iso":"ger"}],"_id":"40062","department":[{"_id":"588"}],"user_id":"67302","status":"public","publication":"Grundschule Sachunterricht.","type":"journal_article"},{"publication_status":"published","page":"127-136","intvolume":"        13","citation":{"apa":"Schröer, F., &#38; Tenberge, C. (2022). Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden? <i>widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht</i>, <i>13</i>, 127–136. <a href=\"https://doi.org/10.25673/92559\">https://doi.org/10.25673/92559</a>","short":"F. Schröer, C. Tenberge, widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht 13 (2022) 127–136.","bibtex":"@article{Schröer_Tenberge_2022, title={Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden?}, volume={13}, DOI={<a href=\"https://doi.org/10.25673/92559\">10.25673/92559</a>}, journal={widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht}, publisher={widerstreit Sachunterricht}, author={Schröer, Franz and Tenberge, Claudia}, year={2022}, pages={127–136} }","mla":"Schröer, Franz, and Claudia Tenberge. “Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden?” <i>widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht</i>, vol. 13, widerstreit Sachunterricht, 2022, pp. 127–36, doi:<a href=\"https://doi.org/10.25673/92559\">10.25673/92559</a>.","chicago":"Schröer, Franz, and Claudia Tenberge. “Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden?” <i>widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht</i> 13 (2022): 127–36. <a href=\"https://doi.org/10.25673/92559\">https://doi.org/10.25673/92559</a>.","ieee":"F. Schröer and C. Tenberge, “Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden?,” <i>widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht</i>, vol. 13, pp. 127–136, 2022, doi: <a href=\"https://doi.org/10.25673/92559\">10.25673/92559</a>.","ama":"Schröer F, Tenberge C. Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden? <i>widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht</i>. 2022;13:127-136. doi:<a href=\"https://doi.org/10.25673/92559\">10.25673/92559</a>"},"year":"2022","volume":13,"date_created":"2023-01-20T07:38:21Z","author":[{"first_name":"Franz","id":"71764","full_name":"Schröer, Franz","last_name":"Schröer"},{"first_name":"Claudia","last_name":"Tenberge","id":"67302","full_name":"Tenberge, Claudia"}],"publisher":"widerstreit Sachunterricht","date_updated":"2023-01-24T15:03:02Z","doi":"10.25673/92559","title":"Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden?","publication":"widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht","type":"journal_article","status":"public","department":[{"_id":"588"}],"user_id":"67302","_id":"37642","language":[{"iso":"ger"}]},{"keyword":["technology education","teacher professionalisation","Computational Thinking","digitalization","learning robots"],"language":[{"iso":"ger"}],"_id":"37902","department":[{"_id":"588"}],"user_id":"50915","editor":[{"first_name":"Martin","last_name":"Binder","full_name":"Binder, Martin"},{"first_name":"Christian","last_name":"Wiesmüller","full_name":"Wiesmüller, Christian"},{"last_name":"Finkbeiner","full_name":"Finkbeiner, Timo","first_name":"Timo"}],"status":"public","publication":"Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. ","type":"book_chapter","title":"Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern","conference":{"name":"23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung","start_date":"24.09.2021","end_date":"25.09.2021","location":"Mannheim"},"date_updated":"2023-01-25T11:50:51Z","date_created":"2023-01-22T14:09:52Z","author":[{"id":"50915","full_name":"Janicki, Nicole","last_name":"Janicki","first_name":"Nicole"}],"year":"2022","page":"266-286","citation":{"apa":"Janicki, N. (2022). Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In M. Binder, C. Wiesmüller, &#38; T. Finkbeiner (Eds.), <i>Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. </i> (pp. 266–286).","mla":"Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” <i>Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. </i>, edited by Martin Binder et al., 2022, pp. 266–86.","short":"N. Janicki, in: M. Binder, C. Wiesmüller, T. Finkbeiner (Eds.), Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , 2022, pp. 266–286.","bibtex":"@inbook{Janicki_2022, title={Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern}, booktitle={Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. }, author={Janicki, Nicole}, editor={Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}, year={2022}, pages={266–286} }","ieee":"N. Janicki, “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern,” in <i>Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. </i>, M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. 