---
_id: '58110'
author:
- first_name: Nicole
full_name: Gruchel, Nicole
id: '38556'
last_name: Gruchel
- first_name: Anna-Maria
full_name: Kamin, Anna-Maria
last_name: Kamin
citation:
ama: 'Gruchel N, Kamin A-M. Mediennutzung von Eltern. In: Schindler L, ed. Handbuch
Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis. 1st ed. Carl
Link; 2024:305-326.'
apa: Gruchel, N., & Kamin, A.-M. (2024). Mediennutzung von Eltern. In L. Schindler
(Ed.), Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis
(1st ed., pp. 305–326). Carl Link.
bibtex: '@inbook{Gruchel_Kamin_2024, place={Hürth}, edition={1}, title={Mediennutzung
von Eltern}, booktitle={Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen
und Praxis}, publisher={Carl Link}, author={Gruchel, Nicole and Kamin, Anna-Maria},
editor={Schindler, Lara }, year={2024}, pages={305–326} }'
chicago: 'Gruchel, Nicole, and Anna-Maria Kamin. “Mediennutzung von Eltern.” In
Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis,
edited by Lara Schindler, 1st ed., 305–26. Hürth: Carl Link, 2024.'
ieee: 'N. Gruchel and A.-M. Kamin, “Mediennutzung von Eltern,” in Handbuch Digitalisierung
in der Kita. Grundlagen, Kompetenzen und Praxis, 1st ed., L. Schindler, Ed.
Hürth: Carl Link, 2024, pp. 305–326.'
mla: Gruchel, Nicole, and Anna-Maria Kamin. “Mediennutzung von Eltern.” Handbuch
Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis, edited by
Lara Schindler, 1st ed., Carl Link, 2024, pp. 305–26.
short: 'N. Gruchel, A.-M. Kamin, in: L. Schindler (Ed.), Handbuch Digitalisierung
in der Kita. Grundlagen, Kompetenzen und Praxis, 1st ed., Carl Link, Hürth, 2024,
pp. 305–326.'
date_created: 2025-01-08T17:18:08Z
date_updated: 2025-01-09T07:54:51Z
department:
- _id: '427'
edition: '1'
editor:
- first_name: 'Lara '
full_name: 'Schindler, Lara '
last_name: Schindler
language:
- iso: ger
page: 305 - 326
place: Hürth
publication: Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis
publication_identifier:
isbn:
- '9783556098424'
publication_status: published
publisher: Carl Link
status: public
title: Mediennutzung von Eltern
type: book_chapter
user_id: '38556'
year: '2024'
...
---
_id: '48486'
abstract:
- lang: eng
text: AbstractIntroductionIn
Europe, most Internet searches for school‐related tasks are situated at home,
where parents can support adolescents. Although the frequency (quantity) of parental
support has already been analyzed, a research gap exists concerning the quality
of parental support in adolescents' information‐related Internet use. The quality
of parental support in the field of homework involvement is known to be a predictor
of adolescents' learning motivation and academic achievement, often discussed
with regard to self‐determination theory (SDT) in terms of autonomy support, structure,
emotional support, and control. These categories were adapted in this study to
analyze parents' support in adolescents' Internet searching activities.MethodsUsing
a mixed‐methods approach, we combined quantitative questionnaires and qualitative
observations to analyze joint information‐related Internet uses. Therefore, 243
parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed
by videography in 2019/2020 in Germany. The adolescents were 11 years old, on
average.ResultsThe
parents rated all qualities higher than the adolescents. Emotional support was
rated highest by both groups, whereas structure was rated lowest. Adolescents' and
parents' view on parental support differ. The qualitative study revealed parents' often
interfering behavior, whereas emotional support was low. Further, the active role
of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy
combining quantitative and qualitative approaches, we demonstrated a fruitful
application of SDT in analyzing the quality of parental support during adolescents' Internet
searches at home and shed light on the co‐construction of joint Internet searches.
author:
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: Jeannine
full_name: Teichert, Jeannine
id: '83055'
last_name: Teichert
orcid: 0000-0002-7571-891X
- first_name: Dorothee M.
full_name: Meister, Dorothee M.
id: '346'
last_name: Meister
orcid: orcid.org/0000-0002-9685-4988
- first_name: Lara
full_name: Gerhardts, Lara
last_name: Gerhardts
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
citation:
ama: Kurock R, Teichert J, Meister DM, Gerhardts L, Buhl HM, Bonanati S. A mixed‐methods study
of the quality of parental support during adolescents’ information‐related Internet
use as a co‐construction process. Journal of Adolescence. 2024;96(3):566-579.
doi:http://dx.doi.org/10.1002/jad.12264
apa: Kurock, R., Teichert, J., Meister, D. M., Gerhardts, L., Buhl, H. M., &
Bonanati, S. (2024). A mixed‐methods study of the quality of parental support
during adolescents’ information‐related Internet use as a co‐construction process.
