@inproceedings{40048, author = {{Lenke, Michael and Tenberge, Claudia}}, editor = {{Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}}, location = {{St. John’s, Newfoundland and Labrador, Canada}}, pages = {{429--436}}, title = {{{Future Primary Teacher Education: Computational Thinking and STEAM.}}}, year = {{2022}}, } @article{40062, author = {{Tenberge, Claudia}}, journal = {{Grundschule Sachunterricht.}}, pages = {{12--16}}, title = {{{Über die Dächer der Welt. }}}, volume = {{93}}, year = {{2022}}, } @article{37642, author = {{Schröer, Franz and Tenberge, Claudia}}, journal = {{widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht}}, pages = {{127--136}}, publisher = {{widerstreit Sachunterricht}}, title = {{{Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden?}}}, doi = {{10.25673/92559}}, volume = {{13}}, year = {{2022}}, } @inbook{37902, author = {{Janicki, Nicole}}, booktitle = {{Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. }}, editor = {{Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}}, keywords = {{technology education, teacher professionalisation, Computational Thinking, digitalization, learning robots}}, location = {{Mannheim}}, pages = {{266--286}}, title = {{{Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern}}}, year = {{2022}}, } @inproceedings{40046, abstract = {{Theoretical approaches to the transformation towards an inclusive educational system in Germany mostly agree on the involvement of developmental tasks in subject related research (Hinz, 2011). The common understanding of inclusion as a process geared towards equal participation of all children (Booth, 2012) requires a reflexive questioning of established values, attitudes and practices in order to develop inclusive subject related research, teacher training and teaching and learning (Pech & Schomaker, 2013). Among other things, this results in consequences for the design of pre- service teacher training. To a large extent, teacher education is driven by the promotion of central competencies, interests and self-efficacy (Baumert & Kunter, 2011). It aims towards the development and realisation of inclusive interdisciplinary science and social studies (‘Sachunterricht’) in primary education (Moser, 2018). In conjunction with largely acknowledged constructivist approaches to teaching and learning (Möller, 2001), the development of personality, the consideration of basic needs (Deci & Ryan, 1993) and promotion of individual potentials are repeatedly fundamentally represented in subject related and pedagogical considerations (Feuser, 1989; GDSU, 2013). Therefore, the aforementioned constructivist approach is connected to several certain key paradigms for teaching and learning processes (e.g., Vygotskij, 1978; Posner et al., 1982; van de Pol et al., 2010). In this regard, the nature of primary school students’ basic needs have empirically not been sufficiently studied yet. Theoretical frameworks from motivational psychology (Deci & Ryan, 1993) do not explicitly address how individual needs differ and how the diversity of needs can be included in joint-learning, multi-perspective technology education classes. The research project the present paper is part of aims to develop a research-based concept for the professionalisation of pre-service teachers in a seminar course. Therefore, the promotion of the pre- service teachers’ interests and self-efficacy expectations have been assessed in a pre-post research design with a control group visiting another course not related to technology education and inclusion. The present paper describes and discusses first results of the project and will give an outlook on subsequent developmental tasks.}}, author = {{Schröer, Franz and Tenberge, Claudia}}, booktitle = {{PATT39 - PATT on the Edge Technology, Innovation and Education}}, editor = {{Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}}, keywords = {{Inclusion, basic needs, pre-service teacher training, interest, self-efficacy}}, location = {{St. John’s, Newfoundland and Labrador, Canada}}, pages = {{49--57}}, title = {{{How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training}}}, year = {{2022}}, } @article{40033, author = {{Brenke, Laurien and Kirsch, Alexander and Blumberg, Eva}}, journal = {{GDSU-Journal}}, pages = {{72--75}}, title = {{{ (Selbst-)Einschätzungen zum Herausforderungsbereich Digitalisierung in Schule und Hochschule – Eine empirische Online-Befragung bei Sachunterrichtsstudierenden an der Universität Paderborn}}}, volume = {{Heft 13}}, year = {{2022}}, } @inproceedings{35921, author = {{Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Universität Regensburg}}, title = {{{Effekte des Feedbacks von Lehrkräften auf die Selbstwirksamkeitsüberzeugungen und die intrinsische Motivation von Kindern im naturwissenschaftlichen Sachunterricht der Grundschule. Vortrag. 