2022, pp. 266–286.","chicago":"Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” In <i>Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. </i>, edited by Martin Binder, Christian Wiesmüller, and Timo Finkbeiner, 266–86, 2022.","ama":"Janicki N. Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In: Binder M, Wiesmüller C, Finkbeiner T, eds. <i>Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. </i>. ; 2022:266-286."},"publication_identifier":{"unknown":["978-3-947868-03-2"]},"publication_status":"published"},{"publication":"PATT39 - PATT on the Edge Technology, Innovation and Education","abstract":[{"lang":"eng","text":"Theoretical approaches to the transformation towards an inclusive educational system in Germany mostly agree on the involvement of developmental tasks in subject related research (Hinz, 2011). The common understanding of inclusion as a process geared towards equal participation of all children (Booth, 2012) requires a reflexive questioning of established values, attitudes and practices in order to develop inclusive subject related research, teacher training and teaching and learning (Pech & Schomaker, 2013). Among other things, this results in consequences for the design of pre- service teacher training. To a large extent, teacher education is driven by the promotion of central competencies, interests and self-efficacy (Baumert & Kunter, 2011). It aims towards the development and realisation of inclusive interdisciplinary science and social studies (‘Sachunterricht’) in primary education (Moser, 2018). In conjunction with largely acknowledged constructivist approaches to teaching and learning (Möller, 2001), the development of personality, the consideration of basic needs (Deci & Ryan, 1993) and promotion of individual potentials are repeatedly fundamentally represented in subject related and pedagogical considerations (Feuser, 1989; GDSU, 2013). Therefore, the aforementioned constructivist approach is connected to several certain key paradigms for teaching and learning processes (e.g., Vygotskij, 1978; Posner et al., 1982; van de Pol et al., 2010). In this regard, the nature of primary school students’ basic needs have empirically not been sufficiently studied yet. Theoretical frameworks from motivational psychology (Deci & Ryan, 1993) do not explicitly address how individual needs differ and how the diversity of needs can be included in joint-learning, multi-perspective technology education classes. The research project the present paper is part of aims to develop a research-based concept for the professionalisation of pre-service teachers in a seminar course. Therefore, the promotion of the pre- service teachers’ interests and self-efficacy expectations have been assessed in a pre-post research design with a control group visiting another course not related to technology education and inclusion. The present paper describes and discusses first results of the project and will give an outlook on subsequent developmental tasks."}],"language":[{"iso":"eng"}],"keyword":["Inclusion","basic needs","pre-service teacher training","interest","self-efficacy"],"quality_controlled":"1","year":"2022","date_created":"2023-01-25T15:13:45Z","title":"How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training","type":"conference","status":"public","editor":[{"first_name":"David","last_name":"Gill","full_name":"Gill, David"},{"last_name":"Tuff","full_name":"Tuff, Jim","first_name":"Jim"},{"full_name":"Kennedy, Thomas","last_name":"Kennedy","first_name":"Thomas"},{"full_name":"Pendergast, Shawn","last_name":"Pendergast","first_name":"Shawn"},{"last_name":"Jamil","full_name":"Jamil, Sana","first_name":"Sana"}],"department":[{"_id":"588"}],"series_title":"PATT Proceedings","user_id":"71764","_id":"40046","publication_identifier":{"unknown":["https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf"]},"publication_status":"published","page":"49-57","citation":{"ama":"Schröer F, Tenberge C. How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training. In: Gill D, Tuff J, Kennedy T, Pendergast S, Jamil S, eds. <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>. PATT Proceedings. ; 2022:49-57.","ieee":"F. Schröer and C. Tenberge, “How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training,” in <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>, St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57.","chicago":"Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers to Design Technological Teaching and Learning Inclusively? – On the Nature and Consideration of Basic Needs in Teacher Training.” In <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>, edited by David Gill, Jim Tuff, Thomas Kennedy, Shawn Pendergast, and Sana Jamil, 49–57. PATT Proceedings. St. John’s, Newfoundland and Labrador, Canada, 2022.","mla":"Schröer, Franz, and Claudia Tenberge. “How to Enable Pre-Service Teachers to Design Technological Teaching and Learning Inclusively? – On the Nature and Consideration of Basic Needs in Teacher Training.” <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i>, edited by David Gill et al., 2022, pp. 49–57.","short":"F. Schröer, C. Tenberge, in: D. Gill, J. Tuff, T. Kennedy, S. Pendergast, S. Jamil (Eds.), PATT39 - PATT on the Edge Technology, Innovation and Education, St. John’s, Newfoundland and Labrador, Canada, 2022, pp. 49–57.","bibtex":"@inproceedings{Schröer_Tenberge_2022, place={St. John’s, Newfoundland and Labrador, Canada}, series={PATT Proceedings}, title={How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training}, booktitle={PATT39 - PATT on the Edge Technology, Innovation and Education}, author={Schröer, Franz and Tenberge, Claudia}, editor={Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}, year={2022}, pages={49–57}, collection={PATT Proceedings} }","apa":"Schröer, F., &#38; Tenberge, C. (2022). How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training. In D. Gill, J. Tuff, T. Kennedy, S. Pendergast, &#38; S. Jamil (Eds.), <i>PATT39 - PATT on the Edge Technology, Innovation and Education</i> (pp. 49–57)."},"place":"St. John’s, Newfoundland and Labrador, Canada","author":[{"first_name":"Franz","id":"71764","full_name":"Schröer, Franz","last_name":"Schröer"},{"first_name":"Claudia","id":"67302","full_name":"Tenberge, Claudia","last_name":"Tenberge"}],"date_updated":"2023-01-25T15:13:57Z","conference":{"start_date":"2022-06-21","name":"PATT39 - PATT on the Edge Technology, Innovation and Education","location":"St. John’s, Newfoundland and Labrador, Canada","end_date":"2022-06-24"},"main_file_link":[{"url":"https://research.edgehill.ac.uk/ws/portalfiles/portal/50821651/patt39_proceedings_june_17_2022.pdf"}]},{"title":"Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht","author":[{"first_name":"Julia","full_name":"Elsner, Julia","id":"54277","last_name":"Elsner"},{"first_name":"Claudia","last_name":"Tenberge","id":"67302","full_name":"Tenberge, Claudia"},{"first_name":"Sabine","last_name":"Fechner","orcid":"0000-0001-5645-5870","full_name":"Fechner, Sabine","id":"54823"}],"date_created":"2022-10-07T11:31:51Z","volume":42,"date_updated":"2023-08-14T18:17:07Z","citation":{"apa":"Elsner, J., Tenberge, C., &#38; Fechner, S. (2022). Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht. In S. Habig &#38; H. van Vorst (Eds.), <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i> (Vol. 42, pp. 500–503).","mla":"Elsner, Julia, et al. “Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht.” <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>, edited by Sebastian Habig and Helena van Vorst, vol. 42, 2022, pp. 500–03.","bibtex":"@inproceedings{Elsner_Tenberge_Fechner_2022, title={Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht}, volume={42}, booktitle={Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen}, author={Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}, editor={Habig, Sebastian and van Vorst, Helena}, year={2022}, pages={500–503} }","short":"J. Elsner, C. Tenberge, S. Fechner, in: S. Habig, H. van Vorst (Eds.), Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen, 2022, pp. 500–503.","chicago":"Elsner, Julia, Claudia Tenberge, and Sabine Fechner. “Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht.” In <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>, edited by Sebastian Habig and Helena van Vorst, 42:500–503, 2022.","ieee":"J. Elsner, C. Tenberge, and S. Fechner, “Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht,” in <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>, 2022, vol. 42, pp. 500–503.","ama":"Elsner J, Tenberge C, Fechner S. Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht. In: Habig S, van Vorst H, eds. <i>Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen</i>. Vol 42. ; 2022:500-503."