@book{32394, editor = {{Karsten, Andrea and Haacke-Werron, Stefanie}}, publisher = {{wbv}}, title = {{{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}}}, year = {{2024}}, } @inbook{44862, author = {{Peckhaus, Volker}}, booktitle = {{New Perspectives on Neo-Kantianism and the Sciences}}, editor = {{Pulte, Helmut and Nickel, Gregor}}, publisher = {{Routledge}}, title = {{{(Neo-)Kantian Foundation of Foundations: The Göttingen Case}}}, year = {{2024}}, } @inbook{44861, author = {{Peckhaus, Volker}}, booktitle = {{Geschichte der Tagungen am MFO, 1944 bis 1960er Jahre}}, editor = {{Remenyi, Maria and Remmert, Volker and Schappacher , Norbert }}, title = {{{Die Neuformierung der Mathematischen Logik im Nachkriegsdeutschland}}}, year = {{2024}}, } @misc{37062, author = {{Peckhaus, Volker}}, booktitle = {{Neue Deutsche Biographie Deutschland Online }}, title = {{{Fraenkel, Abraham A. }}}, year = {{2024}}, } @inbook{44860, author = {{Peckhaus, Volker}}, booktitle = {{Der Geist der kritischen Schule. Kantisches Denken in der Tradition von Jakob Friedrich Fries und Leonard Nelson im 20. Jahrhundert: Wirkungen und Aktualität}}, editor = {{Hermann, Kay and Schwitzer, Boris}}, publisher = {{SpringerNature}}, title = {{{Kritische Mathematik und die Axiomatik Hilberts}}}, year = {{2024}}, } @misc{17740, author = {{Peckhaus, Volker}}, booktitle = {{The Stanford Encyclopedia of Philosophy, first published Sep 4, 2009, substantive revision Feb 2, 2024}}, editor = {{Zalta, Edward N.. and Nodelman, Uri}}, title = {{{Leibniz’s Influence on 19th Century Logic}}}, year = {{2024}}, } @misc{51301, author = {{Schmidt, Rebecca}}, booktitle = {{SozMethode}}, title = {{{Automatische Transkriptionssoftware – ein Erfahrungsbericht. }}}, year = {{2024}}, } @inbook{51790, author = {{Richter, Susanne}}, booktitle = {{Inklusiver Kinderschutz – Anforderungen, Herausforderungen, Perspektiven}}, editor = {{Kieslinger, Daniel and Owsianowski, Judith}}, isbn = {{978-3-7841-3666-0}}, publisher = {{Lambertus}}, title = {{{Herausforderungen in der inklusiven Mädchenarbeit: Begleitforschung der „Inklusiven anonymen Zuflucht“ des Mädchenhaus Bielefeld e.V.}}}, year = {{2024}}, } @article{37024, author = {{Knoll, Lisa and Fraser, Alec}}, journal = {{Economy and Society}}, title = {{{Social Impact Bond assetization struggles: A comparative case study of the United Kingdom and Germany}}}, doi = {{https://doi.org/10.1080/03085147.2024.2309802}}, year = {{2024}}, } @article{53072, abstract = {{Negated statements require more processing efforts than assertions. However, in certain contexts, repeating negations undergo adaptation, which over time mitigates the effort. Here, we ask negations hamper visual processing and whether consecutive repetitions mitigate its influence. We assessed the overall attentional capacity and its distribution, the relative weight, quantitatively using the formal Theory of Visual Attention (TVA). Here, we employed a very simple form for negations, binary negations. Negated instructions, expressing the only alternative to the core supposition, were cognitively demanding, resulting in a loss of attentional capacity in three experiments. The overall attentional capacity recovered gradually but stagnated at a lower level than with assertions, even after many repetitions. Additionally, negations distributed the attention equally between target and reference stimulus. Repetitions slightly increased the reference' share of attention. Assertions, on the other hand, shifted the attentional weight towards the target. Few repetitions slightly decreased the bias towards the target, many repetitions increased the bias.}}, author = {{Banh, Ngoc Chi and Tünnermann, Jan and Rohlfing, Katharina J. and Scharlau, Ingrid}}, journal = {{Attention, Perception, & Psychophysics}}, title = {{{Benefiting from Binary Negations? Verbal Negations Decrease Visual Attention and Balance Its Distribution}}}, year = {{2024}}, } @inproceedings{53069, author = {{Banh, Ngoc Chi and Scharlau, Ingrid}}, location = {{Regensburg}}, title = {{{Effects of task difficulty on visual processing speed}}}, year = {{2024}}, } @inbook{35681, author = {{Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper, Niclas}}, booktitle = {{Practice-Oriented Research in Tertiary Mathematics Education}}, isbn = {{9783031141744}}, issn = {{1869-4918}}, pages = {{91--117}}, publisher = {{Springer International Publishing}}, title = {{{Framing Goals of Mathematics Support Measures}}}, doi = {{10.1007/978-3-031-14175-1_5}}, year = {{2023}}, } @misc{38103, author = {{Peckhaus , Volker}}, booktitle = {{Zentralblatt für Mathematik und ihre Grenzgebiete}}, title = {{{Tschirk, Wolfgang. "Vom Universum des Denkens. Eine Geistesgeschichte der Logik". Springer: Berlin 2022, xvii, 117 S.