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Waxmann Verlag GmbH. <a href=\"https://doi.org/10.31244/9783818851507\">https://doi.org/10.31244/9783818851507</a>","ieee":"K. Plicht <i>et al.</i>, “Vom Online-Kurs zur Präsenzfortbildung,” in <i>Professionelles Handeln in einer Kultur der Digitalität: Ergebnisse aus dem Kompetenzzentrum MINT</i>, vol. 1, K. Scheiter, D. Richter, D. Pittich, and L. Halbrock, Eds. Münster: Waxmann Verlag GmbH, 2026, pp. 155–168."},"doi":"10.31244/9783818851507","alternative_title":["Ein zweiphasiges Fortbildungskonzept zum Einsatz digitaler Medien für Physiklehrkräfte"],"series_title":"Digitale Transformation von Schule und Fortbildung gestalten im Kompetenzverbund lernen:digital","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2026-07-23T12:41:18Z","intvolume":"         1","title":"Vom Online-Kurs zur Präsenzfortbildung","year":"2026","publication_identifier":{"isbn":["9783818801502"],"eisbn":["978-3-8188-5150-7"]},"author":[{"full_name":"Plicht, Katja","last_name":"Plicht","first_name":"Katja","id":"111352"},{"full_name":"Burde, Jan-Philipp","first_name":"Jan-Philipp","last_name":"Burde"},{"full_name":"Costan, Kasim","first_name":"Kasim","last_name":"Costan"},{"full_name":"Gieshoff, Rike Isabel","orcid":"0000-0001-8713-3014","last_name":"Gieshoff","first_name":"Rike Isabel","id":"99511"},{"last_name":"Kulgemeyer","first_name":"Christoph","full_name":"Kulgemeyer, Christoph","id":"84533"},{"full_name":"Lässer, Armin","first_name":"Armin","last_name":"Lässer"},{"id":"429","full_name":"Riese, Josef","first_name":"Josef","last_name":"Riese","orcid":"0000-0003-2927-2619"},{"last_name":"Schubatzky","first_name":"Thomas","full_name":"Schubatzky, Thomas"},{"id":"118219","full_name":"Weiler, David Christoph","last_name":"Weiler","first_name":"David Christoph","orcid":"0000-0003-2164-0341"}],"type":"book_chapter","keyword":["Digitale Medien","Online-Kurs","Präsenzfortbildung","Physikunterricht"],"department":[{"_id":"864"}],"file":[{"date_created":"2026-07-23T12:13:17Z","creator":"dweiler","file_id":"66564","success":1,"content_type":"application/pdf","file_name":"Professionelles Handeln in einer Kultur der Digitalität - 200150Volltext.pdf","file_size":264630,"access_level":"closed","relation":"main_file","date_updated":"2026-07-23T12:13:17Z"}],"date_created":"2026-07-23T12:03:45Z","abstract":[{"lang":"ger","text":"Im ComeMINT-Netzwerk wurde für das Fach Physik ein zweiphasiges Fortbildungskonzept zum Einsatz digitaler Medien im Physikunterricht entwickelt. Die erste Phase besteht aus einem Online-Selbstlernkurs auf der Plattform iMooX, welcher neben einer Einführung in das Lernen mit digitalen Medien auch Module zu spezifischen Medien wie z. B. Erklärvideos, digitale Messwerterfassung, Smartphones im Physikunterricht oder Mikrocontroller umfasst.\r\nDarauf aufbauend werden vertiefende Präsenzfortbildungen zu einzelnen Medien an den beteiligten Standorten angeboten, die einen stärkeren Praxisbezug verfolgen. Der Beitrag stellt neben den Konzepten des Online-Selbstlernkurses und den Präsenzfortbildungen auch die bisherigen Erfahrungen aus der Implementation der Fortbildung in die Praxis vor."}],"publication":"Professionelles Handeln in einer Kultur der Digitalität: Ergebnisse aus dem Kompetenzzentrum MINT"},{"publication":"Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.","citation":{"short":"Y. Webersen, J. Riese, in: A. Becher, B. Bloh, B. Herzig, P. Pollmeier (Eds.), Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung., Waxmann, n.d.","chicago":"Webersen, Yvonne, and Josef Riese. “Wie funktionieren (Pseudo)wissenschaften? Ein Seminarkonzept für angehende Lehrkräfte naturwissenschaftlicher Fächer.” In <i>Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.</i>, edited by Andrea Becher, Bea Bloh, Bardo Herzig, and Pascal Pollmeier, Vol. 3. Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung. Waxmann, n.d.","apa":"Webersen, Y., &#38; Riese, J. (n.d.). Wie funktionieren (Pseudo)wissenschaften? Ein Seminarkonzept für angehende Lehrkräfte naturwissenschaftlicher Fächer. In A. Becher, B. Bloh, B. Herzig, &#38; P. Pollmeier (Eds.), <i>Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.</i> (Vol. 3). Waxmann.","ieee":"Y. Webersen and J. Riese, “Wie funktionieren (Pseudo)wissenschaften? Ein Seminarkonzept für angehende Lehrkräfte naturwissenschaftlicher Fächer,” in <i>Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.</i>, vol. 3, A. Becher, B. Bloh, B. Herzig, and P. Pollmeier, Eds. Waxmann.","ama":"Webersen Y, Riese J. Wie funktionieren (Pseudo)wissenschaften? Ein Seminarkonzept für angehende Lehrkräfte naturwissenschaftlicher Fächer. In: Becher A, Bloh B, Herzig B, Pollmeier P, eds. <i>Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.</i> Vol 3. Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung. Waxmann.","bibtex":"@inbook{Webersen_Riese, series={Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.}, title={Wie funktionieren (Pseudo)wissenschaften? Ein Seminarkonzept für angehende Lehrkräfte naturwissenschaftlicher Fächer}, volume={3}, booktitle={Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.}, publisher={Waxmann}, author={Webersen, Yvonne and Riese, Josef}, editor={Becher, Andrea and Bloh, Bea and Herzig, Bardo and Pollmeier, Pascal}, collection={Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.} }","mla":"Webersen, Yvonne, and Josef Riese. “Wie funktionieren (Pseudo)wissenschaften? Ein Seminarkonzept für angehende Lehrkräfte naturwissenschaftlicher Fächer.” <i>Demokratiebildung in der Lehrkräftebildung (Arbeitstitel). Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung.</i>, edited by Andrea Becher et al., vol. 3, Waxmann."},"type":"book_chapter","department":[{"_id":"299"}],"date_created":"2023-01-16T09:49:22Z","date_updated":"2026-07-30T07:56:25Z","publication_status":"inpress","intvolume":"         3","status":"public","title":"Wie funktionieren (Pseudo)wissenschaften? Ein Seminarkonzept für angehende Lehrkräfte naturwissenschaftlicher Fächer","year":"2026","author":[{"full_name":"Webersen, Yvonne","first_name":"Yvonne","last_name":"Webersen","orcid":"0009-0009-6583-8692","id":"9605"},{"last_name":"Riese","first_name":"Josef","orcid":"0000-0003-2927-2619","full_name":"Riese, Josef","id":"429"}],"user_id":"9605","editor":[{"full_name":"Becher, Andrea","last_name":"Becher","first_name":"Andrea"},{"first_name":"Bea","last_name":"Bloh","full_name":"Bloh, Bea"},{"full_name":"Herzig, Bardo","first_name":"Bardo","last_name":"Herzig"},{"last_name":"Pollmeier","first_name":"Pascal","full_name":"Pollmeier, Pascal"}],"volume":3,"publisher":"Waxmann","_id":"36895","language":[{"iso":"ger"}],"series_title":"Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung."},{"department":[{"_id":"588"}],"type":"conference","keyword":["Technology Education","Inclusion","Basic Needs","Robotics","Mixed Methods","Teachers' Abilities"],"date_created":"2026-06-30T13:04:31Z","abstract":[{"text":"Taking pupils’ diverse needs into account is considered a central requirement of inclusive education (Booth & Ainscow, 2016). These needs are—according to Ainscow’s (2007) inclusive turn—not primarily ‘special educational needs’, but diverse needs of all learners. For the rather segregated German educational system, this endeavour applies especially to primary education, where needs are still developing and pupils are not yet assigned to different types of schooling according to their needs and abilities.\r\n\r\nDespite a substantial amount of research on pupils’ basic psychological needs for autonomy, competence and social relatedness (Ryan et al., 2022), strategies that technology education teachers apply in this regard are not yet well understood. Besides interventional studies on technology education, indicating effectiveness of self‑directed and action‑oriented teaching and learning, there is a dearth of research on how teachers address different needs as a routine.\r\n\r\nThe purpose of the presented study is therefore to investigate and systematize actions and strategies teachers apply, and to specify how pupils' needs are considered when teaching technology education on a given topic.\r\n\r\nThe overall study used a mixed-methods approach to the question how pupils’ needs are characterized by themselves and by their teachers, and how they were taken into account in a lesson adapted and delivered by the teachers. In the sub-study presented here, participating primary school teachers were interviewed about their consideration of pupils’ needs whilst planning and conducting a technology education unit on the functionality of robots.\r\n\r\nThe results gained from qualitative content analysis of the interviews indicate that although the anticipation of different needs is considered challenging, teachers possess a substantiate amount of practices and strategies to take them into account.\r\n\r\nThe paper systematizes the practices teachers described in structured interviews within strategies and discusses the contribution of taking basic needs into account for inclusive technology education.","lang":"eng"}],"publication":"Linköping Electronic Conference Proceedings","alternative_title":["On Teachers’ Practices and Strategies to Teach Technology Inclusively at Primary Level"],"doi":"10.3384/ecp213.1455","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://ecp.ep.liu.se/index.php/patt/article/view/1455","open_access":"1"}],"intvolume":"       218","date_updated":"2026-06-30T13:09:02Z","publication_status":"published","publication_identifier":{"issn":["1650-3686","1650-3740"]},"author":[{"first_name":"Franz","last_name":"Schröer","full_name":"Schröer, Franz"},{"full_name":"Tenberge, Claudia","last_name":"Tenberge","first_name":"Claudia"}],"title":"“They Really Need to Handle, Inspect, and Experience Things”","year":"2026","oa":"1","quality_controlled":"1","citation":{"ama":"Schröer F, Tenberge C. “They Really Need to Handle, Inspect, and Experience Things.” In: <i>Linköping Electronic Conference Proceedings</i>. Vol 218. Linköping University Electronic Press; 2026. doi:<a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>","bibtex":"@inproceedings{Schröer_Tenberge_2026, title={“They Really Need to Handle, Inspect, and Experience Things”}, volume={218}, DOI={<a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>}, booktitle={Linköping Electronic Conference Proceedings}, publisher={Linköping University Electronic Press}, author={Schröer, Franz and Tenberge, Claudia}, year={2026} }","mla":"Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect, and Experience Things.’” <i>Linköping Electronic Conference Proceedings</i>, vol. 218, Linköping University Electronic Press, 2026, doi:<a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>.","short":"F. Schröer, C. Tenberge, in: Linköping Electronic Conference Proceedings, Linköping University Electronic Press, 2026.","chicago":"Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect, and Experience Things.’” In <i>Linköping Electronic Conference Proceedings</i>, Vol. 218. Linköping University Electronic Press, 2026. <a href=\"https://doi.org/10.3384/ecp213.1455\">https://doi.org/10.3384/ecp213.1455</a>.","apa":"Schröer, F., &#38; Tenberge, C. (2026). “They Really Need to Handle, Inspect, and Experience Things.” <i>Linköping Electronic Conference Proceedings</i>, <i>218</i>. <a href=\"https://doi.org/10.3384/ecp213.1455\">https://doi.org/10.3384/ecp213.1455</a>","ieee":"F. Schröer and C. Tenberge, “‘They Really Need to Handle, Inspect, and Experience Things,’” in <i>Linköping Electronic Conference Proceedings</i>, 2026, vol. 218, doi: <a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>."},"volume":218,"user_id":"71764","publisher":"Linköping University Electronic Press","_id":"66093","status":"public"},{"author":[{"last_name":"Zwick","first_name":"Linda","full_name":"Zwick, Linda"},{"first_name":"Eva","last_name":"Bühler","full_name":"Bühler, Eva"},{"last_name":"Weiler","orcid":"0000-0003-2164-0341","first_name":"David Christoph","full_name":"Weiler, David Christoph","id":"118219"}],"corporate_editor":["Gesellschaft für Didaktik der Chemie und Physik (GDCP)"],"title":"Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025","year":"2026","publication_status":"published","date_updated":"2026-08-07T06:44:55Z","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://gdcp-ev.de/wp-content/uploads/securepdfs/2026/08/005_Buddy-Evaluation.pdf"}],"publication":"KI in der naturwissenschaftlichen Bildung ","related_material":{"link":[{"url":"https://gdcp-ev.de/tagungsbaende/tagungsband-2026-band-46/","relation":"table_of_contents"}]},"abstract":[{"text":"Der Erfolg von Wissenschaftler:innen in frühen Karrierephasen (WiKa) hängt von vielen Faktoren ab, wobei die wissenschaftliche Gemeinschaft ein entscheidender Faktor sein kann (Cornér et al., 2018; Corceslles et al., 2019; Corcelles-Seuba et al., 2023). Vor diesem Hintergrund ist es wichtig, dass die