@book{55868,
  editor       = {{Adolphi, Rainer and Hahn, Susanne and Kettner, Matthias}},
  isbn         = {{978-3-8376-7497-2}},
  pages        = {{464}},
  publisher    = {{transcript}},
  title        = {{{Philosophische Digitalisierungsforschung  Verantwortung, Verständigung, Vernunft, Macht}}},
  year         = {{2024}},
}

@article{48486,
  abstract     = {{<jats:title>Abstract</jats:title><jats:sec><jats:title>Introduction</jats:title><jats:p>In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.</jats:p></jats:sec>}},
  author       = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}},
  issn         = {{0140-1971}},
  journal      = {{Journal of Adolescence}},
  keywords     = {{Psychiatry and Mental health, Developmental and Educational Psychology, Social Psychology, Pediatrics, Perinatology and Child Health}},
  number       = {{3}},
  pages        = {{566--579}},
  publisher    = {{Wiley}},
  title        = {{{A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process}}},
  doi          = {{http://dx.doi.org/10.1002/jad.12264}},
  volume       = {{96}},
  year         = {{2024}},
}

@book{58692,
  editor       = {{Alpsancar, Suzana}},
  isbn         = {{ISBN 978-3-7560-1830-7}},
  publisher    = {{Nomos}},
  title        = {{{ Der Sog des Neuen und der Schock des Alten Jahrbuch Technikphilosophie 2024 }}},
  volume       = {{10. Jahrgang}},
  year         = {{2024}},
}

@inproceedings{56994,
  author       = {{Schaffer, Michael and Buhl, Heike M.}},
  booktitle    = {{53rd DGPs Congress - Abstracts}},
  editor       = {{Ansorge, Ulrich and Szaszkó, Bence and Werner, Lena}},
  location     = {{Vienna}},
  title        = {{{The mental representation of the object of explanation in the process of co-constructive explanations}}},
  year         = {{2024}},
}

@misc{58262,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 1542.01013}},
  title        = {{{Volkert, Klaus, „Drei mathematische Freunde über Poincaré“, Philosophia Scientiæ 27.3 (2023), 129–159. }}},
  year         = {{2024}},
}

@misc{56262,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 1533.01004}},
  title        = {{{Morscher, Edgar, Bernard Bolzano’s System der Philosophie (Bernard Bolzano-Gesamtausgabe. Einleitungsband, Tl. 3), Frommann-Holzboog Verlag, Eckhart Holzboog: Stuttgart-Bad Cannstatt 2024. }}},
  year         = {{2024}},
}

@inbook{56887,
  author       = {{Kamin, Anna-Maria and Meister, Dorothee M. and Buhl, Heike M.}},
  booktitle    = {{Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven}},
  editor       = {{Aßmann, Sandra  and Grafe , Silke  and Martin, Alexander}},
  publisher    = {{Julius Klinkhardt}},
  title        = {{{Elterliche Unterstützung beim Lernen mit digitalen Medien }}},
  year         = {{2024}},
}

@misc{60921,
  author       = {{Schmidt, Rebecca}},
  booktitle    = {{Sozialwissenschaftliche Methodenberatung}},
  title        = {{{Automatische Transkriptionssoftware - ein Erfahrungsbericht}}},
  year         = {{2024}},
}

@misc{61115,
  author       = {{Peckhaus, Volker}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Fotografie: „Aristoteles am Apothekenerker des Rathauses in Lemgo“, in: Volker Peckhaus und Sebastian Luft: Philosophische Übergänge. Die Abschiedsvorlesung von Volker Peckhaus und die Antrittsvorlesung von Sebastian Luft im Oktober 2023, hg. v. Vanessa Albus, Universität Paderborn: Paderborn (PUR #163), 39}}},
  year         = {{2024}},
}

