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IATED. <a href=\"https://doi.org/10.21125/edulearn.2025.2462\">https://doi.org/10.21125/edulearn.2025.2462</a>","mla":"Reckmann, Eileen, and Katrin Temmen. “Intrinsic Motivation in Stem Outreach: An Analysis of External Factors in Voluntary and School-Based Lab Settings.” <i>EDULEARN Proceedings</i>, edited by Luis  Gómez Chova et al., vol. 1, IATED, 2025, doi:<a href=\"https://doi.org/10.21125/edulearn.2025.2462\">10.21125/edulearn.2025.2462</a>.","bibtex":"@inproceedings{Reckmann_Temmen_2025, title={Intrinsic Motivation in Stem Outreach: An Analysis of External Factors in Voluntary and School-Based Lab Settings}, volume={1}, DOI={<a href=\"https://doi.org/10.21125/edulearn.2025.2462\">10.21125/edulearn.2025.2462</a>}, booktitle={EDULEARN Proceedings}, publisher={IATED}, author={Reckmann, Eileen and Temmen, Katrin}, editor={Gómez Chova, Luis  and González Martínez, Chelo and Lees, Joanna}, year={2025} }","short":"E. Reckmann, K. Temmen, in: L. Gómez Chova, C. González Martínez, J. Lees (Eds.), EDULEARN Proceedings, IATED, 2025."},"intvolume":"         1","publication_status":"published","publication_identifier":{"issn":["2340-1117"]},"title":"Intrinsic Motivation in Stem Outreach: An Analysis of External Factors in Voluntary and School-Based Lab Settings","doi":"10.21125/edulearn.2025.2462","publisher":"IATED","date_updated":"2026-02-27T11:17:10Z","date_created":"2025-11-03T09:25:42Z","author":[{"first_name":"Eileen","id":"101166","full_name":"Reckmann, Eileen","last_name":"Reckmann"},{"first_name":"Katrin","full_name":"Temmen, Katrin","id":"30086","last_name":"Temmen"}],"volume":1},{"citation":{"apa":"Ebert, M., &#38; Temmen, K. (2025). <i>Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema</i>. 20. LeLa-Jahrestagung, Oldenburg.","short":"M. Ebert, K. Temmen, in: 2025.","bibtex":"@inproceedings{Ebert_Temmen_2025, title={Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema}, author={Ebert, Marc and Temmen, Katrin}, year={2025} }","mla":"Ebert, Marc, and Katrin Temmen. <i>Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema</i>. 2025.","chicago":"Ebert, Marc, and Katrin Temmen. “Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema,” 2025.","ieee":"M. Ebert and K. Temmen, “Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema,” presented at the 20. LeLa-Jahrestagung, Oldenburg, 2025.","ama":"Ebert M, Temmen K. Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema. In: ; 2025."},"year":"2025","author":[{"id":"91897","full_name":"Ebert, Marc","last_name":"Ebert","first_name":"Marc"},{"id":"30086","full_name":"Temmen, Katrin","last_name":"Temmen","first_name":"Katrin"}],"date_created":"2026-02-28T12:35:03Z","date_updated":"2026-02-28T12:55:30Z","conference":{"start_date":"2025-03-09","name":"20. LeLa-Jahrestagung","location":"Oldenburg","end_date":"2025-03-11"},"title":"Über Rätsel zur Quantenphysik – Eine spielerische Heranführung an ein abstraktes Thema","type":"conference_abstract","status":"public","user_id":"91897","department":[{"_id":"300"}],"project":[{"name":"Heranführung der Generation Z an die Denkweise in der Quantenphysik (HedwiQ)","_id":"1393"}],"_id":"64795","language":[{"iso":"ger"}]},{"type":"conference","status":"public","user_id":"11763","department":[{"_id":"300"}],"project":[{"name":"DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre","_id":"1387"}],"_id":"60892","publication_status":"published","citation":{"chicago":"Alptekin, Mesut, Lennart Froese, and Katrin Temmen. “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching.” In <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, 432:427. Springer Nature, 2025.","ieee":"M. Alptekin, L. Froese, and K. Temmen, “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching,” in <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, Fukuoka, Japan, 2025, vol. 432, p. 427.","ama":"Alptekin M, Froese L, Temmen K. Quantitative and Qualitative Literature Review of Augmented Reality in Teaching. In: <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>. Vol 432. Springer Nature; 2025:427.","short":"M. Alptekin, L. Froese, K. Temmen, in: Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), Springer Nature, 2025, p. 427.","mla":"Alptekin, Mesut, et al. “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching.” <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, vol. 432, Springer Nature, 2025, p. 427.","bibtex":"@inproceedings{Alptekin_Froese_Temmen_2025, title={Quantitative and Qualitative Literature Review of Augmented Reality in Teaching}, volume={432}, booktitle={Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)}, publisher={Springer Nature}, author={Alptekin, Mesut and Froese, Lennart and Temmen, Katrin}, year={2025}, pages={427} }","apa":"Alptekin, M., Froese, L., &#38; Temmen, K. (2025). Quantitative and Qualitative Literature Review of Augmented Reality in Teaching. <i>Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)</i>, <i>432</i>, 427."},"intvolume":"       432","page":"427","author":[{"first_name":"Mesut","id":"11763","full_name":"Alptekin, Mesut","last_name":"Alptekin","orcid":"0009-0004-8545-1165"},{"last_name":"Froese","full_name":"Froese, Lennart","first_name":"Lennart"},{"first_name":"Katrin","last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086"}],"volume":432,"date_updated":"2025-08-19T08:51:42Z","conference":{"location":"Fukuoka, Japan","end_date":"2024-07-21","start_date":"2024-07-19","name":"International Conference on Artificial Intelligence and Virtual Reality"},"publication":"Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)","abstract":[{"lang":"eng","text":"At Paderborn University, an AR-based app is being developed to prepare electrical engineering students for laboratory work. This paper aims to review the development of AR since 2010, particularly in technical university laboratories, through a systematic literature review. The study investigates AR's relevance in university teaching and examines specific AR applications in laboratory settings.\r\nUsing a mixed-method approach, the research first employs a web crawler to gather 27,249 articles from the Lens database, followed by a bibliometric analysis. Further, Google Scholar is used to find 374 articles related to AR in scientific and technical laboratories, with 51 significant ones evaluated for application areas, findings, and other criteria.