wissenschaftliche Gemeinschaft gezielte Unterstützungsangebote für WiKa bereitstellt, in denen sie neben dem fachlichen Austausch auch Möglichkeiten\r\nzur Vernetzung und sozialen Unterstützung haben. Die WiKa der GDCP haben 2023 mit dem Buddy-Programm auf der Jahrestagung begonnen, um Wissenschaftler:innen zu Beginn ihrer Promotionszeit ein strukturiertes Unterstützungsangebot bereitzustellen. Das Buddy-Programm wurde in den folgenden Jahren basierend auf den Rückmeldungen der Teilnehmenden weiterentwickelt. In diesem Beitrag werden die Evaluationsergebnisse des Buddy-Programms während der Jahrestagung 2025 vorgestellt und diskutiert.","lang":"ger"}],"date_created":"2026-08-07T06:44:39Z","file":[{"relation":"main_file","date_updated":"2026-08-07T06:26:44Z","file_name":"005_Buddy-Evaluation.pdf","access_level":"closed","file_size":244802,"file_id":"66679","success":1,"content_type":"application/pdf","creator":"dweiler","date_created":"2026-08-07T06:26:44Z"}],"department":[{"_id":"864"}],"type":"conference","keyword":["GDCP","Buddy-Programm","Evaluation"],"conference":{"end_date":"11.09.2025","location":"Frankfurt am Main","name":"Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik (GDCP e. V.)","start_date":"08.09.2025"},"status":"public","has_accepted_license":"1","_id":"66678","editor":[{"full_name":"Pollmeier, Pascal","first_name":"Pascal","last_name":"Pollmeier"}],"user_id":"118219","ddc":["370"],"citation":{"short":"L. Zwick, E. Bühler, D.C. Weiler, in: P. Pollmeier, Gesellschaft für Didaktik der Chemie und Physik (GDCP) (Eds.), KI in der naturwissenschaftlichen Bildung , Paderborn, 2026.","chicago":"Zwick, Linda, Eva Bühler, and David Christoph Weiler. “Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025.” In <i>KI in der naturwissenschaftlichen Bildung </i>, edited by Pascal Pollmeier and Gesellschaft für Didaktik der Chemie und Physik (GDCP). Paderborn, 2026.","ieee":"L. Zwick, E. Bühler, and D. C. Weiler, “Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025,” in <i>KI in der naturwissenschaftlichen Bildung </i>, Frankfurt am Main, 2026.","apa":"Zwick, L., Bühler, E., &#38; Weiler, D. C. (2026). Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025. In P. Pollmeier &#38; Gesellschaft für Didaktik der Chemie und Physik (GDCP) (Eds.), <i>KI in der naturwissenschaftlichen Bildung </i>.","bibtex":"@inproceedings{Zwick_Bühler_Weiler_2026, place={Paderborn}, title={Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025}, booktitle={KI in der naturwissenschaftlichen Bildung }, author={Zwick, Linda and Bühler, Eva and Weiler, David Christoph}, editor={Pollmeier, Pascal and Gesellschaft für Didaktik der Chemie und Physik (GDCP)}, year={2026} }","ama":"Zwick L, Bühler E, Weiler DC. Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025. In: Pollmeier P, Gesellschaft für Didaktik der Chemie und Physik (GDCP), eds. <i>KI in der naturwissenschaftlichen Bildung </i>. ; 2026.","mla":"Zwick, Linda, et al. “Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025.” <i>KI in der naturwissenschaftlichen Bildung </i>, edited by Pascal Pollmeier and Gesellschaft für Didaktik der Chemie und Physik (GDCP), 2026."},"file_date_updated":"2026-08-07T06:26:44Z","place":"Paderborn","oa":"1"},{"_id":"59416","publisher":"IOP Publishing","user_id":"24755","status":"public","oa":"1","citation":{"ieee":"M. S. Feser and A. B. Bauer, “From belonging to success: Evaluating the influence of sense of belonging to physics on first-year university students’ academic outcomes and the benefits of a holistic support program,” <i>European Journal of Physics</i>, 2025, doi: <a href=\"https://doi.org/10.1088/1361-6404/adca13\">10.1088/1361-6404/adca13</a>.","apa":"Feser, M. S., &#38; Bauer, A. B. (2025). From belonging to success: Evaluating the influence of sense of belonging to physics on first-year university students’ academic outcomes and the benefits of a holistic support program. <i>European Journal of Physics</i>. <a href=\"https://doi.org/10.1088/1361-6404/adca13\">https://doi.org/10.1088/1361-6404/adca13</a>","chicago":"Feser, Markus Sebastian, and Anna Brigitte Bauer. “From Belonging to Success: Evaluating the Influence of Sense of Belonging to Physics on First-Year University Students’ Academic Outcomes and the Benefits of a Holistic Support Program.” <i>European Journal of Physics</i>, 2025. <a href=\"https://doi.org/10.1088/1361-6404/adca13\">https://doi.org/10.1088/1361-6404/adca13</a>.","short":"M.S. Feser, A.B. Bauer, European Journal of Physics (2025).","mla":"Feser, Markus Sebastian, and Anna Brigitte Bauer. “From Belonging to Success: Evaluating the Influence of Sense of Belonging to Physics on First-Year University Students’ Academic Outcomes and the Benefits of a Holistic Support Program.” <i>European Journal of Physics</i>, IOP Publishing, 2025, doi:<a href=\"https://doi.org/10.1088/1361-6404/adca13\">10.1088/1361-6404/adca13</a>.","bibtex":"@article{Feser_Bauer_2025, title={From belonging to success: Evaluating the influence of sense of belonging to physics on first-year university students’ academic outcomes and the benefits of a holistic support program}, DOI={<a href=\"https://doi.org/10.1088/1361-6404/adca13\">10.1088/1361-6404/adca13</a>}, journal={European Journal of Physics}, publisher={IOP Publishing}, author={Feser, Markus Sebastian and Bauer, Anna Brigitte}, year={2025} }","ama":"Feser MS, Bauer AB. From belonging to success: Evaluating the influence of sense of belonging to physics on first-year university students’ academic outcomes and the benefits of a holistic support program. <i>European Journal of Physics</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1088/1361-6404/adca13\">10.1088/1361-6404/adca13</a>"},"quality_controlled":"1","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://iopscience.iop.org/article/10.1088/1361-6404/adca13","open_access":"1"}],"doi":"10.1088/1361-6404/adca13","publication_identifier":{"issn":["0143-0807","1361-6404"]},"author":[{"first_name":"Markus Sebastian","last_name":"Feser","full_name":"Feser, Markus Sebastian"},{"id":"24755","full_name":"Bauer, Anna Brigitte","last_name":"Bauer","orcid":"0000-0002-1742-3099","first_name":"Anna Brigitte"}],"title":"From belonging to success: Evaluating the influence of sense of belonging to physics on first-year university students’ academic outcomes and the benefits of a holistic support