@misc{61114,
  author       = {{Peckhaus, Volker}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Fotografie: „Ratio an der Lateinschule in Alfeld“, in: Volker Peckhaus und Sebastian Luft: Philosophische Übergänge. Die Abschiedsvorlesung von Volker Peckhaus und die Antrittsvorlesung von Sebastian Luft im Oktober 2023, hg. v. Vanessa Albus, Universität Paderborn: Paderborn (PUR #163), 34–35}}},
  year         = {{2024}},
}

@misc{17752,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{Neue Deutsche Biographie, Bd. 28: Wettstein - Zwoch}},
  pages        = {{659--660}},
  publisher    = {{Duncker & Humblot}},
  title        = {{{Zermelo }}},
  year         = {{2024}},
}

@misc{58263,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 07782971}},
  title        = {{{Schmidt, Gunther, Mathematik als Wissenschaft in der Gesellschaft. Historische Äußerungen und aktuelle Anregungen, Springer Spektrum: Berlin 2023, xiii, 263 S. }}},
  year         = {{2024}},
}

@inbook{62228,
  abstract     = {{This chapter highlights the intricate nature of data and their profound social implications. It examines the acts of rendering data visible and the inherent power dynamics and imbalances that accompany such processes. Our dialogue unfolds in three interconnected parts, each focusing on the intersection of in/visibility and power. Part 1 attends to the challenges of producing knowledge about and with data, emphasizing the relativity, fluidity, and instability inherent in data. It explores frameworks that uncover the often invisible infrastructures of algorithms, rendering visible the actors, technologies, and divergent values involved in data manipulation. Part 2 presents empirical case studies that analyse the consequences of data visibility while contemplating the methodological opportunities and challenges of foregrounding the embedded values and norms within data. Part 3 discusses tool-based interventions aimed at bringing alternative data framings and narratives to the fore. It examines the complexities of tracing data across various contexts and the value, utility, and obstacles associated with creating visual representations of data and their flows. By critically engaging with the complexities of data in/visibility, this chapter challenges existing gatekeepers and fosters a deeper understanding of the multifaceted nature of data and its socio-political ramifications.}},
  author       = {{Fahimi, Miriam and Falk, Petter and Gray, Jonathan W. Y. and Jarke, Juliane and Kinder-Kurlanda, Katharina and Light, Evan and McGeachey, Ellouise and Perea, Itzelle Medina and Poechhacker, Nikolaus and Poirier, Lindsay and Röhle, Theo and Sharon, Tamar and Stevens, Marthe and Gastel, Bernard van and White, Quinn and Zakharova, Irina}},
  booktitle    = {{Dialogues in Data Power}},
  isbn         = {{978-1-5292-3832-7}},
  pages        = {{52–79}},
  publisher    = {{Bristol University Press}},
  title        = {{{In/visibilities in Data Studies: Methods, Tools, and Interventions}}},
  year         = {{2024}},
}

@inbook{62230,
  abstract     = {{Algorithms have risen to become one, if not the central technology for producing, circulating, and evaluating knowledge in multiple societal arenas. In this book, scholars from the social sciences, humanities, and computer science argue that this shift has, and will continue to have, profound implications for how knowledge is produced and what and whose knowledge is valued and deemed valid. To attend to this fundamental change, the authors propose the concept of algorithmic regimes and demonstrate how they transform the epistemological, methodological, and political foundations of knowledge production, sensemaking, and decision-making in contemporary societies. Across sixteen chapters, the volume offers a diverse collection of contributions along three perspectives on algorithmic regimes: the methods necessary to research and design algorithmic regimes, the ways in which algorithmic regimes reconfigure sociotechnical interactions, and the politics engrained in algorithmic regimes.}},
  author       = {{Kinder-Kurlanda, Katharina and Fahimi, Miriam}},
  booktitle    = {{Algorithmic Regimes. Methods, Interactions, and Politics.}},
  editor       = {{Jarke, Juliane and Prietl, Bianca and Egbert, Simon and Boeva, Yana and Heuer, Hendrik and Arnold, Maike}},
  isbn         = {{978-94-6372-848-5}},
  pages        = {{309–330}},
  publisher    = {{Amsterdam University Press}},
  title        = {{{Making Algorithms Fair: Ethnographic Insights from Machine Learning Interventions}}},
  year         = {{2024}},
}