\r\nThe findings show that AR in education is a growing trend, with a significant increase in publications and citations in recent years. Most studies focus on marker-based mobile AR applications, assessing aspects like motivation and user experience through surveys and interviews. However, there's limited research on AR's learning effectiveness in laboratories, partly due to the scarcity of technical equipment. One study found no significant learning impact from AR."}],"language":[{"iso":"eng"}],"keyword":["Augmented Reality","Mixed Reality","Literature Review","Bibliometric Analysis","Education \\and Laboratories"],"year":"2025","date_created":"2025-08-06T09:41:25Z","publisher":"Springer Nature","title":"Quantitative and Qualitative Literature Review of Augmented Reality in Teaching"},{"type":"conference_abstract","publication":"MINT-Symposium","file":[{"relation":"main_file","content_type":"application/pdf","file_id":"61397","access_level":"open_access","file_name":"250922_MINT_Erfolgreich studieren.pdf","file_size":349667,"creator":"noelflor","date_created":"2025-09-22T11:36:05Z","date_updated":"2025-09-22T12:46:35Z"}],"status":"public","user_id":"50522","department":[{"_id":"150"},{"_id":"300"}],"project":[{"name":"DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre","_id":"1387"}],"_id":"61396","file_date_updated":"2025-09-22T12:46:35Z","language":[{"iso":"ger"}],"ddc":["370"],"publication_status":"published","has_accepted_license":"1","citation":{"apa":"Nölle, F., Schmid, H.-J., Bentrup, L. A., &#38; Temmen, K. (2025). Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag). <i>MINT-Symposium</i>. MINT-Symposium, Nürnberg.","short":"F. Nölle, H.-J. Schmid, L.A. Bentrup, K. Temmen, in: MINT-Symposium, Nürnberg, 2025.","bibtex":"@inproceedings{Nölle_Schmid_Bentrup_Temmen_2025, place={Nürnberg}, title={Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag)}, booktitle={MINT-Symposium}, author={Nölle, Florian and Schmid, Hans-Joachim and Bentrup, Leon Alexander and Temmen, Katrin}, year={2025} }","mla":"Nölle, Florian, et al. “Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag).” <i>MINT-Symposium</i>, 2025.","ama":"Nölle F, Schmid H-J, Bentrup LA, Temmen K. Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag). In: <i>MINT-Symposium</i>. ; 2025.","ieee":"F. Nölle, H.-J. Schmid, L. A. Bentrup, and K. Temmen, “Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag),” presented at the MINT-Symposium, Nürnberg, 2025.","chicago":"Nölle, Florian, Hans-Joachim Schmid, Leon Alexander Bentrup, and Katrin Temmen. “Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag).” In <i>MINT-Symposium</i>. Nürnberg, 2025."},"place":"Nürnberg","year":"2025","date_created":"2025-09-22T11:39:21Z","author":[{"first_name":"Florian","full_name":"Nölle, Florian","id":"50522","last_name":"Nölle"},{"last_name":"Schmid","orcid":"000-0001-8590-1921","full_name":"Schmid, Hans-Joachim","id":"464","first_name":"Hans-Joachim"},{"first_name":"Leon Alexander","last_name":"Bentrup","full_name":"Bentrup, Leon Alexander","id":"65001"},{"last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086","first_name":"Katrin"}],"date_updated":"2025-09-22T12:46:53Z","oa":"1","conference":{"end_date":"2025-09-19","location":"Nürnberg","name":"MINT-Symposium","start_date":"2025-09-17"},"title":"Erfolgreich Studieren - sinnvolle Lernstrategien erlernen (Posterbeitrag)"},{"publication":"Journal of Education for Teaching","type":"journal_article","status":"public","_id":"61859","department":[{"_id":"300"}],"user_id":"77633","language":[{"iso":"eng"}],"publication_status":"published","year":"2025","citation":{"chicago":"Jonas-Ahrend, Gabriela, and Ralf Tenberg. “Teacher Shortage in Germany - Overview and Insights.” <i>Journal of Education for Teaching</i>, 2025. <a href=\"https://doi.org/10.1080/02607476.2025.2572577\">https://doi.org/10.1080/02607476.2025.2572577</a>.","ieee":"G. Jonas-Ahrend and R. Tenberg, “Teacher shortage in Germany - overview and insights,” <i>Journal of Education for Teaching</i>, 2025, doi: <a href=\"https://doi.org/10.1080/02607476.2025.2572577\">https://doi.org/10.1080/02607476.2025.2572577</a>.","ama":"Jonas-Ahrend G, Tenberg R. Teacher shortage in Germany - overview and insights. <i>Journal of Education for Teaching</i>. Published online 2025. doi:<a href=\"https://doi.org/10.1080/02607476.2025.2572577\">https://doi.org/10.1080/02607476.2025.2572577</a>","apa":"Jonas-Ahrend, G., &#38; Tenberg, R. (2025). Teacher shortage in Germany - overview and insights. <i>Journal of Education for Teaching</i>. <a href=\"https://doi.org/10.1080/02607476.2025.2572577\">https://doi.org/10.1080/02607476.2025.2572577</a>","bibtex":"@article{Jonas-Ahrend_Tenberg_2025, title={Teacher shortage in Germany - overview and insights}, DOI={<a href=\"https://doi.org/10.1080/02607476.2025.2572577\">https://doi.org/10.1080/02607476.2025.2572577</a>}, journal={Journal of Education for Teaching}, author={Jonas-Ahrend, Gabriela and Tenberg, Ralf}, year={2025} }","mla":"Jonas-Ahrend, Gabriela, and Ralf Tenberg. “Teacher Shortage in Germany - Overview and Insights.” <i>Journal of Education for Teaching</i>, 2025, doi:<a href=\"https://doi.org/10.1080/02607476.2025.2572577\">https://doi.org/10.1080/02607476.2025.2572577</a>.","short":"G. Jonas-Ahrend, R. Tenberg, Journal of Education for Teaching (2025)."},"date_updated":"2025-10-16T14:42:47Z","date_created":"2025-10-16T14:34:05Z","author":[{"last_name":"Jonas-Ahrend","orcid":"0000-0003-3898-954X","full_name":"Jonas-Ahrend, Gabriela","id":"77633","first_name":"Gabriela"},{"first_name":"Ralf","full_name":"Tenberg, Ralf","last_name":"Tenberg"}],"title":"Teacher shortage in Germany - overview and insights","doi":"https://doi.org/10.1080/02607476.2025.2572577"},{"publication_status":"published","has_accepted_license":"1","year":"2025","citation":{"chicago":"Vernholz, Mats. <i>Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse</i>. LibreCat University, 2025. <a href=\"https://doi.org/10.17619/UNIPB/1-2266\">https://doi.org/10.17619/UNIPB/1-2266</a>.","ieee":"M. Vernholz, <i>Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse</i>. LibreCat University, 2025.","ama":"Vernholz M. <i>Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2266\">10.17619/UNIPB/1-2266</a>","short":"M. Vernholz, Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse, LibreCat University, 2025.","bibtex":"@book{Vernholz_2025, title={Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2266\">10.17619/UNIPB/1-2266</a>}, publisher={LibreCat University}, author={Vernholz, Mats}, year={2025} }","mla":"Vernholz, Mats. <i>Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse</i>. LibreCat