program","year":"2025","article_type":"original","date_updated":"2025-04-08T06:35:04Z","publication_status":"published","date_created":"2025-04-08T06:32:20Z","department":[{"_id":"299"}],"type":"journal_article","publication":"European Journal of Physics","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>The present study explored the role of first-year physics students’ sense of belonging to physics and how it relates to their learning progression in higher education-level physics. Conducted at Paderborn University, this study examined how students’ sense of belonging to physics influences their academic outcomes in an introductory experimental physics course. Additionally, we investigated how physics students’ engagement in the Physiktreff—a holistic support program for first-year physics students to help them cope with academic and social challenges during their studies—impacts the development of their sense of belonging to physics over time. Our findings indicated that students with a stronger sense of belonging to physics performed better academically. Moreover, students who actively participated in the support program experienced a positive shift in their sense of belonging to physics. However, our findings also revealed that physics students with a higher initial sense of belonging to physics tended to experience a decline in their sense of belonging to physics during their first semester. These results underscore the importance of fostering a sense of belonging to physics within higher education, particularly during the introductory phase of students’ studies.&amp;#xD;</jats:p>","lang":"eng"}]},{"date_updated":"2025-04-16T14:03:41Z","publication_status":"published","author":[{"last_name":"Zeller","orcid":"0000-0002-1834-5520","first_name":"Jannis","full_name":"Zeller, Jannis","id":"99022"}],"title":"Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning","status":"public","year":"2025","doi":"10.17619/UNIPB/1-2238","user_id":"99022","publisher":"Universität Paderborn","_id":"59608","language":[{"iso":"ger"},{"iso":"eng"}],"abstract":[{"text":"Das Fachdidaktische Wissen (FDW) zählt zu den zentralen Elementen des Professionswissens (angehender) Lehrkräfte und seine Relevanz ist sowohl theoretisch angenommen als auch empirisch belegt. In der fachdidaktischen Forschung liegt daher bereits seit längerem ein Fokus auf der Analyse des FDW, wobei mittlerweile vor allem Auswirkungen auf die Handlungsqualität und auf Lernergebnisse in den Blick genommen werden. Nach wie vor stellt aber auch die empirisch fundierte inhaltliche Beschreibung des FDW sowie der Transfer entwickelter FDW-Testverfahren auf Basis von Testinstrumenten mit offenem Antwortformat in die Ausbildungspraxis ein Forschungsdesiderat dar. In diesem Dissertationsprojekt werden daher auf Basis eines Datensatzes von 846 Bearbeitungen eines FDW-Testinstruments im Fach Physik (1) projektübergreifende FDW-Kompetenzniveaus auf Basis von Item-Response-Modellierungen exploriert, (2) nicht-hierarchische FDW-Kompetenzprofile auf Basis von (probabilistischen) Cluster- und Textanalysen beschrieben und (3) ein vollständig automatisiertes FDW-Assessment-System auf Basis von Machine Learning entwickelt. Dabei wurden insbesondere kognitive Anforderungskategorien als Subskalen des verwendeten Testinstruments betrachtet. Das Assessment-System wurde dabei auf Basis dieser und weiterer Subskalen sowie anhand der Zuordnung von Proband:innen zu den Kompetenzprofilen evaluiert und zeigte sowohl relativ zur Interrater-Übereinstimmung als auch absolut betrachtet hohe Performanzwerte.","lang":"ger"},{"lang":"eng","text":"Pedagogical Content Knowledge (PCK) is one of the central elements of the professional knowledge of (prospective) teachers. Its relevance is theoretically established and empirically shown multiple times. PCK has therefore been analyzed continuously in education research, currently with a particular emphasis on its impact on the quality of teaching and directly on learning outcomes. However, there is still a lack of detailed empirically backed descriptions of the intricacies of PCK and of methodologies for translating developed PCK assessment procedures based on open-ended questionnaires into educational practice. In this dissertation project, therefore, three objectives are pursued, based on a dataset of 846 responses to a physics PCK test instrument. First, cross-project PCK competency levels are explored based on item response modeling. Second, non-hierarchical PCK competency profiles are described based on (probabilistic) cluster and text analyses. Third, a fully automated FDW assessment system based on Machine Learning is developed. In particular, cognitive requirement categories were considered as subscales of the test instrument used. The assessment system was evaluated based on these and other subscales, as well as the assignment of respondents to the competency profiles, and demonstrated high performance values both in relation to inter-rater agreement and in absolute terms."}],"citation":{"mla":"Zeller, Jannis. <i>Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning</i>. Universität Paderborn, 2025, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2238\">10.17619/UNIPB/1-2238</a>.","ama":"Zeller J. <i>Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning</i>. Universität Paderborn; 2025. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2238\">10.17619/UNIPB/1-2238</a>","bibtex":"@book{Zeller_2025, title={Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2238\">10.17619/UNIPB/1-2238</a>}, publisher={Universität Paderborn}, author={Zeller, Jannis}, year={2025} }","apa":"Zeller, J. (2025). <i>Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning</i>. Universität Paderborn. <a href=\"https://doi.org/10.17619/UNIPB/1-2238\">https://doi.org/10.17619/UNIPB/1-2238</a>","ieee":"J. Zeller, <i>Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning</i>. Universität Paderborn, 2025.","chicago":"Zeller, Jannis. <i>Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning</i>. Universität Paderborn, 2025. <a href=\"https://doi.org/10.17619/UNIPB/1-2238\">https://doi.org/10.17619/UNIPB/1-2238</a>.","short":"J. Zeller, Strukturanalysen des physikdidaktischen Wissens mithilfe von Machine Learning, Universität Paderborn, 2025."