@inproceedings{58229,
  author       = {{Vernholz, Mats and Temmen, Katrin}},
  location     = {{Dresden}},
  title        = {{{Im Spannungsfeld zwischen Fach- und Bildungswissenschaft - Einflussfaktoren auf die Selbsteinschätzungen gewerblich-technischer Lehramtsstudierender in den verschiedenen Bereichen des Master of Education}}},
  year         = {{2024}},
}

@inproceedings{58226,
  author       = {{Vernholz, Mats and Schäfers, Johannes and Jonas-Ahrend, Gabriela and Temmen, Katrin}},
  location     = {{München}},
  title        = {{{Uni trifft Schule - Kooperative Unterrichtsentwicklung unter Einbezug von KI in der gewerblich-technischen Lehramtsausbildung}}},
  year         = {{2024}},
}

@inproceedings{58166,
  author       = {{Jonas-Ahrend, Gabriela and Kaiser, Franz and Traum, Anne}},
  location     = {{Dresden}},
  title        = {{{Netzwerk empirische Forschung zur beruflichen Lehrkräftebildung (Poster)}}},
  year         = {{2024}},
}

@inproceedings{58257,
  author       = {{Ratnam, Tara and Gudjonsdottir, Hafdis and Jonas-Ahrend, Gabriela}},
  location     = {{Philadelphia/USA}},
  title        = {{{The Emergence of an Invisible College as an Offshoot withn the ISATT Community}}},
  year         = {{2024}},
}

@inproceedings{58228,
  author       = {{Vernholz, Mats and Jonas-Ahrend, Gabriela}},
  location     = {{Halle (an der Saale)}},
  title        = {{{„Und ich sag mal, Theorie und Praxis ist zweierlei” – Wie können Praxisphasen Lehramtsstudierende auf zukünftige Anforderungen vorbereiten?}}},
  year         = {{2024}},
}

@inproceedings{62050,
  author       = {{Reckmann, Eileen and Temmen, Katrin}},
  location     = {{Potsdam}},
  title        = {{{Gelingensbedingungen non-formalen Lernens an außerschulischen Lernorten – Eine qualitative Interviewstudie mit Workshop-Moderator*innen}}},
  year         = {{2024}},
}

@inproceedings{62052,
  author       = {{Reckmann, Eileen and Blomberg, Tobias and Temmen, Katrin}},
  location     = {{München}},
  title        = {{{„Das ist genau das richtige Setting“ ‒ Zusammen lehren und lernen im MINT-Cluster MINT4.OWL}}},
  year         = {{2024}},
}

@inproceedings{54635,
  author       = {{Maletz, Lucia and Temmen, Katrin and Bentrup, Leon Alexander and Frank, Carolin}},
  booktitle    = {{Dekarbonisierung, Digitalisierung, Demographie: Gestaltungsanspruch Für {Gewerblich-Technische} Facharbeit und }},
  editor       = {{Grimm, Axel and Herkner, Volkmar and Karges, Torben and Schlausch, Reiner}},
  isbn         = {{978-3-631-90685-9}},
  pages        = {{477--491}},
  publisher    = {{Peter Lang GmbH, Internationaler Verlag der Wissenschaften}},
  title        = {{{Didaktische Nutzung des digitalen Zwillings in einem E-Learning-Lernbaustein zum Thema "Smart Factory" für die Lehramtsmasterstudiengänge der gewerblich-technischen Fachrichtung}}},
  year         = {{2024}},
}