University, 2025, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2266\">10.17619/UNIPB/1-2266</a>.","apa":"Vernholz, M. (2025). <i>Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse</i>. LibreCat University. <a href=\"https://doi.org/10.17619/UNIPB/1-2266\">https://doi.org/10.17619/UNIPB/1-2266</a>"},"date_updated":"2025-11-03T09:49:03Z","publisher":"LibreCat University","author":[{"last_name":"Vernholz","full_name":"Vernholz, Mats","first_name":"Mats"}],"date_created":"2025-06-24T07:05:57Z","title":"Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse","doi":"10.17619/UNIPB/1-2266","type":"dissertation","abstract":[{"text":"Selbstkonzepte werden als mentale Repräsentationen einer Person von sich selbst definiert und stehen aufgrund ihrer Bedeutung für den Berufserfolg von (angehenden) Lehrkräften im Fokus der Forschung zur Professionalisierung von Lehrkräften. Ziel der vorliegenden Arbeit ist die de-taillierte Betrachtung der Ausprägungen akademischer Selbstkonzepte von gewerblich-techni-schen Lehramtsstudierenden im Master of Education zur Analyse der Struktur, Entwicklungsein-flüsse und Beziehungen zwischen verschiedenen Dimensionen akademischer Selbstkonzepte anhand eines sequentiellen Mixed-Methods-Designs. Dieses besteht aus einer quantitativen Studie (n=115), angelehnt an das TPACK-Modell, und einer anschließenden qualitativen Inter-viewstudie (n=18) angelehnt an das PCK-Modell. Es zeigt sich, dass akademische Selbstkonzepte angehender Lehrkräfte anhand von Professionswissensmodellen strukturierbar sind. Dies trifft sowohl auf die Strukturierung anhand des TPACK-Modells als auch anhand des PCK-Modells zu. Als Entwicklungseinflüsse zeigen sich besonders Aspekte: praktische Erfahrungen im schulischen sowie im fachwissenschaftlichen Bereich und auch die Auswirkungen sozialer und dimensionaler Vergleichsprozesse. Bei den Auswirkungen von Vergleichsprozessen fungiert jedoch die wahr-genommene Relevanz der jeweiligen Dimensionen der akademischen Selbstkonzepte als Mode-rator. Abschließend werden forschungsmethodische sowie hochschulbildungspraktische Im-plikationen der Ergebnisse diskutiert.","lang":"eng"},{"text":"Self-concepts are defined as a person's mental representations of themselves and are often the focus of research on the professionalization of teachers due to their importance for the profes-sional success of (pre-service) teachers. The aim of this study is to take a detailed look at the characteristics of academic self-concepts of pre-service technology teachers in their Master of Education to analyze the structure, developmental influences and relationships between differ-ent dimensions of academic self-concepts using a sequential mixed-methods design. This con-sists of a quantitative study (n=115), based on the TPACK model, and a subsequent qualitative interview study (n=18), based on the PCK model. First of all, it is shown that academic self-con-cepts of pre-service teachers can be structured on the basis of professional knowledge models. This applies both to structuring using the TPACK model and the PCK model. Two aspects in par-ticular can be identified as developmental influences: practical experience in school and in the subject area and also the effects of social and dimensional comparison processes. However, the perceived relevance of the respective dimensions of academic self-concepts acts as a modera-tor, particularly with regard to the effects of comparison processes. Concludingly, the research methodological and practical implications of the results for higher education are discussed.","lang":"eng"}],"file":[{"content_type":"application/pdf","relation":"main_file","success":1,"date_created":"2025-11-03T09:48:55Z","creator":"maver001","date_updated":"2025-11-03T09:48:55Z","file_id":"62044","file_name":"Analyse akademischer Selbstkonzepte gewerblich-technischer Lehramtsstudierender unter besonderer Beachtung soziodemographischer Heterogenität und Vergleichsprozessen als Entwicklungseinflüsse.pdf","access_level":"closed","file_size":3971085}],"status":"public","_id":"60352","user_id":"76955","department":[{"_id":"300"}],"ddc":["370"],"file_date_updated":"2025-11-03T09:48:55Z","language":[{"iso":"ger"}]},{"citation":{"apa":"Vernholz, M., &#38; Temmen, K. (2025). Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students’ Motives. In E. Quintana-Murci, F. Salva-Mut, B. E. Stalder, &#38; C. Nägele (Eds.), <i>Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training</i>. LibreCat University. <a href=\"https://doi.org/10.5281/ZENODO.15364031\">https://doi.org/10.5281/ZENODO.15364031</a>","bibtex":"@inbook{Vernholz_Temmen_2025, title={Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students’ Motives}, DOI={<a href=\"https://doi.org/10.5281/ZENODO.15364031\">10.5281/ZENODO.15364031</a>}, booktitle={Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training}, publisher={LibreCat University}, author={Vernholz, Mats and Temmen, Katrin}, editor={Quintana-Murci, Elena and Salva-Mut, Francisca and Stalder, Barbara Elisabeth and Nägele, Christof}, year={2025} }","short":"M. Vernholz, K. Temmen, in: E. Quintana-Murci, F. Salva-Mut, B.E. Stalder, C. Nägele (Eds.), Towards Inclusive and Egalitarian Vocational Education and Training: Key Challenges and Strategies from a Holistic and Multi-Contextual Approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training, LibreCat University, 2025.","mla":"Vernholz, Mats, and Katrin Temmen. “Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students’ Motives.” <i>Towards Inclusive and Egalitarian Vocational Education and Training: Key Challenges and Strategies from a Holistic and Multi-Contextual Approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training</i>, edited by Elena Quintana-Murci et al., LibreCat University, 2025, doi:<a href=\"https://doi.org/10.5281/ZENODO.15364031\">10.5281/ZENODO.15364031</a>.","ieee":"M. Vernholz and K. Temmen, “Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students’ Motives,” in <i>Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training</i>, E. Quintana-Murci, F. Salva-Mut, B. E. Stalder, and C. Nägele, Eds. LibreCat University, 2025.","chicago":"Vernholz, Mats, and Katrin Temmen. “Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students’ Motives.” In <i>Towards Inclusive and Egalitarian Vocational Education and Training: Key Challenges and Strategies from a Holistic and Multi-Contextual Approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training</i>, edited by Elena Quintana-Murci, Francisca Salva-Mut, Barbara Elisabeth Stalder, and Christof Nägele. LibreCat University, 2025. <a href=\"https://doi.org/10.5281/ZENODO.15364031\">https://doi.org/10.5281/ZENODO.15364031</a>.","ama":"Vernholz M, Temmen K. Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students’ Motives. In: Quintana-Murci E, Salva-Mut F, Stalder BE, Nägele C, eds. <i>Towards Inclusive and Egalitarian Vocational Education and Training: Key Challenges and Strategies from a Holistic and Multi-Contextual Approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.5281/ZENODO.15364031\">10.5281/ZENODO.15364031</a>"},"has_accepted_license":"1","doi":"10.5281/ZENODO.15364031","oa":"1","date_updated":"2025-11-05T09:50:18Z","author":[{"first_name":"Mats","id":"76955","full_name":"Vernholz, Mats","orcid":"0000-0001-5175-357X","last_name":"Vernholz"},{"first_name":"Katrin","full_name":"Temmen, Katrin","id":"30086","last_name":"Temmen"}],"editor":[{"last_name":"Quintana-Murci","full_name":"Quintana-Murci, Elena","first_name":"Elena"},{"last_name":"Salva-Mut","full_name":"Salva-Mut, Francisca","first_name":"Francisca"},{"first_name":"Barbara Elisabeth","last_name":"Stalder","full_name":"Stalder, Barbara Elisabeth"},{"first_name":"Christof","full_name":"Nägele, Christof","last_name":"Nägele"}],"status":"public","type":"book_chapter","file_date_updated":"2025-11-03T09:00:43Z","_id":"62039","user_id":"76955","department":[{"_id":"300"}],"year":"2025","quality_controlled":"1","title":"Why Engineering Students Choose a Career in Teacher Education – Qualitative Analysis of Bachelor Students' Motives","publisher":"LibreCat University","date_created":"2025-11-03T08:58:02Z","file":[{"date_updated":"2025-11-03T09:00:43Z","date_created":"2025-11-03T09:00:43Z","creator":"maver001","file_size":431146,"file_id":"62040","access_level":"open_access","file_name":"CB 25 Seiten 625-635.pdf","content_type":"application/pdf","relation":"main_file"}],"publication":"Towards inclusive and egalitarian vocational education and training: Key challenges and strategies from a holistic and multi-contextual approach. Proceedings of the 6th Crossing Boundaries Conference in Vocational Education and Training","ddc":["370"],"language":[{"iso":"eng"}]},{"year":"2025","citation":{"apa":"Alptekin, M. (2025). <i>Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik</i>. LibreCat University. <a href=\"https://doi.org/10.17619/UNIPB/1-2483\">https://doi.org/10.17619/UNIPB/1-2483</a>","short":"M. Alptekin, Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik, LibreCat University, 2025.","bibtex":"@book{Alptekin_2025, title={Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik}, DOI={<a href=\"https://doi.org/10.17619/UNIPB/1-2483\">10.17619/UNIPB/1-2483</a>}, publisher={LibreCat University}, author={Alptekin, Mesut}, year={2025} }","mla":"Alptekin, Mesut. <i>Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik</i>. LibreCat University, 2025, doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2483\">10.17619/UNIPB/1-2483</a>.","ieee":"M. Alptekin, <i>Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik</i>. LibreCat University, 2025.","chicago":"Alptekin, Mesut. <i>Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik</i>. LibreCat University, 2025. <a href=\"https://doi.org/10.17619/UNIPB/1-2483\">https://doi.org/10.17619/UNIPB/1-2483</a>.","ama":"Alptekin M. <i>Entwicklung Einer Augmented Reality Basierten Anwendung Als Vorbereitungsmaßnahme Zum Laborpraktikum in Der Elektrotechnik</i>. LibreCat University; 2025. doi:<a href=\"https://doi.org/10.17619/UNIPB/1-2483\">10.17619/UNIPB/1-2483</a>"},"publisher":"LibreCat University","date_updated":"2026-03-11T11:10:10Z","date_created":"2026-03-11T11:05:08Z","author":[{"first_name":"Mesut","full_name":"Alptekin, Mesut","id":"11763","last_name":"Alptekin","orcid":"0009-0004-8545-1165"}],"title":"Entwicklung einer Augmented Reality basierten Anwendung als Vorbereitungsmaßnahme zum Laborpraktikum in der Elektrotechnik","doi":"10.17619/UNIPB/1-2483","type":"research_data","abstract":[{"text":"Diese Dissertation behandelt die Entwicklung, Erprobung und Evaluation einer mobilen Augmented Reality Anwendung (mAR-App) namens PEARL (Paderborner Elektrotechnik AR Laborpraktikum), die als Vorbereitungsmaßnahme für elektrotechnische Laborpraktika konzipiert wird. Ziel ist es, Studierenden eine zeitlich und örtlich flexible Möglichkeit zu bieten, den realitätsnahen Umgang mit Laborgeräten - primär dem Oszilloskop - zu erlernen. Die methodische Grundlage bilden der Makrozyklus von Design-Based Research (DBR) als strukturierender Rahmen und das heuristische Modell des Research Pentagons, das die Durchführung auf Mikroebene bestimmt. In insgesamt vier Research Pentagons werden didaktische, technologische, motivationale und evaluative Komponenten systematisch untersucht und weiterentwickelt. Das erste Pentagon fokussiert die Entwicklung eines didaktisch fundierten Konzepts nach dem Prinzip des Constructive Alignment, das Lernziele, Lernaktivitäten und Prüfungsformen in fünf abgestufte Lernlevel überführt. Diese reichen von der initialen Orientierung bis zur eigenständigen Problemlösung in einem freien Experimentiermodus. Im zweiten Research Pentagon wird die technische Machbarkeit von Augmented - und Virtual Reality (VR) im Laborumfeld anhand mehrerer funktionaler Prototypen evaluiert. Während sich VR aufgrund technischer Einschränkungen als ungeeignet erweist, zeigt AR - insbesondere in der markerlosen Ausführung mittels der Software Development Kits (SDKs) ARCore und ARKit - ein hohes Potenzial für den praktischen Einsatz. Im dritten Pentagon entsteht ein Onboarding-Modul, das auf die erste Version der mobilen App (V0.17.01) aufsetzt und grundlegende Funktionen eines realen Oszilloskops digital abbildet. Dabei werden Nutzer:innen schrittweise an das virtuelle Oszilloskop herangeführt und lernen zugleich die zentralen Funktionen der mAR-App kennen. Die Ergebnisse zeigen eine insgesamt neutrale bis leicht positive Nutzungserfahrung, wobei technische Schwächen (z.B. Reaktionszeit oder Objektverankerung) die Effizienz und Steuerbarkeit beeinträchtigen. Im Exkurs-Kapitel erfolgt eine Eye-Tracking-Studie zur Untersuchung visueller Aufmerksamkeit und individueller Lösungsstrategien von Expert:innen und Noviz:innen bei der Arbeit am realen Oszilloskop. Heatmaps und Zeitverläufe in definierten Areas of Interest (AOI) liefern erste Hinweise auf Unterschiede im Blickverhalten