},"department":[{"_id":"299"}],"type":"dissertation","date_created":"2025-04-16T14:01:48Z"},{"publication":"MNU-Journal","date_created":"2023-05-25T15:14:40Z","file":[{"relation":"main_file","date_updated":"2025-05-15T06:54:16Z","file_name":"MNU_journal_03_237-243.pdf","file_size":1936937,"access_level":"open_access","file_id":"59898","content_type":"application/pdf","creator":"ygramzow","date_created":"2025-05-14T12:13:44Z"}],"department":[{"_id":"299"}],"type":"journal_article","author":[{"id":"79855","full_name":"Cramer, Katja","first_name":"Katja","last_name":"Cramer"},{"full_name":"Webersen, Yvonne","first_name":"Yvonne","last_name":"Webersen","id":"9605"}],"title":"\"Heute wissen wir, wie das Universum aussieht!\" ...oder? Eine digitale Lernumgebung zur Vorläufigkeit von naturwissenschaftlichem Wissen am Beispiel der Geschichte der Astronomie","year":"2025","intvolume":"         3","publication_status":"published","date_updated":"2025-05-15T06:54:16Z","language":[{"iso":"ger"}],"citation":{"ama":"Cramer K, Webersen Y. “Heute wissen wir, wie das Universum aussieht!” ...oder? Eine digitale Lernumgebung zur Vorläufigkeit von naturwissenschaftlichem Wissen am Beispiel der Geschichte der Astronomie. <i>MNU-Journal</i>. 2025;3:237-243.","bibtex":"@article{Cramer_Webersen_2025, title={“Heute wissen wir, wie das Universum aussieht!” ...oder? Eine digitale Lernumgebung zur Vorläufigkeit von naturwissenschaftlichem Wissen am Beispiel der Geschichte der Astronomie}, volume={3}, journal={MNU-Journal}, author={Cramer, Katja and Webersen, Yvonne}, year={2025}, pages={237–243} }","mla":"Cramer, Katja, and Yvonne Webersen. “‘Heute wissen wir, wie das Universum aussieht!’ ...oder? Eine digitale Lernumgebung zur Vorläufigkeit von naturwissenschaftlichem Wissen am Beispiel der Geschichte der Astronomie.” <i>MNU-Journal</i>, vol. 3, 2025, pp. 237–43.","chicago":"Cramer, Katja, and Yvonne Webersen. “‘Heute wissen wir, wie das Universum aussieht!’ ...oder? Eine digitale Lernumgebung zur Vorläufigkeit von naturwissenschaftlichem Wissen am Beispiel der Geschichte der Astronomie.” <i>MNU-Journal</i> 3 (2025): 237–43.","short":"K. Cramer, Y. Webersen, MNU-Journal 3 (2025) 237–243.","apa":"Cramer, K., &#38; Webersen, Y. (2025). “Heute wissen wir, wie das Universum aussieht!” ...oder? Eine digitale Lernumgebung zur Vorläufigkeit von naturwissenschaftlichem Wissen am Beispiel der Geschichte der Astronomie. <i>MNU-Journal</i>, <i>3</i>, 237–243.","ieee":"K. Cramer and Y. Webersen, “‘Heute wissen wir, wie das Universum aussieht!’ ...oder? Eine digitale Lernumgebung zur Vorläufigkeit von naturwissenschaftlichem Wissen am Beispiel der Geschichte der Astronomie,” <i>MNU-Journal</i>, vol. 3, pp. 237–243, 2025."},"file_date_updated":"2025-05-15T06:54:16Z","oa":"1","status":"public","has_accepted_license":"1","_id":"45291","page":"237-243","volume":3,"user_id":"9605","ddc":["530"]},{"date_created":"2025-09-12T08:17:46Z","department":[{"_id":"299"}],"type":"journal_article","citation":{"ama":"Webersen Y, Riese J. Protecting physics students from pseudoscience - combining strategies for a comprehensive teaching approach. <i>European Journal of Physics</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1088/1361-6404/ae03f6\">10.1088/1361-6404/ae03f6</a>","bibtex":"@article{Webersen_Riese_2025, title={Protecting physics students from pseudoscience - combining strategies for a comprehensive teaching approach}, DOI={<a href=\"https://doi.org/10.1088/1361-6404/ae03f6\">10.1088/1361-6404/ae03f6</a>}, journal={European Journal of Physics}, publisher={IOP Publishing}, author={Webersen, Yvonne and Riese, Josef}, year={2025} }","mla":"Webersen, Yvonne, and Josef Riese. “Protecting Physics Students from Pseudoscience - Combining Strategies for a Comprehensive Teaching Approach.” <i>European Journal of Physics</i>, IOP Publishing, 2025, doi:<a href=\"https://doi.org/10.1088/1361-6404/ae03f6\">10.1088/1361-6404/ae03f6</a>.","chicago":"Webersen, Yvonne, and Josef Riese. “Protecting Physics Students from Pseudoscience - Combining Strategies for a Comprehensive Teaching Approach.” <i>European Journal of Physics</i>, 2025. <a href=\"https://doi.org/10.1088/1361-6404/ae03f6\">https://doi.org/10.1088/1361-6404/ae03f6</a>.","short":"Y. Webersen, J. Riese, European Journal of Physics (2025).","apa":"Webersen, Y., &#38; Riese, J. (2025). Protecting physics students from pseudoscience - combining strategies for a comprehensive teaching approach. <i>European Journal of Physics</i>. <a href=\"https://doi.org/10.1088/1361-6404/ae03f6\">https://doi.org/10.1088/1361-6404/ae03f6</a>","ieee":"Y. Webersen and J. Riese, “Protecting physics students from pseudoscience - combining strategies for a comprehensive teaching approach,” <i>European Journal of Physics</i>, 2025, doi: <a href=\"https://doi.org/10.1088/1361-6404/ae03f6\">10.1088/1361-6404/ae03f6</a>."},"publication":"European Journal of Physics","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>Given the presence of fake news and pseudoscience (often disguised as physics), the importance of inoculating citizens against this type of misinformation has gained increasing attention in education. This is a goal that all subjects should pursue equally from their respective disciplinary perspectives. &amp;#xD;The paper presents a teaching approach to protect physics students from misinformation and pseudoscience by combining these three common strategies: First, understanding the fundamental principles of the Nature of Science. Second, identifying techniques of Science Denial. And third, applying heuristics for evaluating (supposedly) scientific information. Finally, the paper offers practical suggestions for applying these strategies in a master's-level physics course, using examples from the field of physics.