@inproceedings{57864,
  abstract     = {{This book includes the proceedings of the 21st International Conference on Smart Technologies & Education (STE2024). The "International Conference on Smart Technologies & Education" (STE) is an annual global meeting dedicated to the fundamentals, applications, and experiences in the field of Smart Technologies, Online, Remote, and Virtual Engineering, Virtual Instrumentation, and other related new technologies. Nowadays, online and smart technologies are the core of most fields of engineering and the whole society. Consequently, the motto of this year’s STE2024 was "Smart Technologies for a Sustainable Future". The STE conference is the successor of the long-standing annual REV Conferences and the annual meeting of the International Association of Online Engineering (IAOE) together with the EduNet World Association (EWA) and the International Education Network (EduNet). In a globally connected world, the interest in online collaboration, teleworking, remote services, and other digital working environments is rapidly increasing. In response to that, the general objective of this conference is to contribute and discuss fundamentals, applications, and experiences in the field of Online and Remote Engineering, Virtual Instrumentation, and other related new technologies like Cross Reality, Open Science and Big Data, Internet of Things and Industrial Internet of Things, Industry 4.0, Cyber Security, and M2M and Smart Objects. Another objective of the conference is to discuss guidelines and new concepts for engineering education in higher and vocational education institutions, including emerging technologies in learning, MOOCs and MOOLs, and Open Resources. This year, STE2024 has been organized in Helsinki, Finland as an onsite event supporting remote presentations, from March 6 until March 8, 2024. The co-organizers of STE2024 were the Arcada University of Applied Sciences, the International Association of Online Engineering (IAOE) together with the Global Online Laboratory Consortium (GOLC), the International Education Network (EduNet), and the EduNet World Association (EWA). STE2024 has attracted 140 scientists and industrial leaders from more than 40 countries}},
  author       = {{Alptekin, Mesut and Temmen, Katrin}},
  booktitle    = {{Smart Technologies for a Sustainable Future: Proceedings of the 21st International Conference on Smart Technologies & Education. Volume 1}},
  isbn         = {{3-031-61891-2 978-3-031-61891-8}},
  pages        = {{297}},
  publisher    = {{Springer Nature}},
  title        = {{{Extended Results for Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses}}},
  volume       = {{1}},
  year         = {{2024}},
}

@inbook{57863,
  author       = {{Alptekin, Mesut and Temmen, Katrin}},
  booktitle    = {{Smart Technologies for a Sustainable Future}},
  editor       = {{Auer, Michael E. and Langmann, Reinhard and May, Dominik and Roos, Kim}},
  isbn         = {{978-3-031-61890-1 978-3-031-61891-8}},
  pages        = {{297–304}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{Effectiveness Study of an Augmented Reality App as Preparation Tool for Electrical Engineering Laboratory Courses}}},
  doi          = {{10.1007/978-3-031-61891-8_29}},
  volume       = {{1027}},
  year         = {{2024}},
}

@inbook{61868,
  author       = {{Jonas-Ahrend, Gabriela}},
  booktitle    = {{A Pedagogical View of the COVID-19 Pandemic}},
  isbn         = {{9789004710139}},
  publisher    = {{BRILL}},
  title        = {{{Vocational Teacher Education in a “COVID-19 Semester”}}},
  doi          = {{10.1163/9789004710146_009}},
  year         = {{2024}},
}

@inbook{57834,
  author       = {{Vernholz, Mats}},
  booktitle    = {{Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2024}},
  editor       = {{Kögler, Kristina and Kremer, H.-Hugo and Herkner, Volkmar}},
  pages        = {{132--147}},
  publisher    = {{Verlag Barbara Budrich}},
  title        = {{{Gewerblich-technische Lehrkräftebildung in Deutschland - Analyse der Einflüsse auf das akademische Selbstkonzept von Lehramtsstudierenden technischer (beruflicher) Fachrichtungen}}},
  doi          = {{10.3224/84743054}},
  year         = {{2024}},
}

@inbook{57154,
  author       = {{Asiimwe, Henry and Bode, Henrik and Bogere, Paul and Freitag, Christine and Mangeni, Teddy}},
  booktitle    = {{Bildungsmedien für Erwachsene Educational Media for Adults }},
  editor       = {{Andrzejewska, Ewa and Matthes, Eva and Schütze, Sylvia and Van Wiele, Jan}},
  isbn         = {{978-3-7815-2670-9}},
  pages        = {{245–255}},
  publisher    = {{Verlag Julius Klinkhardt}},
  title        = {{{Which Media for Whom? The Implementation of Microgrids as a Trigger of Transformational Adult Learning Opportunities in Formal, Informal and Situational Settings in Times of Change}}},
  doi          = {{10.35468/6126}},
  year         = {{2024}},
}