zwischen den Gruppen. Die algorithmischen Scanpfadanalysen der Blickverläufe hingegen zeigen eine geringe Trennschärfe. Das Potenzial von Eye-Tracking als Evaluationsmethode wird daher kritisch reflektiert, aber angesichts technologischer Entwicklungen und verfügbarer Eye-Tracker in Mixed Reality (MR) Brillen weiterhin als zukunftsrelevant eingeordnet. Die abschließende summative Evaluation nutzt ein Prä‑Post-Test-Design mit Kontrollgruppenvergleich mit 70 Teilnehmenden, um die Lernwirksamkeit der überarbeiteten mAR-App mit klassischen Materialien wie Videos und Handbüchern zu vergleichen. In der Interventionsgruppe (IG) zeigen sich auf kognitiver und affektiver Ebene signifikant positive Veränderungen: Die Leistungen steigen deutlich, insbesondere in den Taxonomiestufen Anwendung, Verständnis und Analyse; zugleich nehmen experimentelles Selbstkonzept und experimentelles Sachinteresse zu, während Überforderung und Ängstlichkeit im Hinblick auf die Laborpraktika abnehmen. Als Einschränkung zeigt sich, dass die mAR-App keinen klaren Vorsprung gegenüber der Kontrollgruppe (KG) erreicht, was sowohl auf die sehr gut ausgearbeiteten Materialien und Videos der KG als auch auf technische Begrenzungen der mobilen Umsetzung zurückzuführen ist: Kleine Displays, 2D-Oberflächen für 3D-Geräte und unpräzise Touch-Interaktionen erschweren komplexe, feinmotorische Aufgaben. In den begleitenden User Interface (UI) und User Experience (UX) Fragebögen spiegeln sich diese Limitationen in gemischten Bewertungen der App wider. Die Arbeit verdeutlicht, dass die mobile AR-Anwendung trotz technischer Einschränkungen wertvolle Möglichkeiten für die Vorbereitung auf Laborpraktika und das Kennenlernen von Laborgeräten bieten kann. Der Fokus bei der Entwicklung liegt von Beginn an auf einer modularen und flexiblen App-Architektur, um sie mit neuen Geräten und Aufgaben zu erweitern. Der Hauptnutzen liegt perspektivisch nicht in der mobilen Anwendung selbst, sondern in der strategischen Ausrichtung auf zukunftsfähige, skalierbare Lösungen für MR-Brillen. Diese erlauben eine authentische Gestensteuerung und realitätsnahe Interaktionen.","lang":"eng"},{"text":"This thesis examines the development, testing, and evaluation of a mobile augmented reality application (mAR app), which is designed as a preparation tool for electrical engineering laboratory courses. The aim is to offer students an opportunity to work with laboratory equipment - primarily the oscilloscope - realistically without location and time constraints. The methodological basis is formed by the macrocycle of design-based research (DBR) as a structured framework and the heuristic model of the research pentagon, which specifies the implementation at the micro level. Didactic, technological, motivational, and evaluative components are systematically examined and further developed in a total of four research pentagons. The first pentagon focuses on the development of a didactically sound concept based on the principle of constructive alignment, which incorporates learning objectives, learning activities, and forms of assessment into five graduated learning levels. These range from initial orientation to independent problem-solving in a free experimentation mode. The second phase evaluates the technical feasibility of augmented and virtual reality (VR) in the laboratory environment using several prototypes. While VR turns out to be unsuitable due to technical limitations, AR - especially in the markerless version using the ARCore and ARKit software development kits (SDKs) - shows great potential for everyday use. In the third research pentagon, an onboarding module is created based on the first version of the mobile app (V0.17.01), which digitally maps the basic functions of a real oscilloscope. During this process, users are introduced to the virtual oscilloscope and become familiar with the main functions of the mAR app. The results show an overall neutral to slightly positive user experience, although technical weaknesses (e.g., reaction time and object fixing) negatively impact efficiency and controllability. In the fourth research pentagon, an eye-tracking study is carried out to investigate visual attention and individual solution strategies of expert and novice users when working with real oscilloscopes. Heatmaps and time sequences in defined areas of interest (AOI) provide first indications of differences in gaze behavior between the groups. The algorithmic scan path analysis, on the other hand, reveals a low degree of differentiation. The potential of eye tracking as an evaluation method is therefore critically reflected, but it is still considered to be relevant for future studies in light of technological advancements and the availability of eye trackers in mixed reality (MR) glasses. The final summative evaluation is carried out in the way of a pre-post test design with 70 participants and compares the usage of traditional materials such as videos and manuals with the improved mAR app. In the intervention group (IG), significant improvements emerge on both cognitive and affective levels: performance increases particularly in the areas of application, understanding, and analysis, while experimental self-concept and subject-related interest rise and feelings of overload and anxiety regarding the lab courses decline. As a limitation, the mAR app does not yield a clear advantage over the control group (CG), which can be attributed both to the highly refined materials and videos used in the CG and to technical constraints inherent to the mobile implementation: small displays, 2D interfaces on 3D devices, and imprecise touch interaction limit complex, sensitive motor tasks. These limitations are also reflected in the accompanying user interface (UI) and user experience (UX) questionnaires, which indicate mixed app ratings. Both groups show significant learning gains - particularly in the areas of application, understanding, and analysis. However, a significant advantage of the mAR App cannot be proven. Affective characteristics such as experimental self-concept and general experimental interests increase in both groups, while the feeling of fear before conducting real laboratory work decreases. The app itself achieves average ratings in user interface (UI) and user experience (UX) questionnaires. The thesis demonstrates that, despite technical limitations, the mobile AR application can provide a valuable alternative for preparing students for laboratory courses and