</jats:p>","lang":"eng"}],"_id":"61241","publisher":"IOP Publishing","language":[{"iso":"eng"}],"user_id":"9605","doi":"10.1088/1361-6404/ae03f6","publication_identifier":{"issn":["0143-0807","1361-6404"]},"author":[{"full_name":"Webersen, Yvonne","first_name":"Yvonne","last_name":"Webersen","id":"9605"},{"full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","last_name":"Riese","first_name":"Josef","id":"429"}],"year":"2025","status":"public","title":"Protecting physics students from pseudoscience - combining strategies for a comprehensive teaching approach","publication_status":"published","date_updated":"2025-09-12T08:21:26Z"},{"main_file_link":[{"url":"https://ojs.dpg-physik.de/index.php/phydid-b/article/view/1492/1731","open_access":"1"}],"language":[{"iso":"ger"}],"series_title":"Didaktik der Physik – Beiträge zur DPG-Frühjahrstagung(PhyDid B)","date_updated":"2025-12-01T09:45:35Z","publication_status":"published","year":"2025","title":"Online-Selbstlernkurs zu digitalen Medien im Physikunterricht","author":[{"id":"118219","last_name":"Weiler","orcid":"0000-0003-2164-0341","first_name":"David Christoph","full_name":"Weiler, David Christoph"},{"full_name":"Burde, Jan-Philipp","last_name":"Burde","first_name":"Jan-Philipp"},{"full_name":"Costan, Kasim","last_name":"Costan","first_name":"Kasim"},{"id":"99511","full_name":"Gieshoff, Rike Isabel","last_name":"Gieshoff","orcid":"0000-0001-8713-3014","first_name":"Rike Isabel"},{"last_name":"Kulgemeyer","first_name":"Christoph","full_name":"Kulgemeyer, Christoph","id":"84533"},{"full_name":"Lässer, Armin","last_name":"Lässer","first_name":"Armin"},{"id":"111352","first_name":"Katja","last_name":"Plicht","full_name":"Plicht, Katja"},{"id":"429","full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","first_name":"Josef","last_name":"Riese"},{"full_name":"Schubatzky, Thomas","first_name":"Thomas","last_name":"Schubatzky"}],"publication_identifier":{"unknown":["2191-379X"]},"type":"conference","department":[{"_id":"864"}],"file":[{"file_id":"62715","content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2025-12-01T09:41:08Z","file_name":"11_1492_Online-Selbstlernkurs+zu+digitalen+Medien+im+Physikunterricht.pdf","file_size":862011,"access_level":"closed","date_created":"2025-12-01T09:41:08Z","creator":"dweiler"}],"date_created":"2025-12-01T09:44:49Z","abstract":[{"text":"Die fortschreitende Digitalisierung bringt große Herausforderungen für die Aus- und Weiterbildung\r\nvon Lehrkräften mit sich. Während angehende Lehrkräfte bereits von neuen Entwicklungen in der\r\nAusbildung profitieren, sind viele aktive Lehrkräfte bislang nicht ausreichend auf die digitalen Möglichkeiten\r\nim Unterricht vorbereitet. Der Kompetenzverbund lernen:digital setzt genau hier an und\r\nunterstützt gezielt Lehrkräfte beim Erwerb digitalisierungsbezogener Kompetenzen. Im Rahmen des\r\nVerbundprojekts ComeMINT wurde unter anderem ein Online-Selbstlernkurs entwickelt, der sich\r\nmit dem Einsatz digitaler Medien im Physikunterricht befasst. Grundlage des Kurses bilden zum\r\neinen eine Bedürfnisanalyse unter praktizierenden Physiklehrkräften und zum anderen bereits bestehende\r\nMaterialien aus der Lehrkräfteausbildung. Der Kurs vermittelt grundlegende Kompetenzen\r\nim Umgang mit physikspezifischen digitalen Medien, wie zum Beispiel digitaler Messwerterfassung,\r\nAugmented Reality oder Simulationen. In diesem Beitrag werden die Entwicklung und die\r\nInhalte des Selbstlernkurses skizziert, sowie die nachhaltige Aufbereitung der Materialien zur Nachnutzung\r\ndargestellt.","lang":"ger"}],"publication":"PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung","ddc":["370"],"user_id":"118219","page":"71-78","_id":"62714","has_accepted_license":"1","status":"public","conference":{"name":"DPG-Frühjahrstagung 2025","start_date":"31.03.2025","location":"Göttingen","end_date":"02.04.2025"},"oa":"1","file_date_updated":"2025-12-01T09:41:08Z","citation":{"mla":"Weiler, David Christoph, et al. “Online-Selbstlernkurs zu digitalen Medien im Physikunterricht.” <i>PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung</i>, 2025, pp. 71–78.","ama":"Weiler DC, Burde J-P, Costan K, et al. Online-Selbstlernkurs zu digitalen Medien im Physikunterricht. In: <i>PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung</i>. Didaktik der Physik – Beiträge zur DPG-Frühjahrstagung(PhyDid B). ; 2025:71-78.","bibtex":"@inproceedings{Weiler_Burde_Costan_Gieshoff_Kulgemeyer_Lässer_Plicht_Riese_Schubatzky_2025, series={Didaktik der Physik – Beiträge zur DPG-Frühjahrstagung(PhyDid B)}, title={Online-Selbstlernkurs zu digitalen Medien im Physikunterricht}, booktitle={PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung}, author={Weiler, David Christoph and Burde, Jan-Philipp and Costan, Kasim and Gieshoff, Rike Isabel and Kulgemeyer, Christoph and Lässer, Armin and Plicht, Katja and Riese, Josef and Schubatzky, Thomas}, year={2025}, pages={71–78}, collection={Didaktik der Physik – Beiträge zur DPG-Frühjahrstagung(PhyDid B)} }","apa":"Weiler, D. C., Burde, J.-P., Costan, K., Gieshoff, R. I., Kulgemeyer, C., Lässer, A., Plicht, K., Riese, J., &#38; Schubatzky, T. (2025). Online-Selbstlernkurs zu digitalen Medien im Physikunterricht. <i>PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung</i>, 71–78.","ieee":"D. C. Weiler <i>et al.</i>, “Online-Selbstlernkurs zu digitalen Medien im Physikunterricht,” in <i>PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung</i>, Göttingen, 2025, pp. 71–78.","chicago":"Weiler, David Christoph, Jan-Philipp Burde, Kasim Costan, Rike Isabel Gieshoff, Christoph Kulgemeyer, Armin Lässer, Katja Plicht, Josef Riese, and Thomas Schubatzky. “Online-Selbstlernkurs zu digitalen Medien im Physikunterricht.” In <i>PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung</i>, 71–78. Didaktik der Physik – Beiträge zur DPG-Frühjahrstagung(PhyDid B), 2025.","short":"D.C. Weiler, J.-P. Burde, K. Costan, R.I. Gieshoff, C. Kulgemeyer, A. Lässer, K. Plicht, J. Riese, T. Schubatzky, in: PhyDid B - Didaktik Der Physik - Beiträge Zur DPG-Frühjahrstagung, 2025, pp. 71–78."}},{"citation":{"apa":"Riese, J., &#38; Reinhold, P. (2025). Physik in der Lehrerinnen- und Lehrerbildung - Empirisch fundierte Curricula in einer digitalen Welt. In C. Cramer, J. König, &#38; M. Rothland (Eds.), <i>Handbuch Lehrerinnen- und Lehrerbildung</i> (2nd ed.). Verlag Julius Klinkhardt. <a href=\"https://doi.org/10.35468/hblb2025-076\">https://doi.org/10.35468/hblb2025-076</a>","ieee":"J. Riese and P. Reinhold, “Physik in der Lehrerinnen- und Lehrerbildung - Empirisch fundierte Curricula in einer digitalen Welt,” in <i>Handbuch Lehrerinnen- und Lehrerbildung</i>, 2nd ed., C. Cramer, J. König, and M. Rothland, Eds. Bad Heilbrunn: Verlag Julius Klinkhardt, 2025.","chicago":"Riese, Josef, and Peter Reinhold. “Physik in der Lehrerinnen- und Lehrerbildung - Empirisch fundierte Curricula in einer digitalen Welt.” In <i>Handbuch Lehrerinnen- und Lehrerbildung</i>, edited by Colin Cramer, Johannes  König, and Martin Rothland, 2nd ed. Bad Heilbrunn: Verlag Julius Klinkhardt, 2025. <a href=\"https://doi.org/10.35468/hblb2025-076\">https://doi.org/10.35468/hblb2025-076</a>.","short":"J. Riese, P. Reinhold, in: C. Cramer, J. König, M. Rothland (Eds.), Handbuch Lehrerinnen- und Lehrerbildung, 2nd ed., Verlag Julius Klinkhardt, Bad Heilbrunn, 2025.","mla":"Riese, Josef, and Peter Reinhold. “Physik in der Lehrerinnen- und Lehrerbildung - Empirisch fundierte Curricula in einer digitalen Welt.” <i>Handbuch Lehrerinnen- und Lehrerbildung</i>, edited by Colin Cramer et al., 2nd ed., Verlag Julius Klinkhardt, 2025, doi:<a href=\"https://doi.org/10.35468/hblb2025-076\">10.35468/hblb2025-076</a>.","ama":"Riese J, Reinhold P. Physik in der Lehrerinnen- und Lehrerbildung - Empirisch fundierte Curricula in einer digitalen Welt. In: Cramer C, König J, Rothland M, eds. <i>Handbuch Lehrerinnen- und Lehrerbildung</i>. 