@inproceedings{62047,
  author       = {{Reckmann, Eileen and Temmen, Katrin}},
  location     = {{Hannover}},
  title        = {{{Erste Ergebnisse aus einer Interviewstudie mit Workshop-Moderierenden mobiler Schülerlaborangebote an außerschulischen Lernorten}}},
  year         = {{2024}},
}

@inproceedings{47590,
  author       = {{Jonas-Ahrend, Gabriela and Fraser-Abder, Pamela and Kapanadze, Marika and Joubran, Fadeel and Mazzolini, Alexander}},
  location     = {{Panama City/Panama}},
  title        = {{{Lessons learned from a global review study of physics textbook evaluation and its implications for teaching and learning in the classroom}}},
  year         = {{2023}},
}

@inproceedings{47591,
  author       = {{Jonas-Ahrend, Gabriela and Kapanadze, Marika and Mazzolini, Alexander and Joubran, Fadeel}},
  location     = {{Hannover}},
  title        = {{{Physiklehrbücher im Fokus der fachdidaktischen Forschung - ein internationaler Literatur-Review}}},
  year         = {{2023}},
}

@inproceedings{47602,
  author       = {{Jonas-Ahrend, Gabriela and Kapanadze, Marika and Mazzolini, Alexander and Joubran, Fadeel}},
  location     = {{Hamburg}},
  title        = {{{Ergebnisse einer Reviewstudie zur Evaluation von Physiklehrbüchern}}},
  year         = {{2023}},
}

@inproceedings{52370,
  author       = {{Vernholz, Mats}},
  booktitle    = {{Living and Leading in the Next Era: Connecting Teaching, Research, Citizenship and Equity}},
  editor       = {{Perla, Loredana and Agrati, Laura Sara and Vinci, Viviana and Scarinci, Alessia}},
  isbn         = {{9791255681038}},
  location     = {{Bari}},
  publisher    = {{Pensa Multimedia}},
  title        = {{{Academic self-concepts of pre-service technology teachers for vocational education in Germany according to the TPACK- Model}}},
  year         = {{2023}},
}

@inproceedings{35942,
  abstract     = {{Partial coverage of the traditional grid is one of the factors that con-tribute to the low electrical energy access levels in developing countries. This often results in long distances between the grid and unconnected communities. Microgrids, due to their distributed energy resources, have the potential to increase energy access levels. However, there is limited access to microgrids-related knowledge. The knowledge is essential for the effective and efficient use of energy, operation, and hence sustainability of microgrids. To contribute to the sustainability of microgrids, a Virtual and Interactive Microgrids Learning Environment (VIMLE) for microgrids knowledge transfer is developed. VIMLE development is guided by design-based research. With knowledge transfer and skills acquisition through the use of VIMLE, local capacity for designing, installing, operating and maintenance of microgrids is built. Skilled local capacity will contribute to microgrids sustainability. Hence, improve electrical energy access levels and contribute to the achievement of SDG 7.}},
  author       = {{Bogere, Paul and Bode, Henrik and Temmen, Katrin}},
  booktitle    = {{Learning in the Age of Digital and Green Transition. ICL 2022. Lecture Notes in Networks and Systems}},
  editor       = {{E. Auer, Michael and Pachatz, Wolfgang and Rüütmann, Tiia}},
  keywords     = {{Knowledge Transfer, Microgrids, Sustainability}},
  location     = {{Wien}},
  pages        = {{671 -- 679}},
  publisher    = {{Springer Nature}},
  title        = {{{Work in Progress: Development of a Virtual and Interactive Microgrids Learning Environment for Microgrids Sustainability – The case of East Africa}}},
  doi          = {{https://doi.org/10.1007/978-3-031-26876-2_63}},
  volume       = {{633}},
  year         = {{2023}},
}

@inproceedings{48499,
  author       = {{Bogere, Paul and Temmen, Katrin and Bode, Henrik}},
  booktitle    = {{2023 IEEE Global Engineering Education Conference (EDUCON)}},
  publisher    = {{IEEE}},
  title        = {{{Knowledge Transfer Concepts for Microgrids Sustainability - The Case of East Africa}}},
  doi          = {{10.1109/educon54358.2023.10125208}},
  year         = {{2023}},
}