@article{63798,
  author       = {{Vernholz, Mats and Temmen, Katrin}},
  issn         = {{2199-8825}},
  journal      = {{die hochschullehre}},
  number       = {{8}},
  pages        = {{97--111}},
  publisher    = {{wbv Publikation}},
  title        = {{{Motive Ingenieurstudierender für den Besuch (fach-)didaktischer Lehrveranstaltungen im Projekt EduTech Net OWL}}},
  doi          = {{10.3278/HSL2608W}},
  volume       = {{12}},
  year         = {{2026}},
}

@inbook{63793,
  author       = {{Vernholz, Mats and Schäfers, Johannes and Jonas-Ahrend, Gabriela and Temmen, Katrin}},
  booktitle    = {{Smart Technologies for an All-Electric Society. STE 2025. Lecture Notes in Networks and Systems}},
  editor       = {{Auer, Michael E. and Langmann, Reinhard and May, Dominik and Morales, Manuel}},
  isbn         = {{9783032073150}},
  issn         = {{2367-3370}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Shaping Tomorrow’s Classrooms: Integrating AI in Technology Teacher Training and VET in Germany}}},
  doi          = {{10.1007/978-3-032-07316-7_10}},
  year         = {{2026}},
}

@inproceedings{62042,
  author       = {{Reckmann, Eileen and Blomberg, Tobias and Temmen, Katrin}},
  booktitle    = {{Entdecken, lehren und forschen im Schülerlabor}},
  editor       = {{van Vorst, Helena}},
  location     = {{Bochum}},
  title        = {{{Neue Wege für das Schülerlabor – Rahmenbedingungen eines mobilen Schülerlabors}}},
  volume       = {{45}},
  year         = {{2025}},
}

@inbook{63867,
  author       = {{Freitag, Christine and Temmen, Katrin}},
  booktitle    = {{Sustainable Energy Development in East Africa: Interdisciplinary Approaches}},
  editor       = {{Freitag, Christine and Temmen, Katrin and Hehenkamp, Burkhard and Klaus, Tobias and Krauter, Stefan}},
  pages        = {{17--19}},
  title        = {{{Introduction}}},
  year         = {{2025}},
}

@book{63598,
  editor       = {{Freitag, Christine and Temmen, Katrin and Hehenkamp, Burkhard and Klaus, Tobias and Krauter, Stefan}},
  isbn         = {{9783987264979}},
  publisher    = {{oekom Verlag}},
  title        = {{{Sustainable Energy Development in East Africa: Interdisciplinary Approaches}}},
  doi          = {{10.14512/9783987264979}},
  year         = {{2025}},
}

@inbook{62188,
  author       = {{Vernholz, Mats and Jonas-Ahrend, Gabriela and Temmen, Katrin}},
  booktitle    = {{Zukünfte technischer Bildung}},
  editor       = {{Wiemer, Tobias and Binder, Martin and Penning, Isabelle}},
  location     = {{Halle/Saale}},
  title        = {{{„Und ich sag mal, Theorie und Praxis ist zweierlei“. Wie können Praxisphasen Lehramtsstudierende auf zukünftige Anforderungen vorbereiten? }}},
  doi          = {{https://doi.org/10.25932/publishup-67926}},
  volume       = {{26}},
  year         = {{2025}},
}

@inproceedings{62041,
  author       = {{Reckmann, Eileen and Temmen, Katrin}},
  booktitle    = {{EDULEARN Proceedings}},
  editor       = {{Gómez Chova, Luis  and González Martínez, Chelo and Lees, Joanna}},
  issn         = {{2340-1117}},
  publisher    = {{IATED}},
  title        = {{{Intrinsic Motivation in Stem Outreach: An Analysis of External Factors in Voluntary and School-Based Lab Settings}}},
  doi          = {{10.21125/edulearn.2025.2462}},
  volume       = {{1}},
  year         = {{2025}},
}