familiarizing them with laboratory equipment. From the very beginning, the primary goal during development was a modular and flexible app architecture that can be extended with new devices, tasks, and functions. The main benefit is not in the mobile application itself, but in the strategic direction of future-oriented and scalable solutions for MR glasses, which allow immersive and realistic gesture interactions.","lang":"eng"}],"status":"public","_id":"64902","user_id":"11763","department":[{"_id":"34"},{"_id":"3"},{"_id":"300"}],"ddc":["620"]},{"language":[{"iso":"eng"}],"_id":"55561","department":[{"_id":"300"}],"user_id":"77633","editor":[{"last_name":"van Vorst (Hrsg.)","full_name":"van Vorst (Hrsg.), Helena","first_name":"Helena"}],"status":"public","publication":"GDCP Jahrestagung Hamburg 2023","type":"conference","title":"Ergebnisse einer Reviewstudie zur Evaluation von Physiklehrbüchern","conference":{"location":"Hamburg","end_date":"2023-09-14","start_date":"2023-09-11","name":"GDCP Jahrestagung"},"date_updated":"2024-08-07T13:44:53Z","date_created":"2024-08-07T13:43:55Z","author":[{"first_name":"Gabriela","full_name":"Jonas-Ahrend, Gabriela","id":"77633","last_name":"Jonas-Ahrend","orcid":"0000-0003-3898-954X"},{"full_name":"Kapanadze, Marika","last_name":"Kapanadze","first_name":"Marika"},{"full_name":"Mazzolini, Alexander","last_name":"Mazzolini","first_name":"Alexander"},{"last_name":"Joubran","full_name":"Joubran, Fadeel","first_name":"Fadeel"}],"year":"2024","page":"570-572","citation":{"ama":"Jonas-Ahrend G, Kapanadze M, Mazzolini A, Joubran F. Ergebnisse einer Reviewstudie zur Evaluation von Physiklehrbüchern. In: van Vorst (Hrsg.) H, ed. <i>GDCP Jahrestagung Hamburg 2023</i>. ; 2024:570-572.","ieee":"G. Jonas-Ahrend, M. Kapanadze, A. Mazzolini, and F. Joubran, “Ergebnisse einer Reviewstudie zur Evaluation von Physiklehrbüchern,” in <i>GDCP Jahrestagung Hamburg 2023</i>, Hamburg, 2024, pp. 570–572.","chicago":"Jonas-Ahrend, Gabriela, Marika Kapanadze, Alexander Mazzolini, and Fadeel Joubran. “Ergebnisse Einer Reviewstudie Zur Evaluation von Physiklehrbüchern.” In <i>GDCP Jahrestagung Hamburg 2023</i>, edited by Helena van Vorst (Hrsg.), 570–72, 2024.","bibtex":"@inproceedings{Jonas-Ahrend_Kapanadze_Mazzolini_Joubran_2024, title={Ergebnisse einer Reviewstudie zur Evaluation von Physiklehrbüchern}, booktitle={GDCP Jahrestagung Hamburg 2023}, author={Jonas-Ahrend, Gabriela and Kapanadze, Marika and Mazzolini, Alexander and Joubran, Fadeel}, editor={van Vorst (Hrsg.), Helena}, year={2024}, pages={570–572} }","short":"G. Jonas-Ahrend, M. Kapanadze, A. Mazzolini, F. Joubran, in: H. van Vorst (Hrsg.) (Ed.), GDCP Jahrestagung Hamburg 2023, 2024, pp. 570–572.","mla":"Jonas-Ahrend, Gabriela, et al. “Ergebnisse Einer Reviewstudie Zur Evaluation von Physiklehrbüchern.” <i>GDCP Jahrestagung Hamburg 2023</i>, edited by Helena van Vorst (Hrsg.), 2024, pp. 570–72.","apa":"Jonas-Ahrend, G., Kapanadze, M., Mazzolini, A., &#38; Joubran, F. (2024). Ergebnisse einer Reviewstudie zur Evaluation von Physiklehrbüchern. In H. van Vorst (Hrsg.) (Ed.), <i>GDCP Jahrestagung Hamburg 2023</i> (pp. 570–572)."},"has_accepted_license":"1"},{"citation":{"short":"G. Jonas-Ahrend, in: 2024.","bibtex":"@inproceedings{Jonas-Ahrend_2024, title={Teacher shortage - characteristics, constraints, and challenges: The case of Germany}, author={Jonas-Ahrend, Gabriela}, year={2024} }","mla":"Jonas-Ahrend, Gabriela. <i>Teacher Shortage - Characteristics, Constraints, and Challenges: The Case of Germany</i>. 2024.","apa":"Jonas-Ahrend, G. (2024). <i>Teacher shortage - characteristics, constraints, and challenges: The case of Germany</i>. 65th World Assembly - International Council on Education for Teaching, Braga/Portugal.","chicago":"Jonas-Ahrend, Gabriela. “Teacher Shortage - Characteristics, Constraints, and Challenges: The Case of Germany,” 2024.","ieee":"G. Jonas-Ahrend, “Teacher shortage - characteristics, constraints, and challenges: The case of Germany,” presented at the 65th World Assembly - International Council on Education for Teaching, Braga/Portugal, 2024.","ama":"Jonas-Ahrend G. Teacher shortage - characteristics, constraints, and challenges: The case of Germany. In: ; 2024."},"year":"2024","date_created":"2024-08-07T13:50:23Z","author":[{"first_name":"Gabriela","orcid":"0000-0003-3898-954X","last_name":"Jonas-Ahrend","id":"77633","full_name":"Jonas-Ahrend, Gabriela"}],"date_updated":"2024-08-07T13:50:29Z","conference":{"location":"Braga/Portugal","end_date":"2024-06-15","start_date":"2024-06-13","name":"65th World Assembly - International Council on Education for Teaching"},"title":"Teacher shortage - characteristics, constraints, and challenges: The case of Germany","type":"conference_abstract","status":"public","department":[{"_id":"300"}],"user_id":"77633","_id":"55562","language":[{"iso":"eng"}]},{"publication":"PFLB – PraxisForschungLehrer*innenBildung","type":"journal_article","status":"public","abstract":[{"text":"Schülerlabore haben unter anderem zum Ziel, die Motivation, insbesondere das Interesse – i.S. einer gegenstandsbezogenen Motivation – von Schüler*innen an MINT-Themen und -Arbeitsweisen zu fördern. Darüber hinaus konnten sie sich schneller und produktiver als die formalen Bildungsorte den Herausforderungen der digitalen Transformation stellen. Das Potenzial, Schülerlabore auch als innovative Orte der Lehrkräftefortbildung (LFB) zu nutzen und digitalisierungsbezogene Kompetenzen bei Lehrkräften aufzubauen, wurde bisher nicht ausgeschöpft. Im Verbundprojekt mit insgesamt acht Standorten werden Schülerlabore zu LFB-Labs-digital ausgebaut und die Frage nach Implementierungsvoraussetzungen gelingender Fortbildungen in der digitalen Welt im MINT-Bereich bearbeitet. In diesem Artikel werden die theoretische Fundierung, Ziele und anvisierten Forschungsarbeiten des Verbunds LFB-Labs-digital dargelegt. Zur Unterstützung der mit der forschungsbasierten Qualitätsentwicklung der MINT-bezogenen Aus-, Fort- und Weiterbildung von Lehrkräften betrauten Einrichtungen in den Ländern sollen in Kooperation mit dem Kompetenzzentrum MINT des Bundes die Lernorte „Schülerlabore“ für die digitale LFB erschlossen werden, um vermittelt hierüber die Motivation von Schüler*innen für die MINT-Fächer zu fördern. Die in den Schülerlaboren evaluierten und vom fächerübergreifenden adaptiven Qualitätsmanagement für die LFB wissenschaftlich begleiteten Good-Practice-Beispiele werden zur Grundlage für den „Referenzrahmen LFB-Labs-digital“. Dieser wird – vor dem Hintergrund einer Ergebnistriangulation aus der Begleitforschung sowie den damit parallelisierten Studien zur Evidenzbasierung der Lehrkräftequalifizierung in der digitalen Welt und dem Musterqualitätshandbuch LFB – entwickelt und von einem Implementierungsbeirat mit ausgewiesenen Expert*innen in diesem Bereich auf Transferoptionen hin geprüft. Die digitale Infrastruktur für die LFB-Labs-digital-Veranstaltungsformate wird hierzu prozessbegleitend ausgebaut.","lang":"ger"}],"department":[{"_id":"300"}],"user_id":"37549","_id":"55782","language":[{"iso":"eng"}],"issue":"1","quality_controlled":"1","intvolume":"         6","page":"130–155","citation":{"ama":"Kirchhoff T, Schwedler S, Abels S, et al. LFB-Labs-digital: Schülerlabore als Ort der Lehrkräftefortbildung in der digitalen Welt: Ein Bericht zur Konzeption eines Verbundprojektes. <i>PFLB – PraxisForschungLehrer*innenBildung</i>. 