@article{34819,
  abstract     = {{Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.}},
  author       = {{Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}},
  issn         = {{1862-5215}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Facilitator professional development, Early childhood teachers, Teaching, experience, Early mathematics education}},
  number       = {{6}},
  pages        = {{1455–1480}},
  publisher    = {{Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}},
  title        = {{{Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}}},
  doi          = {{10.1007/s11618-022-01122-y}},
  volume       = {{25}},
  year         = {{2022}},
}

@article{39362,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>This article presents an overview of characteristics of Citizen Social Science (CSS) in Germany. CSS is defined as scientific research in the humanities and social sciences, carried out in cooperation between professional and non-professional researchers. The study draws on an online survey and semi-structured interviews with project coordinators and co-researchers. It finds that participatory research activities in the humanities and social sciences are very diverse in their disciplinary traditions and organisational settings. Key features of CSS activities initiated inside as well as outside academic institutions are analysed to understand patterns of participation and cooperation. The results show that CSS activities are frequently realised in heterogeneous consortia of academic and non-academic partners. These consortia influence interactions between professional and non-professional researchers. To investigate these observations further, the article extends the analytical gaze from participation of individual volunteers to various forms of cooperation in consortia. This shift in attention brings to sight additional actors and activities that are usually not, or only marginally, considered in discussions about C(S)S. Staff of civil society organisations, municipalities, schools or cross-sectoral initiatives as well as university students are involved in making CSS work. In addition to research tasks, CSS rests on science communication, project management and intermediation activities. This extended perspective captures more diverse constellations of knowledge production in participatory research in the social sciences and humanities than the common focus on participation. In this way, the article aims to lay the groundwork for understanding the functioning of CSS beyond aspects described by the concept of invited and uninvited participation. It shows that CSS activities are not limited to capacitating lay people for participation in science. A more adequate description is that such projects are concerned with facilitating cooperation with co-researchers and other partners in consortia inside and outside of academia. On this basis, the article introduces the notion of cooperation capacity as a heuristic device to propose new prompts for research on CSS as well as for supporting CSS practice.</jats:p>}},
  author       = {{Göbel, Claudia and Mauermeister, Sylvi and Henke, Justus}},
  issn         = {{2662-9992}},
  journal      = {{Humanities and Social Sciences Communications}},
  keywords     = {{General Economics, Econometrics and Finance, General Psychology, General Social Sciences, General Arts and Humanities, General Business, Management and Accounting}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Citizen Social Science in Germany—cooperation beyond invited and uninvited participation}}},
  doi          = {{10.1057/s41599-022-01198-1}},
  volume       = {{9}},
  year         = {{2022}},
}

@inbook{43231,
  author       = {{Podworny, Susanne and Frischemeier, Daniel and Biehler, Rolf}},
  booktitle    = {{Statistics for Empowerment and Social Engagement}},
  isbn         = {{9783031207471}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Civic Statistics for Prospective Teachers: Developing Content and Pedagogical Content Knowledge Through Project Work}}},
  doi          = {{10.1007/978-3-031-20748-8_15}},
  year         = {{2022}},
}

@inproceedings{33997,
  abstract     = {{Digital platforms have already led to disruptions in multiple B2C markets and are becoming increasingly dominant in B2B markets. As a result, more and more companies are trying to participate in the platform economy. However, the successful development and operation of a digital platform is associated with significant challenges, which leads to 85% of all platforms failing. A core challenge is the dynamic nature of the platform economy, with varying strategic objectives at different stages in the platform lifecycle. Platform operators must continuously monitor platform progress and adjust their strategy.
Utilizing action research in the real-world platform project AI Marketplace, we developed a lifecycle-oriented performance management approach for digital platforms in B2B markets. It enables platform operators to reflect on their position in the platform lifecycle, derive relevant strategic objectives, and monitor them with suitable key performance indicators. Hence, allowing them to secure the long-term success of their platform business.}},
  author       = {{Özcan, Leon and Kirchberg, Lisa Irene and Koldewey, Christian and Dumitrescu, Roman}},
  booktitle    = {{The Role of Innovation: Past, Present, Future}},
  editor       = {{Bitran, Iain and Bitetti, Leandro and  Conn, Steffen and Fishburn, Jessica and Huizingh, Eelko  and Torkkeli, Marko and Yang, Jialei}},
  keywords     = {{Digital Platform, Two-Sided Market, Multi-Sided Market, Platform Lifecycle, Platform Monitoring, Performance Management}},
  location     = {{Athens}},
  title        = {{{Performance Management Approach for Digital Platforms in B2B Markets}}},
  year         = {{2022}},
}

@inproceedings{50288,
  author       = {{Daniel-Söltenfuß, Desiree and Breuing, Friederike}},
  location     = {{Universität Paderborn}},
  title        = {{{Innovation and transfer processes in the German VET-system. Insights into the meta-research project 'ITiB'}}},
  year         = {{2022}},
}