@inproceedings{64664,
  author       = {{Reckmann, Eileen and Temmen, Katrin}},
  location     = {{Schwäbisch Gmünd}},
  title        = {{{Technik im Fokus: Eine qualitative Analyse kindlicher Themenwünsche in der non-formalen MINT-Bildung }}},
  year         = {{2025}},
}

@inproceedings{64795,
  author       = {{Ebert, Marc and Temmen, Katrin}},
  location     = {{Oldenburg}},
  title        = {{{Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema}}},
  year         = {{2025}},
}

@inproceedings{60226,
  author       = {{Koppius, Sebastian Niklas and Beutner, Marc and Krings, Sarah Claudia and Schäfers, Johannes and Temmen, Katrin and Sauer, Stefan and Pieper, Carsten and Schuba, Kornelia}},
  location     = {{Paderborn}},
  pages        = {{122--129}},
  title        = {{{Die Ausbildung von morgen gestalten: mit 5G und für 5G.}}},
  volume       = {{23}},
  year         = {{2025}},
}

@inproceedings{60886,
  author       = {{Bode, Henrik and Wegener, Ralf and Werle, Matthias and Siebert, Kerstin and Kiel, Martin and Temmen, Katrin}},
  booktitle    = {{EDULEARN25 Proceedings}},
  location     = {{Palma, Spain}},
  pages        = {{4270--4276}},
  title        = {{{“GET IT DIGITAL”: A SYSTEMATIC APPROACH TO DEVELOPING MULTIMEDIA OER LECTURE MATERIAL IN ELECTRICAL ENGINEERING}}},
  doi          = {{https://doi.org/10.21125/edulearn.2025.1110}},
  year         = {{2025}},
}

@inproceedings{60892,
  abstract     = {{At Paderborn University, an AR-based app is being developed to prepare electrical engineering students for laboratory work. This paper aims to review the development of AR since 2010, particularly in technical university laboratories, through a systematic literature review. The study investigates AR's relevance in university teaching and examines specific AR applications in laboratory settings.
Using a mixed-method approach, the research first employs a web crawler to gather 27,249 articles from the Lens database, followed by a bibliometric analysis. Further, Google Scholar is used to find 374 articles related to AR in scientific and technical laboratories, with 51 significant ones evaluated for application areas, findings, and other criteria.
The findings show that AR in education is a growing trend, with a significant increase in publications and citations in recent years. Most studies focus on marker-based mobile AR applications, assessing aspects like motivation and user experience through surveys and interviews. However, there's limited research on AR's learning effectiveness in laboratories, partly due to the scarcity of technical equipment. One study found no significant learning impact from AR.}},
  author       = {{Alptekin, Mesut and Froese, Lennart and Temmen, Katrin}},
  booktitle    = {{Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)}},
  keywords     = {{Augmented Reality, Mixed Reality, Literature Review, Bibliometric Analysis, Education \and Laboratories}},
  location     = {{Fukuoka, Japan}},
  pages        = {{427}},
  publisher    = {{Springer Nature}},
  title        = {{{Quantitative and Qualitative Literature Review of Augmented Reality in Teaching}}},
  volume       = {{432}},
  year         = {{2025}},
}

@inproceedings{61396,
  author       = {{Nölle, Florian and Schmid, Hans-Joachim and Bentrup, Leon Alexander and Temmen, Katrin}},
  booktitle    = {{MINT-Symposium}},
  location     = {{Nürnberg}},
  title        = {{{Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag)}}},
  year         = {{2025}},
}

@inbook{62039,
  author       = {{Vernholz, Mats and Temmen, Katrin}},
  booktitle    = {{Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training}},
  editor       = {{Quintana-Murci, Elena and Salva-Mut, Francisca and Stalder, Barbara Elisabeth and Nägele, Christof}},
  publisher    = {{LibreCat University}},
  title        = {{{Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students' Motives}}},
  doi          = {{10.5281/ZENODO.15364031}},
  year         = {{2025}},
}