2024;6(1):130–155. doi:<a href=\"https://doi.org/10.11576/pflb-7349\">https://doi.org/10.11576/pflb-7349</a>","chicago":"Kirchhoff, Tim, Stefanie Schwedler, Simone Abels, Andres Acher, Dario Anselmetti, Kris-Stephen Besa, Jonathan Biehl, et al. “LFB-Labs-Digital: Schülerlabore Als Ort Der Lehrkräftefortbildung in Der Digitalen Welt: Ein Bericht Zur Konzeption Eines Verbundprojektes.” <i>PFLB – PraxisForschungLehrer*innenBildung</i> 6, no. 1 (2024): 130–155. <a href=\"https://doi.org/10.11576/pflb-7349\">https://doi.org/10.11576/pflb-7349</a>.","ieee":"T. Kirchhoff <i>et al.</i>, “LFB-Labs-digital: Schülerlabore als Ort der Lehrkräftefortbildung in der digitalen Welt: Ein Bericht zur Konzeption eines Verbundprojektes,” <i>PFLB – PraxisForschungLehrer*innenBildung</i>, vol. 6, no. 1, pp. 130–155, 2024, doi: <a href=\"https://doi.org/10.11576/pflb-7349\">https://doi.org/10.11576/pflb-7349</a>.","apa":"Kirchhoff, T., Schwedler, S., Abels, S., Acher, A., Anselmetti, D., Besa, K.-S., Biehl, J., Blumberg, E., Breiter, A., Brückmann, M., Büntemeyer, D., El Tegani, M., Engelhardt, A., Grotjohann, N., Kiel, C., Kleine, M., Koerber, R., Lambrecht, M., Lehmenkühler, A., … Wilde, M. (2024). LFB-Labs-digital: Schülerlabore als Ort der Lehrkräftefortbildung in der digitalen Welt: Ein Bericht zur Konzeption eines Verbundprojektes. <i>PFLB – PraxisForschungLehrer*innenBildung</i>, <i>6</i>(1), 130–155. <a href=\"https://doi.org/10.11576/pflb-7349\">https://doi.org/10.11576/pflb-7349</a>","mla":"Kirchhoff, Tim, et al. “LFB-Labs-Digital: Schülerlabore Als Ort Der Lehrkräftefortbildung in Der Digitalen Welt: Ein Bericht Zur Konzeption Eines Verbundprojektes.” <i>PFLB – PraxisForschungLehrer*innenBildung</i>, vol. 6, no. 1, 2024, pp. 130–155, doi:<a href=\"https://doi.org/10.11576/pflb-7349\">https://doi.org/10.11576/pflb-7349</a>.","bibtex":"@article{Kirchhoff_Schwedler_Abels_Acher_Anselmetti_Besa_Biehl_Blumberg_Breiter_Brückmann_et al._2024, title={LFB-Labs-digital: Schülerlabore als Ort der Lehrkräftefortbildung in der digitalen Welt: Ein Bericht zur Konzeption eines Verbundprojektes}, volume={6}, DOI={<a href=\"https://doi.org/10.11576/pflb-7349\">https://doi.org/10.11576/pflb-7349</a>}, number={1}, journal={PFLB – PraxisForschungLehrer*innenBildung}, author={Kirchhoff, Tim and Schwedler, Stefanie and Abels, Simone and Acher, Andres and Anselmetti, Dario and Besa, Kris-Stephen and Biehl, Jonathan and Blumberg, Eva and Breiter, Andreas and Brückmann, Maja and et al.}, year={2024}, pages={130–155} }","short":"T. Kirchhoff, S. Schwedler, S. Abels, A. Acher, D. Anselmetti, K.-S. Besa, J. Biehl, E. Blumberg, A. Breiter, M. Brückmann, D. Büntemeyer, M. El Tegani, A. Engelhardt, N. Grotjohann, C. Kiel, M. Kleine, R. Koerber, M. Lambrecht, A. Lehmenkühler, D. Meyer, A. Mußhoff, M. Panhorst, C. Peperkorn, K. Röllke, J. Roth, M.S. Schäfers, H. Schüler, L. Stinken-Rösner, S. Strauß, J. Stricker, K. Temmen, K. Tönsing, D. Verständig, C. Wegner, N. Wellensiek, A. Wenzel, D. Wördemann, M. Ziegler, M. Heinrich, M. Wilde, PFLB – PraxisForschungLehrer*innenBildung 6 (2024) 130–155."},"year":"2024","volume":6,"author":[{"first_name":"Tim","full_name":"Kirchhoff, Tim","last_name":"Kirchhoff"},{"first_name":"Stefanie","full_name":"Schwedler, Stefanie","last_name":"Schwedler"},{"last_name":"Abels","full_name":"Abels, Simone","first_name":"Simone"},{"first_name":"Andres","last_name":"Acher","full_name":"Acher, Andres"},{"first_name":"Dario","full_name":"Anselmetti, Dario","last_name":"Anselmetti"},{"first_name":"Kris-Stephen","last_name":"Besa","full_name":"Besa, Kris-Stephen"},{"first_name":"Jonathan","full_name":"Biehl, Jonathan","last_name":"Biehl"},{"first_name":"Eva","id":"37549","full_name":"Blumberg, Eva","last_name":"Blumberg"},{"full_name":"Breiter, Andreas","last_name":"Breiter","first_name":"Andreas"},{"first_name":"Maja","full_name":"Brückmann, Maja","last_name":"Brückmann"},{"first_name":"Doreen","last_name":"Büntemeyer","full_name":"Büntemeyer, Doreen"},{"first_name":"Mahdi","last_name":"El Tegani","full_name":"El Tegani, Mahdi"},{"last_name":"Engelhardt","full_name":"Engelhardt, Alex","first_name":"Alex"},{"first_name":"Norbert","last_name":"Grotjohann","full_name":"Grotjohann, Norbert"},{"first_name":"Celina","last_name":"Kiel","full_name":"Kiel, Celina"},{"last_name":"Kleine","full_name":"Kleine, Michael","first_name":"Michael"},{"first_name":"Rolf","last_name":"Koerber","full_name":"Koerber, Rolf"},{"first_name":"Maike","full_name":"Lambrecht, Maike","last_name":"Lambrecht"},{"last_name":"Lehmenkühler","full_name":"Lehmenkühler, Anna","first_name":"Anna"},{"first_name":"David","last_name":"Meyer","full_name":"Meyer, David"},{"first_name":"Alina","last_name":"Mußhoff","full_name":"Mußhoff, Alina"},{"last_name":"Panhorst","full_name":"Panhorst, Maren","first_name":"Maren"},{"first_name":"Colin","full_name":"Peperkorn, Colin","last_name":"Peperkorn"},{"first_name":"Kerstin","last_name":"Röllke","full_name":"Röllke, Kerstin"},{"first_name":"Jürgen","last_name":"Roth","full_name":"Roth, Jürgen"},{"first_name":"Maria Sophie","full_name":"Schäfers, Maria