@article{61167,
  author       = {{Aschebrock, Kathrin}},
  issn         = {{2730-7212}},
  journal      = {{Forum Kinder- und Jugendsport}},
  number       = {{2}},
  pages        = {{150--153}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Gedankensprung unterstützt exekutive Funktionen}}},
  doi          = {{10.1007/s43594-022-00081-w}},
  volume       = {{3}},
  year         = {{2022}},
}

@book{26649,
  abstract     = {{Within the scope of the research project, four new mechanical joining processes for the singlestage, pre-hole-free joining of FRP-FRP joints were further developed. For this purpose, the joining processes under consideration were first implemented on existing equipment at the research institute. Based on the successful adaptation of the joining processes, characteristics of the joints were documented by means of micrographs and observation of external characteristics, on the basis of which measures for process modification were derived. The process modifications were carried out on a process-specific basis for a selected GFRPGFRP joint. The aim was to improve the joint quality, in particular with regard to the reduction of laminate damage, by means of targeted element and tool development in addition to the increase in process stability. Based on these results, a realistic suitability evaluation of the
joining methods was carried out with regard to process and manufacturing flexibility. As a result, two self-piercing riveting processes, which showed the greatest suitability potential, were examined in more detail to analyse the application limits. In the process, the joints were sampled on further material combinations with varied fibre and matrix systems. In addition, joints with adhesive were investigated, in which the influence of the adhesive viscosity on the joint properties was analysed. The joint properties of the new joining method were then comprehensively determined by tensile tests under quasi-static, cyclic loads. Finally, the behaviour of the optimised joints under corrosive load was characterised in the salt spray test. Through the targeted process modifications in this project, the FRP-FRP joints can be joined
with less damage, enabling improved joint quality in the FRP-based components.}},
  author       = {{Han, Daxin and Meschut, Gerson}},
  isbn         = {{978-3-86776-618-0}},
  title        = {{{Mechanisches Fügen von FKV-FKV-Verbindungen}}},
  year         = {{2021}},
}

@inproceedings{21639,
  abstract     = {{The development of effective business models is an essential task in highly competitive markets like mobile ecosystems. Existing development methods for these business models do not specifically focus that the development process profoundly depends on the situation (e.g., market size, regulations) of the mobile app developer. Here, a mismatch between method and situation can lead to poor resource management and longer development cycles. In software engineering, situational method engineering is used for software projects to configure a development method out of a method repository based on the project situation. Analogously, we support creating situation-specific business model development methods with a method base and new user roles. Here, the method engineer obtains the knowledge of the domain expert and stores it in the method base as elements, building blocks, and patterns. The expert knowledge is derived from a grey literature review on mobile development processes. After this, the method engineer constructs the development method based on the described situation of the business developer. We provide an open-source tool and evaluate it by constructing a local event platform's business model development method.    }},
  author       = {{Gottschalk, Sebastian and Yigitbas, Enes and Nowosad, Alexander and Engels, Gregor}},
  booktitle    = {{Enterprise, Business-Process and Information Systems Modeling}},
  keywords     = {{Business Model Development, Situational Method Engineering, Mobile App, Business Model Development Tools}},
  publisher    = {{Springer}},
  title        = {{{Situation-specific Business Model Development Methods for Mobile App Developers}}},
  doi          = {{10.1007/978-3-030-79186-5_17}},
  year         = {{2021}},
}

@inproceedings{24017,
  abstract     = {{In developing complex technical systems, requirements are subject to continuous change. Systematic and holistic change impact analysis and proactive measures are required for reducing the number of requirement changes and their negative impact. There is no method to analyse the holistic impact of a requirement change in the context of developing complex technical systems. Holistic analysis requires to consider the local effects of requirement changes as well as effects from change propagation. To develop an approach for holistic change propagation and impact analysis, twelve performance goals are defined. Those are derived from a state of research analysis as well as an industry workshop. A three-step method is proposed. Firstly, requirement dependencies that cause change propagation are detected. Secondly, critical requirements are automatically identified based on a Page Rank algorithm. Thirdly, change impact of critical requirements is analysed based on a guideline. Validation proves that ten goals are fulfilled and two are partly fulfilled. The method addresses major shortcomings of preceding research and enables sound decision making for development engineers both before a change occurs and during decision process on a change request. This helps to reduce negative change impact in development projects and the risk of project failure.}},
  author       = {{Gräßler, Iris and Oleff, Christian and Preuß, Daniel}},
  editor       = {{Wagner, Beverly and Wilson, Juliette}},
  location     = {{Strathclyde/Glasgow}},
  title        = {{{Holistic change propagation and impact analysis in requirements management}}},
  year         = {{2021}},
}

@article{48109,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>In this paper, we will describe an introduction to Data Science for secondary school students. We will report on the design and implementation of an introductory unit on “Data and data detectives with CODAP” in which secondary school students used the online tool CODAP to explore real and meaningful survey data on leisure time activities and media use (so‐called JIM‐PB data) in a statistical project setting as a starting point for data science. The JIM‐PB data set served as a valuable data set that offered meaningful and exciting opportunities for data exploration for secondary school students, and CODAP proved to be a valuable tool for the first explorations of this data.</jats:p>}},
  author       = {{Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}},
  issn         = {{0141-982X}},
  journal      = {{Teaching Statistics}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{S1}},
  publisher    = {{Wiley}},
  title        = {{{A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data}}},
  doi          = {{10.1111/test.12283}},
  volume       = {{43}},
  year         = {{2021}},
}