},"intvolume":"        42","page":"500-503","year":"2022","has_accepted_license":"1","language":[{"iso":"ger"}],"ddc":["370"],"user_id":"54823","department":[{"_id":"386"},{"_id":"588"}],"_id":"33559","status":"public","editor":[{"last_name":"Habig","full_name":"Habig, Sebastian","first_name":"Sebastian"},{"last_name":"van Vorst","full_name":"van Vorst, Helena","first_name":"Helena"}],"type":"conference","publication":"Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen"},{"language":[{"iso":"eng"}],"ddc":["370"],"user_id":"54823","department":[{"_id":"386"},{"_id":"588"},{"_id":"33"}],"_id":"35830","status":"public","editor":[{"full_name":"Carvalho, Graça S.","last_name":"Carvalho","first_name":"Graça S."},{"first_name":"Ana Sofia","last_name":"Afonso","full_name":"Afonso, Ana Sofia"},{"first_name":"Zélia","full_name":"Anastácio, Zélia","last_name":"Anastácio"}],"type":"conference","publication":"Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)","title":"Modeling-based learning about chemical phenomena in primary education","author":[{"first_name":"Julia","full_name":"Elsner, Julia","id":"54277","last_name":"Elsner"},{"last_name":"Tenberge","full_name":"Tenberge, Claudia","id":"67302","first_name":"Claudia"},{"full_name":"Fechner, Sabine","id":"54823","last_name":"Fechner","orcid":"0000-0001-5645-5870","first_name":"Sabine"}],"date_created":"2023-01-10T12:10:53Z","date_updated":"2025-12-11T13:26:01Z","publisher":"CIEC, University of Minho","citation":{"ieee":"J. Elsner, C. Tenberge, and S. Fechner, “Modeling-based learning about chemical phenomena in primary education,” in <i>Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)</i>, 2022, pp. 1241–1249.","chicago":"Elsner, Julia, Claudia Tenberge, and Sabine Fechner. “Modeling-Based Learning about Chemical Phenomena in Primary Education.” In <i>Fostering Scientific Citizenship in an Uncertain World (Proceedings of ESERA 2021)</i>, edited by Graça S. Carvalho, Ana Sofia Afonso, and Zélia Anastácio, 1241–49. Braga: CIEC, University of Minho, 2022.","ama":"Elsner J, Tenberge C, Fechner S. Modeling-based learning about chemical phenomena in primary education. In: Carvalho GS, Afonso AS, Anastácio Z, eds. <i>Fostering Scientific Citizenship in an Uncertain World (Proceedings of ESERA 2021)</i>. CIEC, University of Minho; 2022:1241-1249.","bibtex":"@inproceedings{Elsner_Tenberge_Fechner_2022, place={Braga}, title={Modeling-based learning about chemical phenomena in primary education}, booktitle={Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)}, publisher={CIEC, University of Minho}, author={Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}, editor={Carvalho, Graça S. and Afonso, Ana Sofia and Anastácio, Zélia}, year={2022}, pages={1241–1249} }","short":"J. Elsner, C. Tenberge, S. Fechner, in: G.S. Carvalho, A.S. Afonso, Z. Anastácio (Eds.), Fostering Scientific Citizenship in an Uncertain World (Proceedings of ESERA 2021), CIEC, University of Minho, Braga, 2022, pp. 1241–1249.","mla":"Elsner, Julia, et al. “Modeling-Based Learning about Chemical Phenomena in Primary Education.” <i>Fostering Scientific Citizenship in an Uncertain World (Proceedings of ESERA 2021)</i>, edited by Graça S. Carvalho et al., CIEC, University of Minho, 2022, pp. 1241–49.","apa":"Elsner, J., Tenberge, C., &#38; Fechner, S. (2022). Modeling-based learning about chemical phenomena in primary education. In G. S. Carvalho, A. S. Afonso, &#38; Z. Anastácio (Eds.), <i>Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)</i> (pp. 1241–1249). CIEC, University of Minho."},"page":"1241-1249","place":"Braga","year":"2022","publication_status":"published","quality_controlled":"1"},{"conference":{"start_date":"27th April 2021","name":"PATT 38 Pupils’ Attitudes Toward Technology: Technology in our Hands. Creative Pedagogy and Ambitious Teacher Educationn","location":"Turku","end_date":"30th April 2021"},"title":"The ‚teachwodd training concept’ a contribution to the implementation of practical technological learning in primary schools. ","author":[{"last_name":"Tenberge","full_name":"Tenberge, Claudia","id":"67302","first_name":"Claudia"},{"first_name":"Manon","last_name":"Gödiker","full_name":"Gödiker, Manon"}],"date_created":"2023-01-27T08:52:27Z","date_updated":"2023-10-09T13:14:13Z","citation":{"ieee":"C. Tenberge and M. Gödiker, “The ‚teachwodd training concept’ a contribution to the implementation of practical technological learning in primary schools. ,” Turku, 2021, pp. 24–25.","chicago":"Tenberge, Claudia, and Manon