@article{60736,
  abstract     = {{The authors aim to disclose the anthropological dimension of ecocide during and after Russia’s war against Ukraine, relying on the multidisciplinary practices and intellectual production of ecofeminist women thinkers, including philosophers, sociologists, historians, psychologists, and others. The theoretical basis methodological approaches in philosophical anthropology, phenomenology, analytical philosophy, communicative philosophy, existentialism, ethics of justice, and ethics of care determine the study’s theoretical basis. Originality. For the first time, a systematic analysis of the anthropological dimension of ecocide has been carried out based on ecofeminist methodology. The specifics of the Ukrainian resistance to ecocide were revealed as part of a single struggle – an anti-imperial and ecological struggle for independence and prosperity. It is emphasized that during the war, the opposition to ecocide is a component of the fight for national sovereignty and territorial integrity of the country, and therefore, the ideas of pacifism in this period are subordinated to this primary goal. After the war, preventing threats of ecocide should become an integral part of the struggle for stable peace and prosperity. Ecofeminist pacifist perspectives should be a priority among the most essential goals for that period. Conclusions. Ecofeminist methodological assessments offer valuable insights into the anthropological dimension of ecocide in wartime and post-war contexts, highlighting the complex interplay between gender, violence, and environmental destruction. By focusing on the experiences and perspectives of women and marginalized communities, ecofeminist analyses contribute to a more holistic understanding of ecocide and its impacts on both human populations and ecosystems.}},
  author       = {{Karpenko, Kateryna I. and Hagengruber, Ruth Edith and Nielsen, Cynthia R.}},
  issn         = {{2304-9685}},
  journal      = {{Anthropological Measurements of Philosophical Research}},
  number       = {{25}},
  pages        = {{84--99}},
  publisher    = {{Ukrainian State University of Science and Technologies}},
  title        = {{{Anthropological Dimension of Wartime Ecocide: Ecofeminist Methodological Assessments}}},
  doi          = {{10.15802/ampr.v0i25.307636}},
  year         = {{2024}},
}

@inbook{60738,
  abstract     = {{Why should the philosophy of the Pythagoreans be reduced to Pythagoras alone? Why do we learn about the ego only from Husserl and not from Conrad-Martius? What do we know about free will from Helene Druskowitz and why is Émilie Du Châtelet unknown to us? Many of the philosophers in this collection were celebrities in their own time. What can we gain from rediscovering the knowledge of women philosophers? Philosophy reflects the foundations on which we organise our world. There is no doubt that women create structures that shape our world. Over the centuries, women thinkers have formulated ideas and concepts to explain our world and to call for its reorganisation. This collection offers a selection of these ideas and concepts from over 2000 years. The new history of philosophy emerges in this way. It provides the basis for teaching and future research. Rooted in the past, it can use that experience to contribute to a new and better way forward.}},
  author       = {{Hagengruber, Ruth Edith}},
  booktitle    = {{Teaching Women Philosophers. Women in the History of Philosophy and Sciences.}},
  editor       = {{Hagengruber, Ruth Edith}},
  isbn         = {{9783031592973}},
  issn         = {{2523-8760}},
  pages        = {{1--12}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Teaching Women Philosophers—Ideas and Concepts from Women Philosophers’ Writings Over 2000 Years}}},
  doi          = {{10.1007/978-3-031-59298-0_1}},
  volume       = {{21}},
  year         = {{2024}},
}