2nd ed. Verlag Julius Klinkhardt; 2025. doi:<a href=\"https://doi.org/10.35468/hblb2025-076\">10.35468/hblb2025-076</a>","bibtex":"@inbook{Riese_Reinhold_2025, place={Bad Heilbrunn}, edition={2}, title={Physik in der Lehrerinnen- und Lehrerbildung - Empirisch fundierte Curricula in einer digitalen Welt}, DOI={<a href=\"https://doi.org/10.35468/hblb2025-076\">10.35468/hblb2025-076</a>}, booktitle={Handbuch Lehrerinnen- und Lehrerbildung}, publisher={Verlag Julius Klinkhardt}, author={Riese, Josef and Reinhold, Peter}, editor={Cramer, Colin and König, Johannes  and Rothland, Martin}, year={2025} }"},"publication":"Handbuch Lehrerinnen- und Lehrerbildung","place":"Bad Heilbrunn","date_created":"2025-12-18T14:53:55Z","department":[{"_id":"299"}],"type":"book_chapter","author":[{"id":"429","full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","first_name":"Josef","last_name":"Riese"},{"first_name":"Peter","last_name":"Reinhold","full_name":"Reinhold, Peter","id":"416"}],"publication_identifier":{"isbn":["978-3-8365-6544-6"]},"status":"public","title":"Physik in der Lehrerinnen- und Lehrerbildung - Empirisch fundierte Curricula in einer digitalen Welt","year":"2025","date_updated":"2025-12-18T15:04:58Z","publication_status":"published","edition":"2","_id":"63212","language":[{"iso":"ger"}],"publisher":"Verlag Julius Klinkhardt","editor":[{"full_name":"Cramer, Colin","first_name":"Colin","last_name":"Cramer"},{"first_name":"Johannes ","last_name":"König","full_name":"König, Johannes "},{"full_name":"Rothland, Martin","last_name":"Rothland","first_name":"Martin"}],"doi":"10.35468/hblb2025-076","user_id":"429"},{"year":"2025","title":"Bedürfnisse von Lehrkräften zu digitalen Medien adressieren! ","status":"public","author":[{"last_name":"Weiler","first_name":"David","full_name":"Weiler, David"},{"first_name":"Jan-Philipp","last_name":"Burde","full_name":"Burde, Jan-Philipp"},{"last_name":"Costan","first_name":"Kasim","full_name":"Costan, Kasim"},{"full_name":"Große-Heilmann, Rike Isabel","first_name":"Rike Isabel","last_name":"Große-Heilmann"},{"last_name":"Kulgemeyer","first_name":"Christoph","full_name":"Kulgemeyer, Christoph","id":"84533"},{"full_name":"Lässer, Armin","last_name":"Lässer","first_name":"Armin"},{"id":"429","full_name":"Riese, Josef","first_name":"Josef","last_name":"Riese","orcid":"0000-0003-2927-2619"},{"last_name":"Schubatzky","first_name":"Thomas","full_name":"Schubatzky, Thomas"}],"date_updated":"2024-11-19T11:39:16Z","_id":"57235","language":[{"iso":"eng"}],"user_id":"99511","publication":"Lernen, lehren und forschen im Schülerlabor. Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum","citation":{"apa":"Weiler, D., Burde, J.-P., Costan, K., Große-Heilmann, R. I., Kulgemeyer, C., Lässer, A., Riese, J., &#38; Schubatzky, T. (2025). Bedürfnisse von Lehrkräften zu digitalen Medien adressieren! . In <i>Lernen, lehren und forschen im Schülerlabor. Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum</i>.","ieee":"D. Weiler <i>et al.</i>, “Bedürfnisse von Lehrkräften zu digitalen Medien adressieren! ,” <i>Lernen, lehren und forschen im Schülerlabor. Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum</i>. 2025.","chicago":"Weiler, David, Jan-Philipp Burde, Kasim Costan, Rike Isabel Große-Heilmann, Christoph Kulgemeyer, Armin Lässer, Josef Riese, and Thomas Schubatzky. “Bedürfnisse von Lehrkräften Zu Digitalen Medien Adressieren! .” <i>Lernen, Lehren Und Forschen Im Schülerlabor. Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum</i>, 2025.","short":"D. Weiler, J.-P. Burde, K. Costan, R.I. Große-Heilmann, C. Kulgemeyer, A. Lässer, J. Riese, T. Schubatzky, Lernen, Lehren Und Forschen Im Schülerlabor. Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum (2025).","mla":"Weiler, David, et al. “Bedürfnisse von Lehrkräften Zu Digitalen Medien Adressieren! .” <i>Lernen, Lehren Und Forschen Im Schülerlabor. Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum</i>, 2025.","ama":"Weiler D, Burde J-P, Costan K, et al. Bedürfnisse von Lehrkräften zu digitalen Medien adressieren! . <i>Lernen, lehren und forschen im Schülerlabor Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum</i>. Published online 2025.","bibtex":"@article{Weiler_Burde_Costan_Große-Heilmann_Kulgemeyer_Lässer_Riese_Schubatzky_2025, title={Bedürfnisse von Lehrkräften zu digitalen Medien adressieren! }, journal={Lernen, lehren und forschen im Schülerlabor. Gesellschaft Für Didaktik Der Chemie Und Physik Jahrestagung 2024 in Bochum}, author={Weiler, David and Burde, Jan-Philipp and Costan, Kasim and Große-Heilmann, Rike Isabel and Kulgemeyer, Christoph and Lässer, Armin and Riese, Josef and Schubatzky, Thomas}, year={2025} }"},"date_created":"2024-11-19T11:38:10Z","type":"preprint","department":[{"_id":"299"}]},{"article_type":"original","publication_status":"published","date_updated":"2025-03-04T08:08:42Z","publication_identifier":{"eissn":["1098-2736"],"issn":["0022-4308"]},"author":[{"full_name":"Zeller, Jannis","orcid":"0000-0002-1834-5520","first_name":"Jannis","last_name":"Zeller","id":"99022"},{"last_name":"Riese","first_name":"Josef","orcid":"0000-0003-2927-2619","full_name":"Riese, Josef","id":"429"}],"year":"2025","title":"Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses?","doi":"10.1002/tea.70001","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/tea.70001"}],"abstract":[{"lang":"eng","text":"There have been several attempts to conceptualize and operationalize pedagogical content knowledge (PCK) in the context of teachers' professional competencies. A recent and popular model is the Refined Consensus Model (RCM), which proposes a framework of dispositional competencies (personal PCK—pPCK) that influence more action-related competencies (enacted PCK—ePCK) and vice versa. However, descriptions of the internal structure of pPCK and possible knowledge domains that might develop independently are still limited, being either primarily theoretically motivated or strictly hierarchical and therefore of limited