Gödiker. “The ‚teachwodd Training Concept’ a Contribution to the Implementation of Practical Technological Learning in Primary Schools. .” edited by PATT 38 PATT38 Organizing Committee , 24–25. Turku Finnland, 2021.","ama":"Tenberge C, Gödiker M. The ‚teachwodd training concept’ a contribution to the implementation of practical technological learning in primary schools. . In: PATT38 Organizing Committee  P 38, ed. ; 2021:24-25.","apa":"Tenberge, C., &#38; Gödiker, M. (2021). <i>The ‚teachwodd training concept’ a contribution to the implementation of practical technological learning in primary schools. </i> (P. 38 PATT38 Organizing Committee , Ed.; pp. 24–25).","bibtex":"@inproceedings{Tenberge_Gödiker_2021, place={Turku Finnland}, title={The ‚teachwodd training concept’ a contribution to the implementation of practical technological learning in primary schools. }, author={Tenberge, Claudia and Gödiker, Manon}, editor={PATT38 Organizing Committee , PATT 38}, year={2021}, pages={24–25} }","short":"C. Tenberge, M. Gödiker, in: P. 38 PATT38 Organizing Committee  (Ed.), Turku Finnland, 2021, pp. 24–25.","mla":"Tenberge, Claudia, and Manon Gödiker. <i>The ‚teachwodd Training Concept’ a Contribution to the Implementation of Practical Technological Learning in Primary Schools. </i>. Edited by PATT 38 PATT38 Organizing Committee , 2021, pp. 24–25."},"page":"24-25","year":"2021","place":"Turku Finnland","publication_status":"published","language":[{"iso":"eng"}],"user_id":"67302","department":[{"_id":"588"}],"_id":"40476","status":"public","editor":[{"first_name":"PATT 38","full_name":"PATT38 Organizing Committee , PATT 38","last_name":"PATT38 Organizing Committee "}],"type":"conference_abstract"},{"title":"Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools","date_created":"2023-01-20T07:55:21Z","publisher":"TECHNE SERIES","year":"2021","issue":"2","quality_controlled":"1","language":[{"iso":"eng"}],"keyword":["Inclusion","basic needs","Technology Education","Primary Education","autonomy","competence","social relatedness"],"abstract":[{"lang":"eng","text":"Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology  education  ininterdisciplinaryscience  and  social  studies  is  quite  underrepresented  in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in  society  through  participation  in  technological  development  is  a  fundamental  common  goal  of technological  and  inclusive  education  and  part  of  widely  recognized  technological  literacy.It  is therefore  not well  understood  how  teaching  and  learning  arrangementscan  consider  and satisfythe needs  of  all  different  students.  The  research  project  the  present  paper  is  part  of  tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs  in interdisciplinary  science  studies  in  primary  educationto  allow for  a well-reasoned  sample choice  for  subsequent  interviews. Quantitative  results  point  towards  some  revisions  regarding  the instrument  used  and  several  implications  on  the  diversity  of  students ́needs  in  science  and  social studies. Future research is needed with larger samples for factor-analysis."}],"publication":"TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap","conference":{"start_date":"2021-04-27","name":"PATT38 - Technology in our Hands - Creative Pedagogy and Ambitious Teacher Education","location":"Rauma (FIN)","end_date":"2021-04-30"},"main_file_link":[{"open_access":"1","url":"https://journals.oslomet.no/index.php/techneA/article/view/4368/3843"}],"volume":28,"author":[{"last_name":"Schröer","full_name":"Schröer, Franz","id":"71764","first_name":"Franz"},{"first_name":"Claudia","last_name":"Tenberge","id":"67302","full_name":"Tenberge, Claudia"}],"date_updated":"2024-07-03T07:15:17Z","oa":"1","page":"322-331","intvolume":"        28","citation":{"apa":"Schröer, F., &#38; Tenberge, C. (2021). Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. <i>TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap</i>, <i>28</i>(2), 322–331.","mla":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” <i>TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap</i>, vol. 28, no. 2, TECHNE SERIES, 2021, pp. 322–31.","bibtex":"@article{Schröer_Tenberge_2021, title={Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}, volume={28}, number={2}, journal={TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}, publisher={TECHNE SERIES}, author={Schröer, Franz and Tenberge, Claudia}, year={2021}, pages={322–331} }","short":"F. Schröer, C. Tenberge, TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28 (2021) 322–331.","ieee":"F. Schröer and C. Tenberge, “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools,” <i>TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap</i>, vol. 28, no. 2, pp. 322–331, 2021.","chicago":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” <i>TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap</i> 28, no. 2 (2021): 322–31.","ama":"Schröer F, Tenberge C. Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. <i>TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap</i>. 2021;28(2):322-331."},"publication_identifier":{"issn":["1893-1774"]},"publication_status":"published","article_type":"original","department":[{"_id":"588"}],"user_id":"71764","_id":"37644","status":"public","type":"journal_article"},{"_id":"39458","department":[{"_id":"588"}],"user_id":"67302","language":[{"iso":"ger"}],"publication":"Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.","type":"book_chapter","status":"public","date_updated":"2023-01-24T15:01:29Z","author":[{"full_name":"Scheibe, Volker ","last_name":"Scheibe","first_name":"Volker "},{"last_name":"Stein","full_name":"Stein, Gerd","first_name":"Gerd"},{"first_name":"Claudia","last_name":"Tenberge","full_name":"Tenberge, Claudia","id":"67302"},{"last_name":"Bohrmann","full_name":"Bohrmann, Mareike","first_name":"Mareike"}],"date_created":"2023-01-24T11:10:20Z","title":"Vom rollfähigen zum programmierbaren Fahrzeug. ","year":"2021","page":"235-250","citation":{"ama":"Scheibe V, Stein G, Tenberge C, Bohrmann M. Vom rollfähigen zum programmierbaren Fahrzeug. . In: <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i> ; 2021:235-250.","ieee":"V. Scheibe, G. Stein, C. Tenberge, and M. Bohrmann, “Vom rollfähigen zum programmierbaren Fahrzeug. ,” in <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i>, 2021, pp. 235–250.","chicago":"Scheibe, Volker , Gerd Stein, Claudia Tenberge, and Mareike Bohrmann. “Vom rollfähigen zum programmierbaren Fahrzeug. .” In <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i>, 235–50, 2021.","short":"V. Scheibe, G. Stein, C. Tenberge, M. Bohrmann, in: Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht., 2021, pp. 235–250.","bibtex":"@inbook{Scheibe_Stein_Tenberge_Bohrmann_2021, title={Vom rollfähigen zum programmierbaren Fahrzeug. }, booktitle={Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}, author={Scheibe, Volker  and Stein, Gerd and Tenberge, Claudia and Bohrmann, Mareike}, year={2021}, pages={235–250} }","mla":"Scheibe, Volker, et al. “Vom rollfähigen zum programmierbaren Fahrzeug. .” <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i>, 2021, pp. 235–50.","apa":"Scheibe, V., Stein, G., Tenberge, C., &#38; Bohrmann, M. (2021). Vom rollfähigen zum programmierbaren Fahrzeug. . In <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i> (pp. 235–250)."}},{"language":[{"iso":"ger"}],"_id":"39459","department":[{"_id":"588"}],"user_id":"67302","status":"public","publication":"Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.","type":"book_chapter","title":"Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur.","date_updated":"2023-01-24T15:01:49Z","author":[{"last_name":"Tenberge","full_name":"Tenberge, Claudia","id":"67302","first_name":"Claudia"}],"date_created":"2023-01-24T11:12:30Z","year":"2021","page":"305-315","citation":{"apa":"Tenberge, C. (2021). Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur. In <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i> (pp. 305–315).","short":"C. Tenberge, in: Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht., 2021, pp. 305–315.","bibtex":"@inbook{Tenberge_2021, title={Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur.}, booktitle={Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}, author={Tenberge, Claudia}, year={2021}, pages={305–315} }","mla":"Tenberge, Claudia. “Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur.” <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i>, 2021, pp. 305–15.","ama":"Tenberge C. Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur. In: <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i> ; 2021:305-315.","ieee":"C. Tenberge, “Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur.,” in <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i>, 2021, pp. 305–315.","chicago":"Tenberge, Claudia. “Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur.” In <i>Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.</i>, 305–15, 2021."}}]