}}}, year = {{2023}}, } @article{43094, abstract = {{}}, author = {{Heck, Tamara and Steinhardt, Isabel and Rahal, Rima-Maria and Schubotz, Moritz and Scholl, Dominik and Behrens, Sarah}}, issn = {{2367-7163}}, journal = {{Research Ideas and Outcomes}}, keywords = {{Open Science}}, publisher = {{Pensoft Publishers}}, title = {{{Bootstrapping the Open Science culture: The fellowship approach}}}, doi = {{10.3897/rio.9.e103675}}, volume = {{9}}, year = {{2023}}, } @article{45655, author = {{FitzGerald, Clare and Fraser, Alec and Kimmitt, Jonathan and Knoll, Lisa and Williams, James}}, issn = {{1096-7494}}, journal = {{International Public Management Journal}}, keywords = {{Public Administration, Business and International Management}}, number = {{3}}, pages = {{329--338}}, publisher = {{Informa UK Limited}}, title = {{{Outcomes-based contracting and public management reform: Lessons from a decade of experimentation}}}, doi = {{10.1080/10967494.2023.2170504}}, volume = {{26}}, year = {{2023}}, } @article{47065, abstract = {{The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given.}}, author = {{Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}}, journal = {{Enterprise Modelling and Information Systems Architectures}}, keywords = {{conceptual modeling, higher education, competence-oriented assessment, task analysis, graphical modeling}}, title = {{{Comparison of Required Competences and Task Material in Modeling Education}}}, doi = {{10.18417/EMISA.18.7}}, volume = {{18}}, year = {{2023}}, } @article{47141, abstract = {{The development of good conditions for research is an essential task of research institutions, which in practice is nowadays mostly performed by science managers. Research in the field of science management in Germany mainly refers to developments at universities, whereas little is known about the situation at so called non-university research organisations. At the same time, there are hardly any statistics on the size of the science management in Germa-ny. In order to take first steps towards exploring these parallel universes, this article presents a comparative mapping of science management at universities and non-university research organisations for Germany by drawing on a special analysis of the German Federal Statistical Office and an online survey.}}, author = {{Schneider, Sebastian and Mauermeister, Sylvi and Henke, Justus and Aust, Robert}}, journal = {{Hochschulmanagement. Zeitschrift für die Leitung, Entwicklung und Selbstverwaltung von Hochschulen und Wissenschaftseinrichtungen.}}, number = {{18}}, pages = {{1--8}}, title = {{{Parallele Universen des Wissenschaftsmanagements? Ein Vergleich des Wissenschaftsmanagements an Hochschulen und außeruniversitären Forschungseinrichtungen in Deutschland.}}}, volume = {{1}}, year = {{2023}}, } @inbook{47142, author = {{Göbel, Claudia and Henke, Justus and Mauermeister, Sylvi and Pasternack, Peer}}, booktitle = {{Wissenschaftskommunikation, neu sortiert.}}, editor = {{Pasternack, Peer}}, isbn = {{978-3-658-39177-5}}, pages = {{195--204}}, publisher = {{Springer Fachmedien}}, title = {{{Citizen Science: Laien-Partizipation an Forschung}}}, doi = {{https://doi.org/10.1007/978-3-658-39177-5}}, year = {{2023}}, } @article{47139, author = {{de Angelis, Moira and Harles, Dorothea and Mauermeister, Sylvi and Aust, Robert}}, issn = {{0018-2974}}, journal = {{Das Hochschulwesen}}, number = {{71}}, pages = {{6--17}}, title = {{{Gesellschaftlich-demokratische Teilhabe: trotz hochschulischer oder durch hochschulische Bildung?}}}, volume = {{1+2}}, year = {{2023}}, } @article{47887, abstract = {{Der Beitrag betrachtet die digitale häusliche Lernumwelt von Kindern unter besonderer Berücksichtigung der Differenzkategorien Herkunft und Sprache und erarbeitet Zusammenhänge zwischen dem Migrationshintergrund, der Familiensprache, einer internetbezogenen Eltern-Kind-Interaktion sowie einer unterhaltungs- und schulbezogenen Nutzung des Internets von Kindern. Empirische Grundlagen sind standardisierte Eltern- und Kinderbefragungen sowie ethnografisch orientierte Untersuchungen in Familien. Die quantitativen Analysen zeigen, dass Kinder, deren Hauptverkehrssprache in der Familie nicht Deutsch ist, häufiger gemeinsam mit ihren Eltern das Internet nutzten. Vertiefend liessen in der qualitativen Untersuchung diejenigen Kinder häufigere und komplexere Internetnutzungsformen für schulische Zwecke erkennen, die einen Migrationshintergrund aufweisen und hauptsächlich in ihrer Herkunftssprache (nicht Deutsch) innerhalb der Familie sprechen. Insbesondere in Familien, die selten in der Häuslichkeit Deutsch sprechen, hat sich die (gemeinsame) Internetrecherche als Mittel zur Kompensation von Sprachbarrieren erwiesen. Fehlende elterliche Unterstützungsmöglichkeiten aufgrund von sprachlichen Verständnisproblemen können insofern durch kindliche, elterliche oder gemeinsame Rechercheprozesse ausgeglichen werden.}}, author = {{Richter, Lea and Gruchel, Nicole and Buhl, Heike M. and Kamin, Anna-Maria}}, issn = {{1424-3636}}, journal = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}}, pages = {{293--319}}, publisher = {{Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE}}, title = {{{Herkunftsbedingte und sprachliche Einflüsse bei der häuslichen Internetnutzung von Kindern}}}, doi = {{10.21240/mpaed/jb20/2023.09.12.x}}, volume = {{20}}, year = {{2023}}, }