use, for example, for formative feedback and further development of the RCM. Meanwhile, a non-hierarchical differentiation for the ePCK regarding the plan-teach-reflect cycle has emerged. In this study, we present an exploratory computational approach to investigate pre-service teachers' pPCK for a similar non-hierarchical structure using a large dataset of responses to a pPCK questionnaire (N=846). We drew on theoretical foundations and previous empirical findings to achieve interpretability by integrating this external knowledge into our analyses using the Computational Grounded Theory (CGT) framework. The results of a cluster analysis of the pPCK scores indicate the emergence of prototypical groups, which we refer to as competency profiles: (1) a group with low performance, (2) a group with relatively advanced competency in using pPCK to create instructional elements, (3) a group with relatively advanced competency in using pPCK to assess and analyze described instructional elements, and (4) a group with high performance. These groups show tendencies for certain language usage, which we analyze using a structural topic model in a CGT-inspired pattern refinement step. We verify these patterns by demonstrating the ability of a machine learning model to predict the competency profile assignments. Finally, we discuss some implications of the results for the further development of the RCM and their potential usability for an automated formative assessment."}],"publication":"Journal of Research in Science Teaching","department":[{"_id":"299"}],"keyword":["computational grounded theory","language analysis","machine learning","pedagogical content knowledge","unsupervised learning"],"type":"journal_article","date_created":"2025-03-04T08:08:37Z","status":"public","user_id":"99022","_id":"58885","citation":{"bibtex":"@article{Zeller_Riese_2025, title={Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses?}, DOI={<a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>}, journal={Journal of Research in Science Teaching}, author={Zeller, Jannis and Riese, Josef}, year={2025} }","ama":"Zeller J, Riese J. Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses? <i>Journal of Research in Science Teaching</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>","mla":"Zeller, Jannis, and Josef Riese. “Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of PPCK Emerge From Non-Hierarchical Analyses?” <i>Journal of Research in Science Teaching</i>, 2025, doi:<a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>.","chicago":"Zeller, Jannis, and Josef Riese. “Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of PPCK Emerge From Non-Hierarchical Analyses?” <i>Journal of Research in Science Teaching</i>, 2025. <a href=\"https://doi.org/10.1002/tea.70001\">https://doi.org/10.1002/tea.70001</a>.","short":"J. Zeller, J. Riese, Journal of Research in Science Teaching (2025).","ieee":"J. Zeller and J. Riese, “Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses?,” <i>Journal of Research in Science Teaching</i>, 2025, doi: <a href=\"https://doi.org/10.1002/tea.70001\">10.1002/tea.70001</a>.","apa":"Zeller, J., &#38; Riese, J. (2025). Competency Profiles of PCK Using Unsupervised Learning: What Implications for the Structures of pPCK Emerge From Non-Hierarchical Analyses? <i>Journal of Research in Science Teaching</i>. <a href=\"https://doi.org/10.1002/tea.70001\">https://doi.org/10.1002/tea.70001</a>"},"oa":"1"},{"main_file_link":[{"open_access":"1","url":"https://www.wbv.de/shop/Physik-lernen-durch-Erklaeren-Evaluation-eines-Seminarkonzepts-fuer-Sachunterrichtsstudierende-HSL2462W"}],"language":[{"iso":"ger"}],"_id":"58907","doi":"https://dx.doi.org/10.3278/HSL2462W","user_id":"51082","volume":11,"status":"public","year":"2025","title":"Physik lernen durch Erklären? - Evaluation eines Seminarkonzepts für Sachunterrichtsstudierende","author":[{"full_name":"Hörnlein, Madeleine","orcid":"https://orcid.org/0000-0002-4220-930X","last_name":"Hörnlein","first_name":"Madeleine","id":"51082"}],"date_updated":"2025-03-05T09:19:56Z","intvolume":"        11","date_created":"2025-03-05T09:19:44Z","type":"journal_article","oa":"1","department":[{"_id":"299"}],"publication":"die hochschullehre","citation":{"ieee":"M. Hörnlein, “Physik lernen durch Erklären? - Evaluation eines Seminarkonzepts für Sachunterrichtsstudierende,” <i>die hochschullehre</i>, vol. 11, 2025, doi: <a href=\"https://dx.doi.org/10.3278/HSL2462W\">https://dx.doi.org/10.3278/HSL2462W</a>.","mla":"Hörnlein, Madeleine. “Physik lernen durch Erklären? - Evaluation eines Seminarkonzepts für Sachunterrichtsstudierende.” <i>die hochschullehre</i>, vol. 11, 2025, doi:<a href=\"https://dx.doi.org/10.3278/HSL2462W\">https://dx.doi.org/10.3278/HSL2462W</a>.","apa":"Hörnlein, M. (2025). Physik lernen durch Erklären? - Evaluation eines Seminarkonzepts für Sachunterrichtsstudierende. <i>die hochschullehre</i>, <i>11</i>. <a href=\"https://dx.doi.org/10.3278/HSL2462W\">https://dx.doi.org/10.3278/HSL2462W</a>","bibtex":"@article{Hörnlein_2025, title={Physik lernen durch Erklären? - Evaluation eines Seminarkonzepts für Sachunterrichtsstudierende}, volume={11}, DOI={<a href=\"https://dx.doi.org/10.3278/HSL2462W\">https://dx.doi.org/10.3278/HSL2462W</a>}, journal={die hochschullehre}, author={Hörnlein, Madeleine}, year={2025} }","ama":"Hörnlein M. Physik lernen durch Erklären? - Evaluation eines Seminarkonzepts für Sachunterrichtsstudierende. <i>die hochschullehre</i>. 2025;11. doi:<a href=\"https://dx.doi.org/10.3278/HSL2462W\">https://dx.doi.org/10.3278/HSL2462W</a>","short":"M. Hörnlein, die hochschullehre 11 (2025).","chicago":"Hörnlein, Madeleine. “Physik lernen durch Erklären? - Evaluation eines Seminarkonzepts für Sachunterrichtsstudierende.” <i>die hochschullehre</i> 11 (2025). <a href=\"https://dx.doi.org/10.3278/HSL2462W\">https://dx.doi.org/10.3278/HSL2462W</a>."}},{"volume":8,"ddc":["370"],"user_id":"9605","_id":"58658","has_accepted_license":"1","status":"public","citation":{"mla":"Webersen, Yvonne, and Josef Riese. “Umdenken! Vom Fachlichen Zum Schulischen Experimentieren. Vorstellung Einer Lehrkonzeption Für Angehende Physiklehrkräfte. .” <i>HLZ – Herausforderung Lehrer*innenbildung</i>, vol. 8, no. 1, 2025, doi:<a href=\"https://doi.org/10.11576/hlz-7118\">10.11576/hlz-7118</a>.","bibtex":"@article{Webersen_Riese_2025, title={Umdenken! Vom fachlichen zum schulischen Experimentieren. 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