Sophie","last_name":"Schäfers"},{"first_name":"Henning","full_name":"Schüler, Henning","last_name":"Schüler"},{"full_name":"Stinken-Rösner, Lisa","last_name":"Stinken-Rösner","first_name":"Lisa"},{"first_name":"Sebastian","full_name":"Strauß, Sebastian","last_name":"Strauß"},{"first_name":"Janne","full_name":"Stricker, Janne","last_name":"Stricker"},{"first_name":"Katrin","id":"30086","full_name":"Temmen, Katrin","last_name":"Temmen"},{"first_name":"Katja","last_name":"Tönsing","full_name":"Tönsing, Katja"},{"first_name":"Dan","last_name":"Verständig","full_name":"Verständig, Dan"},{"first_name":"Claas","full_name":"Wegner, Claas","last_name":"Wegner"},{"full_name":"Wellensiek, Nicole","last_name":"Wellensiek","first_name":"Nicole"},{"first_name":"Annkathrin","last_name":"Wenzel","full_name":"Wenzel, Annkathrin"},{"last_name":"Wördemann","full_name":"Wördemann, Daniela","first_name":"Daniela"},{"last_name":"Ziegler","full_name":"Ziegler, Matthias","first_name":"Matthias"},{"full_name":"Heinrich, Martin","last_name":"Heinrich","first_name":"Martin"},{"first_name":"Matthias","last_name":"Wilde","full_name":"Wilde, Matthias"}],"date_created":"2024-08-27T07:44:32Z","date_updated":"2024-09-16T09:27:09Z","doi":"https://doi.org/10.11576/pflb-7349","title":"LFB-Labs-digital: Schülerlabore als Ort der Lehrkräftefortbildung in der digitalen Welt: Ein Bericht zur Konzeption eines Verbundprojektes"},{"date_created":"2025-01-17T06:21:12Z","author":[{"id":"76955","full_name":"Vernholz, Mats","orcid":"0000-0001-5175-357X","last_name":"Vernholz","first_name":"Mats"},{"first_name":"Katrin","last_name":"Temmen","full_name":"Temmen, Katrin","id":"30086"}],"date_updated":"2025-01-17T13:35:20Z","conference":{"start_date":"2023-11-09","end_date":"2023-11-10"},"title":"Vergleichsprozesse und ihr Einfluss auf die selbst wahrgenommenen Fähigkeiten angehender gewerblich-technischer Lehrkräfte","citation":{"apa":"Vernholz, M., &#38; Temmen, K. (2024). Vergleichsprozesse und ihr Einfluss auf die selbst wahrgenommenen Fähigkeiten angehender gewerblich-technischer Lehrkräfte. In B. Zinn, R. Tenberg, &#38; D. Pittich (Eds.), <i>Book of Abstracts zum 8. Technikdidaktik-Symposium</i>.","bibtex":"@inproceedings{Vernholz_Temmen_2024, series={Journal of Technical Education}, title={Vergleichsprozesse und ihr Einfluss auf die selbst wahrgenommenen Fähigkeiten angehender gewerblich-technischer Lehrkräfte}, booktitle={Book of Abstracts zum 8. Technikdidaktik-Symposium}, author={Vernholz, Mats and Temmen, Katrin}, editor={Zinn, Bernd and Tenberg, Ralf and Pittich, Daniel}, year={2024}, collection={Journal of Technical Education} }","short":"M. Vernholz, K. Temmen, in: B. Zinn, R. Tenberg, D. Pittich (Eds.), Book of Abstracts Zum 8. Technikdidaktik-Symposium, 2024.","mla":"Vernholz, Mats, and Katrin Temmen. “Vergleichsprozesse Und Ihr Einfluss Auf Die Selbst Wahrgenommenen Fähigkeiten Angehender Gewerblich-Technischer Lehrkräfte.” <i>Book of Abstracts Zum 8. Technikdidaktik-Symposium</i>, edited by Bernd Zinn et al., 2024.","ama":"Vernholz M, Temmen K. Vergleichsprozesse und ihr Einfluss auf die selbst wahrgenommenen Fähigkeiten angehender gewerblich-technischer Lehrkräfte. In: Zinn B, Tenberg R, Pittich D, eds. <i>Book of Abstracts Zum 8. Technikdidaktik-Symposium</i>. Journal of Technical Education. ; 2024.","chicago":"Vernholz, Mats, and Katrin Temmen. “Vergleichsprozesse Und Ihr Einfluss Auf Die Selbst Wahrgenommenen Fähigkeiten Angehender Gewerblich-Technischer Lehrkräfte.” In <i>Book of Abstracts Zum 8. Technikdidaktik-Symposium</i>, edited by Bernd Zinn, Ralf Tenberg, and Daniel Pittich. Journal of Technical Education, 2024.","ieee":"M. Vernholz and K. Temmen, “Vergleichsprozesse und ihr Einfluss auf die selbst wahrgenommenen Fähigkeiten angehender gewerblich-technischer Lehrkräfte,” in <i>Book of Abstracts zum 8. Technikdidaktik-Symposium</i>, 2024."},"year":"2024","series_title":"Journal of Technical Education","user_id":"76955","department":[{"_id":"300"}],"_id":"58230","language":[{"iso":"eng"}],"type":"conference_abstract","publication":"Book of Abstracts zum 8. Technikdidaktik-Symposium","status":"public","editor":[{"full_name":"Zinn, Bernd","last_name":"Zinn","first_name":"Bernd"},{"first_name":"Ralf","full_name":"Tenberg, Ralf","last_name":"Tenberg"},{"last_name":"Pittich","full_name":"Pittich, Daniel","first_name":"Daniel"}]},{"type":"conference_abstract","status":"public","user_id":"76955","department":[{"_id":"300"}],"_id":"58229","language":[{"iso":"eng"}],"citation":{"apa":"Vernholz, M., &#38; Temmen, K. (2024). <i>Im Spannungsfeld zwischen Fach- und Bildungswissenschaft - Einflussfaktoren auf die Selbsteinschätzungen gewerblich-technischer Lehramtsstudierender in den verschiedenen Bereichen des Master of Education</i>. Jahrestagung 2024 der Sektion Berufs- und Wirtschaftspädagogik der DGfE, Dresden.","mla":"Vernholz, Mats, and Katrin Temmen. <i>Im Spannungsfeld Zwischen Fach- Und Bildungswissenschaft - Einflussfaktoren Auf Die Selbsteinschätzungen Gewerblich-Technischer Lehramtsstudierender in Den Verschiedenen Bereichen Des Master of Education</i>. 2024.","bibtex":"@inproceedings{Vernholz_Temmen_2024, title={Im Spannungsfeld zwischen Fach- und Bildungswissenschaft - Einflussfaktoren auf die Selbsteinschätzungen gewerblich-technischer Lehramtsstudierender in den verschiedenen Bereichen des Master of Education}, author={Vernholz, Mats and Temmen, Katrin}, year={2024} }","short":"M. Vernholz, K. Temmen, in: 2024.","ama":"Vernholz M, Temmen K. Im Spannungsfeld zwischen Fach- und Bildungswissenschaft - Einflussfaktoren auf die Selbsteinschätzungen gewerblich-technischer Lehramtsstudierender in den verschiedenen Bereichen des Master of Education. In: ; 2024.","ieee":"M. Vernholz and K. Temmen, “Im Spannungsfeld zwischen Fach- und Bildungswissenschaft - Einflussfaktoren auf die Selbsteinschätzungen gewerblich-technischer Lehramtsstudierender in den verschiedenen Bereichen des Master of Education,” presented at the Jahrestagung 2024 der Sektion Berufs- und Wirtschaftspädagogik der DGfE, Dresden, 2024.","chicago":"Vernholz, Mats, and Katrin Temmen. “Im Spannungsfeld Zwischen Fach- Und Bildungswissenschaft - Einflussfaktoren Auf Die Selbsteinschätzungen Gewerblich-Technischer Lehramtsstudierender in Den Verschiedenen Bereichen Des Master of Education,” 2024."},"year":"2024","date_created":"2025-01-17T06:18:05Z","author":[{"first_name":"Mats","id":"76955","full_name":"Vernholz, Mats","last_name":"Vernholz","orcid":"0000-0001-5175-357X"},{"first_name":"Katrin","last_name":"Temmen","id":"30086","full_name":"Temmen, Katrin"}],"date_updated":"2025-01-17T13:35:24Z","conference":{"start_date":"2024-09-16","name":"Jahrestagung 2024 der Sektion Berufs- und Wirtschaftspädagogik der DGfE","location":"Dresden","end_date":"2024-09-18"},"title":"Im Spannungsfeld zwischen Fach- und Bildungswissenschaft - Einflussfaktoren auf die Selbsteinschätzungen gewerblich-technischer Lehramtsstudierender in den verschiedenen Bereichen des Master of Education"}]