30. Jahrestagung der Kommission "Grundschulforschung und Pädagogik der Primarstufe" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik). Thema: "Nachhaltige Bildung in der Grundschule"}}}, year = {{2022}}, } @inproceedings{36009, author = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}}, publisher = {{Carl von Ossietzky University Oldenburg}}, title = {{{Pre-service teachers’ team-teaching practices and children’s competence development in inclusive schools. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. “Digital Transformation in Teaching and Teacher Education”}}}, year = {{2022}}, } @inproceedings{40453, author = {{Schroeder, René and Blumberg, Eva and Miller, Susanne and Kottmann, Brigitte and Reh, Anne and Franzen, Katja}}, title = {{{DiPoSa: Didaktisch-diagnostische Potentiale des inklusionsorientierten Sachunterrichts: Identifizieren, Konzeptualisieren und Implementieren. Vortrag auf der Auftaktveranstaltung zur BMBF-Förderrichtlinie „Förderbezogene Diagnostik in der inklusiven Bildung“ im Rahmen des BMBF-Metavorhabens „Qualifizierung für inklusive Bildung“}}}, year = {{2022}}, } @article{40019, author = {{Blumberg, Eva and Brenke, Laurien and Schürmann, Michelle and Gövert, André }}, journal = {{Das Projekt "Vielfalt stärken"}}, title = {{{Vielfalt stärken im naturwissenschaftlich-technischen Sachunterricht – Mehrperspektivische Sichtweisen zur Nutzung sprachlicher und kultureller Heterogenität im Sachunterricht der Grundschule und in der sachunterrichtsdidaktischen Lehrer*innenausbildung}}}, year = {{2022}}, } @article{40034, author = {{Thonemann, Lisa and Deutschen, Katrin and Lakemeyer, Jana Marie and Reh, Anne and Blumberg, Eva}}, journal = {{GDSU-Journal}}, pages = {{105--108}}, title = {{{Sachunterricht lehren in Zeiten der Pandemie – Eine Online-Befragung zu den Auswirkungen der digitalen Lehre auf den Materialeinsatz in der sachunterrichtsdidaktischen Hochschulausbildung}}}, volume = {{Heft 13}}, year = {{2022}}, } @article{40030, author = {{Tänzer, Sandra and Lauterbach, Roland and Blumberg, Eva and Grittner, Frauke and Lange, Jochen and Schomaker, Claudia}}, journal = {{GDSU-Journal}}, pages = {{11--13}}, title = {{{Sachunterricht begründet planen – Das Prozessmodell Generativer Unterrichtsplanung Sachunterricht (GUS)}}}, volume = {{Heft 13}}, year = {{2022}}, } @inproceedings{35919, author = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}}, publisher = {{Ghent University}}, title = {{{Effects of the composition of pre-service teacher teams on primary school students’ competencies in (non-)inclusive science lessons. Paper Presentation. EARLI SIG 15 Biennial Conference 2022 `Special Educational Needs´. “A Village to Teach a Child – The Influence of Contextual Factors on Learning and Development”}}}, year = {{2022}}, } @article{40038, author = {{Deppe, Franziska and Reh, Anne and Blumberg, Eva}}, journal = {{GDSU-Journal}}, pages = {{98--101}}, title = {{{Digitales Sachunterrichtsstudium in der Corona-Krise – Eine empirische Evaluationsstudie zur Rezeption des Unterstützungsangebots des Paderborner Lernzentrums „Sachunterrichtstreff“ bei Sachunterrichtsstudierenden im Grund- und Förderschullehramt}}}, volume = {{Heft 13}}, year = {{2022}}, } @inproceedings{40450, author = {{Schulze, Jan Roland and Crummenerl, Lena Luise and Sicking, Annika and Temmen, Katrin and Blumberg, Eva}}, publisher = {{Yerevan State University}}, title = {{{ Effects on primary and secondary school students’ academic out-of-school learning experiences in Science Technology Engineering Mathematics (STEM) education. Single Paper. ECER (European Conference on Educational Research) 2022 PLUS. “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research”}}}, year = {{2022}}, } @article{40273, author = {{Meyer-Scott, Evan and Prasannan, Nidhin and Dhand, Ish and Eigner, Christof and Quiring, Viktor and Barkhofen, Sonja and Brecht, Benjamin