@inbook{65032,
  abstract     = {{Despite its status as a key enabling technology, the adoption of 5G in
industry remains limited, mainly due to a lack of expertise, which can be addressed
by incorporating 5G training into vocational schools. Since Augmented Reality
(AR) faces similar challenges, it is used as the 5G application. This research aims
to determine the extent to which a learning unit using 5G and AR for collaborative
work can increase the intention to use these technologies in the vocational setting
and gathers the factors that make up 5G acceptance. It is based on the Technology Acceptance Model 2 (TAM2). The sample includes 23 industrial mechanics
students who participated in the developed learning unit. All items are scored on
seven-tiered Likert scales (0 “totally disagree”; 6 “totally agree”).
The results showed a non-significant change in behavioural intention to use
5G, with a mean of 4.95 (SD: 1.18) for the pre-test and 4.43 (SD: 1.68) for the posttest. The change in intention to use AR did not change significantly either, from
3.12 (SD: 1.38) at pre-test to 3.37 (SD: 1.16) at post-test. The factors Perceived
Usefulness, Image, and Relevance had the lowest mean scores, indicating areas for
targeted improvement. The significant change in Output Quality ratings is likely to
reflect initial overestimation by students. The difference in Behavioural Intentions
between 5G and AR suggests that AR may not be an effective technology for
increasing 5G adoption in educational contexts. One recommendation is to address
5G in the learning unit not only indirectly.}},
  author       = {{Schäfers, Johannes and Temmen, Katrin}},
  booktitle    = {{Proceedings of the 27th International Conference on Interactive Collaborative Learning (ICL2024), Volume 4}},
  editor       = {{Auer, Michael E. and Rüütmann, Tiia}},
  isbn         = {{9783031835193}},
  issn         = {{2367-3370}},
  keywords     = {{5G, Key Technology, TAM · Augmented Reality, VET}},
  location     = {{Tallinn}},
  pages        = {{84 – 91}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{The Influence of an Immersive-Collaborative Learning Unit on the Technology Acceptance of 5G and AR of Industrial Mechanic Students}}},
  doi          = {{10.1007/978-3-031-83520-9_8}},
  volume       = {{1281}},
  year         = {{2025}},
}

@inproceedings{65034,
  author       = {{Schäfers, Johannes and Vernholz, Mats and Jonas-Ahrend, Gabriela and Temmen, Katrin}},
  location     = {{Potsdam}},
  title        = {{{Vom Prompt zur Praxis – Kooperatives Seminarkonzept zur KI-gestützten Unterrichtsentwicklung in der gewerblich-technischen Lehramtsausbildung}}},
  year         = {{2025}},
}