@inbook{47957,
  author       = {{Schneider, Jennifer Nicole}},
  booktitle    = {{Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}},
  editor       = {{Beutner, Marc  and Pechuel, Rasmus and Schneider, Jennifer }},
  pages        = {{57 -- 62 }},
  title        = {{{Digital transformation in industry}}},
  year         = {{2021}},
}

@inbook{47966,
  author       = {{Schneider, Jennifer }},
  booktitle    = {{Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}},
  editor       = {{Beutner, Marc  and Pechuel, Rasmus and Schneider, Jennifer}},
  pages        = {{150 -- 165}},
  title        = {{{Teaching and Learning Materials}}},
  year         = {{2021}},
}

@article{49891,
  abstract     = {{<jats:p>This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.</jats:p>}},
  author       = {{Neuhausen, Timo and Wernicke, Carsten and Ahlers, Michael}},
  issn         = {{1752-7066}},
  journal      = {{Journal of Music, Technology &amp; Education}},
  keywords     = {{Music, Education, Music Technology}},
  number       = {{2}},
  pages        = {{287--304}},
  publisher    = {{Intellect}},
  title        = {{{Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets}}},
  doi          = {{10.1386/jmte_00027_1}},
  volume       = {{13}},
  year         = {{2021}},
}

@article{51004,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>For Émilie Du Châtelet, I argue, a central role of the principle of sufficient reason is to discriminate between better and worse explanations. Her principle of sufficient reason does not play this role for just any conceivable intellect: it specifically enables understanding for minds like ours. She develops this idea in terms of two criteria for the success of our explanations: “understanding how” and “understanding why.” These criteria can respectively be connected to the <jats:italic>determinateness</jats:italic> and <jats:italic>contrastivity</jats:italic> of explanations. The crucial role Du Châtelet’s principle of sufficient reason plays in identifying good explanations is often overlooked in the literature, or else run together with questions about the justification and likelihood of explanations. An auxiliary goal of the article is to situate Du Châtelet’s principle of sufficient reason with respect to some of the general epistemological and metaphysical commitments of her <jats:italic>Institutions de Physique</jats:italic>, clarifying how it fits into the broader project of that work.</jats:p>}},
  author       = {{Wells, Aaron}},
  issn         = {{0038-4283}},
  journal      = {{The Southern Journal of Philosophy}},
  keywords     = {{Philosophy}},
  number       = {{4}},
  pages        = {{629--655}},
  publisher    = {{Wiley}},
  title        = {{{Du Châtelet on Sufficient Reason and Empirical Explanation}}},
  doi          = {{10.1111/sjp.12433}},
  volume       = {{59}},
  year         = {{2021}},
}

@inbook{47962,
  author       = {{Schneider, Jennifer Nicole}},
  booktitle    = {{Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}},
  editor       = {{Beutner, Marc  and Pechuel, Rasmus and Schneider, Jennifer}},
  pages        = {{87 -- 100}},
  title        = {{{Digitalisation in the Classroom – Learning Tools}}},
  year         = {{2021}},
}

@book{47978,
  editor       = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer Nicole}},
  title        = {{{Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project}}},
  year         = {{2021}},
}

@misc{27874,
  author       = {{Ayllón, Sara and Casamassima, Gianna and Drossel, Kerstin and Eickelmann, Birgit and Hyggen, Christer and Lado, Samuel and Port, Sonja and Broekstra, Nienke}},
  publisher    = {{DigiGen - working paper series}},
  title        = {{{Digital diversity across Europe. Policy brief September 2021 of Working Package 2 'Mapping digital transformations across Europe' in Horizon-2020-Project DigiGen}}},
  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}},
}

@inproceedings{28415,
  author       = {{Hanses, Hendrik and Horwath, Ilona}},
  booktitle    = {{Book of Abstracts 37th Danubia Adria Symposium on Advances in Experimental Mechanics}},
  editor       = {{Holl, Helmut J.}},
  isbn         = {{978-3-9504997-0-4}},
  location     = {{Linz}},
  title        = {{{PROJECT FOR THE DEVELOPMENT OF OPERATIONAL AND DEMAND-ORIENTED FIREFIGHTING EQUIPMENT}}},
  year         = {{2021}},
}

@article{37285,
  abstract     = {{<jats:p>In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (&lt;em&gt;Potenzialanalysen&lt;/em&gt;) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called &lt;em&gt;Potenzialanalysen&lt;/em&gt;. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.</jats:p>}},
  author       = {{Dahmen, Stephan}},
  issn         = {{2183-2803}},
  journal      = {{Social Inclusion}},
  keywords     = {{Sociology and Political Science, Social Psychology}},
  number       = {{3}},
  pages        = {{347--360}},
  publisher    = {{Cogitatio}},
  title        = {{{Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?}}},
  doi          = {{10.17645/si.v9i3.4354}},
  volume       = {{9}},
  year         = {{2021}},
}