and Plenio, Martin B. and Silberhorn, Christine}}, issn = {{0031-9007}}, journal = {{Physical Review Letters}}, keywords = {{General Physics and Astronomy}}, number = {{15}}, publisher = {{American Physical Society (APS)}}, title = {{{Scalable Generation of Multiphoton Entangled States by Active Feed-Forward and Multiplexing}}}, doi = {{10.1103/physrevlett.129.150501}}, volume = {{129}}, year = {{2022}}, } @inproceedings{40451, author = {{Franzen, Katja and Blumberg, Eva and Schroeder, René and Reh, Anne and Miller, Susanne and Kottmann, Brigitte}}, publisher = {{Polytechnic of Porto, Centre for Research and Innovation in Education (inED) of the School of Education}}, title = {{{Inclusive science teaching in primary schools and its didactic-diagnostic potential. Single Paper. Porto International Conference on Research in Education 2022 (ICRE 2022)}}}, year = {{2022}}, } @article{28254, abstract = {{With the rapid advances of functional dielectric metasurfaces and their integration on on-chip nanophotonic devices, the necessity of metasurfaces working in different environments, especially in biological applications, arose. However, the metasurfaces’ performance is tied to the unit cell’s efficiency and ultimately the surrounding environment it was designed for, thus reducing its applicability if exposed to altering refractive index media. Here, we report a method to increase a metasurface’s versatility by covering the high-index metasurface with a low index porous SiO2 film, protecting the metasurface from environmental changes while keeping the working efficiency unchanged. We show, that a covered metasurface retains its functionality even when exposed to fluidic environments.}}, author = {{Geromel, René and Weinberger, Christian and Brormann, Katja and Tiemann, Michael and Zentgraf, Thomas}}, issn = {{2159-3930}}, journal = {{Optical Materials Express}}, number = {{1}}, pages = {{13--21}}, publisher = {{Optica}}, title = {{{Porous SiO2 coated dielectric metasurface with consistent performance independent of environmental conditions}}}, doi = {{10.1364/ome.444264}}, volume = {{12}}, year = {{2022}}, } @article{37318, abstract = {{Abstract The interaction between quantum light and matter is being intensively studied for systems that are enclosed in high-Q cavities which strongly enhance the light–matter coupling. Cavities with low Q-factors are generally given less attention due to their high losses that quickly destroy quantum systems. However, bad cavities can be utilized for several applications, where lower Q-factors are required, e.g., to increase the spectral width of the cavity mode. In this work, we demonstrate that low-Q cavities can be beneficial for preparing specific electronic steady states when certain quantum states of light are applied. We investigate the interaction between quantum light with various statistics and matter represented by a Λ-type three-level system in lossy cavities, assuming that cavity losses are the dominant loss mechanism. We show that cavity losses lead to non-trivial electronic steady states that can be controlled by the loss rate and the initial statistics of the quantum fields. We discuss the mechanism of the formation of such steady states on the basis of the equations of motion and present both analytical expressions and numerical simulations for such steady states.}}, author = {{Rose, Hendrik and Tikhonova, O V and Meier, Torsten and Sharapova, Polina}}, issn = {{1367-2630}}, journal = {{New Journal of Physics}}, keywords = {{General Physics and Astronomy}}, number = {{6}}, publisher = {{IOP Publishing}}, title = {{{Steady states of Λ-type three-level systems excited by quantum light with various photon statistics in lossy cavities}}}, doi = {{10.1088/1367-2630/ac74d8}}, volume = {{24}}, year = {{2022}}, } @article{37319, author = {{Grisard, S. and Rose, Hendrik and Trifonov, A. V. and Reichhardt, R. and Reiter, D. E. and Reichelt, Matthias and Schneider, C. and Kamp, M. and Höfling, S. and Bayer, M. and Meier, Torsten and Akimov, I. A.}}, issn = {{2469-9950}}, journal = {{Physical Review B}}, number = {{20}}, publisher = {{American Physical Society (APS)}}, title = {{{Multiple Rabi rotations of trions in InGaAs quantum dots observed by photon echo spectroscopy with spatially shaped laser pulses}}}, doi = {{10.1103/physrevb.106.205408}}, volume = {{106}}, year = {{2022}}, }