@article{55782,
  abstract     = {{Schülerlabore haben unter anderem zum Ziel, die Motivation, insbesondere das Interesse – i.S. einer gegenstandsbezogenen Motivation – von Schüler*innen an MINT-Themen und -Arbeitsweisen zu fördern. Darüber hinaus konnten sie sich schneller und produktiver als die formalen Bildungsorte den Herausforderungen der digitalen Transformation stellen. Das Potenzial, Schülerlabore auch als innovative Orte der Lehrkräftefortbildung (LFB) zu nutzen und digitalisierungsbezogene Kompetenzen bei Lehrkräften aufzubauen, wurde bisher nicht ausgeschöpft. Im Verbundprojekt mit insgesamt acht Standorten werden Schülerlabore zu LFB-Labs-digital ausgebaut und die Frage nach Implementierungsvoraussetzungen gelingender Fortbildungen in der digitalen Welt im MINT-Bereich bearbeitet. In diesem Artikel werden die theoretische Fundierung, Ziele und anvisierten Forschungsarbeiten des Verbunds LFB-Labs-digital dargelegt. Zur Unterstützung der mit der forschungsbasierten Qualitätsentwicklung der MINT-bezogenen Aus-, Fort- und Weiterbildung von Lehrkräften betrauten Einrichtungen in den Ländern sollen in Kooperation mit dem Kompetenzzentrum MINT des Bundes die Lernorte „Schülerlabore“ für die digitale LFB erschlossen werden, um vermittelt hierüber die Motivation von Schüler*innen für die MINT-Fächer zu fördern. Die in den Schülerlaboren evaluierten und vom fächerübergreifenden adaptiven Qualitätsmanagement für die LFB wissenschaftlich begleiteten Good-Practice-Beispiele werden zur Grundlage für den „Referenzrahmen LFB-Labs-digital“. Dieser wird – vor dem Hintergrund einer Ergebnistriangulation aus der Begleitforschung sowie den damit parallelisierten Studien zur Evidenzbasierung der Lehrkräftequalifizierung in der digitalen Welt und dem Musterqualitätshandbuch LFB – entwickelt und von einem Implementierungsbeirat mit ausgewiesenen Expert*innen in diesem Bereich auf Transferoptionen hin geprüft. Die digitale Infrastruktur für die LFB-Labs-digital-Veranstaltungsformate wird hierzu prozessbegleitend ausgebaut.}},
  author       = {{Kirchhoff, Tim and Schwedler, Stefanie and Abels, Simone and Acher, Andres and Anselmetti, Dario and Besa, Kris-Stephen and Biehl, Jonathan and Blumberg, Eva and Breiter, Andreas and Brückmann, Maja and Büntemeyer, Doreen and El Tegani, Mahdi and Engelhardt, Alex and Grotjohann, Norbert and Kiel, Celina and Kleine, Michael and Koerber, Rolf and Lambrecht, Maike and Lehmenkühler, Anna and Meyer, David and Mußhoff, Alina and Panhorst, Maren and Peperkorn, Colin and Röllke, Kerstin and Roth, Jürgen and Schäfers, Maria Sophie and Schüler, Henning and Stinken-Rösner, Lisa and Strauß, Sebastian and Stricker, Janne and Temmen, Katrin and Tönsing, Katja and Verständig, Dan and Wegner, Claas and Wellensiek, Nicole and Wenzel, Annkathrin and Wördemann, Daniela and Ziegler, Matthias and Heinrich, Martin and Wilde, Matthias}},
  journal      = {{PFLB – PraxisForschungLehrer*innenBildung}},
  number       = {{1}},
  pages        = {{130–155}},
  title        = {{{LFB-Labs-digital: Schülerlabore als Ort der Lehrkräftefortbildung in der digitalen Welt: Ein Bericht zur Konzeption eines Verbundprojektes}}},
  doi          = {{https://doi.org/10.11576/pflb-7349}},
  volume       = {{6}},
  year         = {{2024}},
}

@inproceedings{58230,
  author       = {{Vernholz, Mats and Temmen, Katrin}},
  booktitle    = {{Book of Abstracts zum 8. Technikdidaktik-Symposium}},
  editor       = {{Zinn, Bernd and Tenberg, Ralf and Pittich, Daniel}},
  title        = {{{Vergleichsprozesse und ihr Einfluss auf die selbst wahrgenommenen Fähigkeiten angehender gewerblich-technischer Lehrkräfte}}},
  year         = {{2024}},
}

@inproceedings{58229,
  author       = {{Vernholz, Mats and Temmen, Katrin}},
  location     = {{Dresden}},
  title        = {{{Im Spannungsfeld zwischen Fach- und Bildungswissenschaft - Einflussfaktoren auf die Selbsteinschätzungen gewerblich-technischer Lehramtsstudierender in den verschiedenen Bereichen des Master of Education}}},
  year         = {{2024}},
}

@inproceedings{58226,
  author       = {{Vernholz, Mats and Schäfers, Johannes and Jonas-Ahrend, Gabriela and Temmen, Katrin}},
  location     = {{München}},
  title        = {{{Uni trifft Schule - Kooperative Unterrichtsentwicklung unter Einbezug von KI in der gewerblich-technischen Lehramtsausbildung}}},
  year         = {{2024}},
}