@inproceedings{40476,
  author       = {{Tenberge, Claudia and Gödiker, Manon}},
  editor       = {{PATT38 Organizing Committee , PATT 38}},
  location     = {{Turku}},
  pages        = {{24--25}},
  title        = {{{The ‚teachwodd training concept’ a contribution to the implementation of practical technological learning in primary schools. }}},
  year         = {{2021}},
}

@article{37644,
  abstract     = {{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.}},
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  issn         = {{1893-1774}},
  journal      = {{TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}},
  keywords     = {{Inclusion, basic needs, Technology Education, Primary Education, autonomy, competence, social relatedness}},
  location     = {{Rauma (FIN)}},
  number       = {{2}},
  pages        = {{322--331}},
  publisher    = {{TECHNE SERIES}},
  title        = {{{Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}}},
  volume       = {{28}},
  year         = {{2021}},
}

@inbook{39458,
  author       = {{Scheibe, Volker  and Stein, Gerd and Tenberge, Claudia and Bohrmann, Mareike}},
  booktitle    = {{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}},
  pages        = {{235--250}},
  title        = {{{Vom rollfähigen zum programmierbaren Fahrzeug. }}},
  year         = {{2021}},
}

@inbook{39459,
  author       = {{Tenberge, Claudia}},
  booktitle    = {{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}},
  pages        = {{305--315}},
  title        = {{{Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur.}}},
  year         = {{2021}},
}

@inbook{39454,
  author       = {{Austermann, Ulrike and Gais, Berenike and Tenberge, Claudia}},
  booktitle    = {{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}},
  pages        = {{35--50}},
  title        = {{{"Wie lang ist der Dinosaurier?" Entwicklung eines Messrads zum Messen gekrümmter Linien. }}},
  year         = {{2021}},
}

@book{39448,
  editor       = {{Möller, Kornelia and Tenberge, Claudia and Bohrmann, Mareike}},
  title        = {{{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}}},
  year         = {{2021}},
}

@inproceedings{33545,
  author       = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}},
  booktitle    = {{Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}},
  editor       = {{Habig, Sebastian}},
  pages        = {{609--612}},
  title        = {{{Unterstützung des Modellierungsprozesses durch Analogiebildung im Sachunterricht}}},
  volume       = {{41}},
  year         = {{2021}},
}

@article{39465,
  author       = {{Opel, Simone and Nordemann, Lina and Schulte, Carsten and Tenberge, Claudia}},
  journal      = {{Merz Medien + Erziehung. Zeitschrift für Medienpädagogik. }},
  title        = {{{Mensch, Maschine! Ein unplugged-Einstieg in KI und maschinelles Lernen.}}},
  year         = {{2020}},
}

@inbook{40080,
  author       = {{Tenberge, Claudia and Lange, Kim  and Möller, Kornalia }},
  booktitle    = {{Bedingungen des Lehrens und Lernens in der Grundschule – Bilanz und Perspektiven. }},
  editor       = {{Hellmich, Frank  and Hoya, Fabian}},
  title        = {{{„Praktische Aktivitäten“ im physikbezogenen Sachunterricht der Grundschule und im physikalischen Anfangsunterricht der Sekundarstufe – ein Vergleich. }}},
  year         = {{2012}},
}

@inbook{40475,
  author       = {{Tenberge, Claudia}},
  booktitle    = {{Förderung des wissenschaftlichen Nachwuchses}},
  editor       = {{Hartinger, Andreas  and Kahlert, Joachim}},
  pages        = {{219--234}},
  title        = {{{Zur Förderung der Persönlichkeitsentwicklung in handlungsintensiven Lernformen im naturwissenschaftlich-technischen Sachunterricht. }}},
  year         = {{2005}},
}