@article{46933,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Group work can increase individual effort, performance, and positive affect, if group members perceive their own contribution as indispensable for the group product. A vignette methodology was applied to investigate whether group work may also reduce procrastination. The vignettes described a typical academic assignment, while varying the task structure (individual work vs. conjunctive group work vs. additive group work) and group member ability (high vs. low). For each vignette, student participants (<jats:italic>N</jats:italic> = 443) provided ratings on their perceived indispensability, procrastination of the assignment, and affect. When group member ability was high, procrastination was lower in additive group work as compared to individual work. When group member ability was low, procrastination was lower in conjunctive group work as compared to both individual work and additive group work. As predicted, perceived indispensability mediated the difference in procrastination between conjunctive and additive group work. Moderation analyses further revealed that the effects were more pronounced for high trait procrastinators. Further, both types of group work led to increases in task-related positive affect as compared to individual work. By demonstrating the relevance of group work as a social factor, the results should be useful for the extension of existing programs targeting procrastination, and may inspire measures for preventing procrastination by changes in the study environment.</jats:p>}},
  author       = {{Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim}},
  issn         = {{1046-1310}},
  journal      = {{Current Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Conjunctive and additive group work reduce academic procrastination: insights from a vignette study}}},
  doi          = {{10.1007/s12144-023-04294-w}},
  year         = {{2023}},
}

@phdthesis{45658,
  abstract     = {{Um Schüler*innenmerkmale korrekt zu beurteilen benötigen Lehrkräfte diagnostische Kompetenz. Insbesondere die genaue Einschätzung nicht-kognitiver Merkmale von Schüler*innen fällt Lehrkräften eher schwer. Dazu zählen auch mögliche Anzeichen für Lern- und Verhaltensauffälligkeiten. Maßnahmen zur Förderung diagnostischer Kompetenz fokussieren bisher größtenteils die Diagnostik fachspezifischer, situativer Urteilsgegenstände, wie Fehlkonzepte im Mathematikunterricht. Systematisch evaluierte Fördermaßnahmen, die das Erkennen und Beurteilen von Lern- und Verhaltensauffälligkeiten bei Schüler*innen fokussieren, existieren bisher nicht.Aus diesem Anlass wurde die digitale, problemorientierte Simulation GEProS zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden entwickelt und systematisch in drei längsschnittlichen, (quasi-)experimentellen Kontrollgruppenstudien evaluiert. Die Ergebnisse zeigen, dass die GEProS einen Mehrwert für die Förderung diagnostischer Kompetenz insbesondere im Bereich selbstbestimmter Motivation bieten kann. Ein integriertes Quiz mit Feedback kann mittels testing effect darüber hinaus der Erwerb deklarativ-konzeptionellen Wissens als zentrale Disposition diagnostischer Kompetenz in GEProS unterstützen. Die Ergebnisse tragen durch das entwickelte Integrative Modell diagnostischer Kompetenz zur Theoriebildung sowie zur Forschung und Entwicklung im Bereich der Förderung diagnostischer Kompetenz bei, indem eine Maßnahme zur Förderung diagnostischer Kompetenz für einen fächerübergreifenden, zeitlich stabilen Urteilsgegenstand systematisch evaluiert wurde. Durch die Ableitung und Berücksichtigung wesentlicher Merkmale digitaler Simulationen trägt diese Arbeit außerdem zur theoretischen Fundierung digitaler Simulationen bei.}},
  author       = {{Grotegut, Lea}},
  pages        = {{56}},
  publisher    = {{Universität Paderborn}},
  title        = {{{GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden}}},
  doi          = {{10.17619/UNIPB/1-1753}},
  year         = {{2023}},
}

@article{48087,
  abstract     = {{Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für die Lehrkräftebildung im Bereich der Kompetenzentwicklung.}},
  author       = {{Grotegut, Lea and Klingsieck, Katrin B.}},
  issn         = {{2367-3044}},
  journal      = {{ZeHf – Zeitschrift für empirische Hochschulforschung}},
  keywords     = {{General Earth and Planetary Sciences, General Engineering, General Environmental Science}},
  number       = {{1}},
  pages        = {{56--73}},
  publisher    = {{Verlag Barbara Budrich GmbH}},
  title        = {{{Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen Simulation}}},
  doi          = {{10.3224/zehf.v7i1.05}},
  volume       = {{7}},
  year         = {{2023}},
}

@inproceedings{48730,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Leipzig}},
  title        = {{{Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination}}},
  year         = {{2023}},
}