Journal of Adolescence, 96(3), 566–579. http://dx.doi.org/10.1002/jad.12264
bibtex: '@article{Kurock_Teichert_Meister_Gerhardts_Buhl_Bonanati_2024, title={A
mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process}, volume={96}, DOI={http://dx.doi.org/10.1002/jad.12264},
number={3}, journal={Journal of Adolescence}, publisher={Wiley}, author={Kurock,
Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and
Buhl, Heike M. and Bonanati, Sabrina}, year={2024}, pages={566–579} }'
chicago: 'Kurock, Ricarda, Jeannine Teichert, Dorothee M. Meister, Lara Gerhardts,
Heike M. Buhl, and Sabrina Bonanati. “A Mixed‐methods Study of the Quality of
Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction
Process.” Journal of Adolescence 96, no. 3 (2024): 566–79. http://dx.doi.org/10.1002/jad.12264.'
ieee: 'R. Kurock, J. Teichert, D. M. Meister, L. Gerhardts, H. M. Buhl, and S. Bonanati,
“A mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process,” Journal of Adolescence, vol.
96, no. 3, pp. 566–579, 2024, doi: http://dx.doi.org/10.1002/jad.12264.'
mla: Kurock, Ricarda, et al. “A Mixed‐methods Study of the Quality of Parental Support
during Adolescents’ Information‐related Internet Use as a Co‐construction Process.”
Journal of Adolescence, vol. 96, no. 3, Wiley, 2024, pp. 566–79, doi:http://dx.doi.org/10.1002/jad.12264.
short: R. Kurock, J. Teichert, D.M. Meister, L. Gerhardts, H.M. Buhl, S. Bonanati,
Journal of Adolescence 96 (2024) 566–579.
date_created: 2023-10-26T12:01:24Z
date_updated: 2025-07-03T09:06:39Z
department:
- _id: '427'
- _id: '137'
doi: http://dx.doi.org/10.1002/jad.12264
intvolume: ' 96'
issue: '3'
keyword:
- Psychiatry and Mental health
- Developmental and Educational Psychology
- Social Psychology
- Pediatrics
- Perinatology and Child Health
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://onlinelibrary.wiley.com/doi/10.1002/jad.12264
oa: '1'
page: 566-579
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Journal of Adolescence
publication_identifier:
issn:
- 0140-1971
- 1095-9254
publication_status: published
publisher: Wiley
quality_controlled: '1'
status: public
title: A mixed‐methods study of the quality of parental support during adolescents' information‐related
Internet use as a co‐construction process
type: journal_article
user_id: '83055'
volume: 96
year: '2024'
...
---
_id: '56994'
author:
- first_name: Michael
full_name: Schaffer, Michael
id: '92807'
last_name: Schaffer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Schaffer M, Buhl HM. The mental representation of the object of explanation
in the process of co-constructive explanations. In: Ansorge U, Szaszkó B, Werner
L, eds. 53rd DGPs Congress - Abstracts. ; 2024.'
apa: Schaffer, M., & Buhl, H. M. (2024). The mental representation of the object
of explanation in the process of co-constructive explanations. In U. Ansorge,
B. Szaszkó, & L. Werner (Eds.), 53rd DGPs Congress - Abstracts.
bibtex: '@inproceedings{Schaffer_Buhl_2024, title={The mental representation of
the object of explanation in the process of co-constructive explanations}, booktitle={53rd
DGPs Congress - Abstracts}, author={Schaffer, Michael and Buhl, Heike M.}, editor={Ansorge,
Ulrich and Szaszkó, Bence and Werner, Lena}, year={2024} }'
chicago: Schaffer, Michael, and Heike M. Buhl. “The Mental Representation of the
Object of Explanation in the Process of Co-Constructive Explanations.” In 53rd
DGPs Congress - Abstracts, edited by Ulrich Ansorge, Bence Szaszkó, and Lena
Werner, 2024.
ieee: M. Schaffer and H. M. Buhl, “The mental representation of the object of explanation
in the process of co-constructive explanations,” in 53rd DGPs Congress - Abstracts,
Vienna, 2024.
mla: Schaffer, Michael, and Heike M. Buhl. “The Mental Representation of the Object
of Explanation in the Process of Co-Constructive Explanations.” 53rd DGPs Congress
- Abstracts, edited by Ulrich Ansorge et al., 2024.
short: 'M. Schaffer, H.M. Buhl, in: U. Ansorge, B. Szaszkó, L. Werner (Eds.), 53rd
DGPs Congress - Abstracts, 2024.'
conference:
end_date: 2024-09-19
location: Vienna
name: 53rd DGPs Congress
start_date: 2024-09-16
date_created: 2024-11-12T10:10:31Z
date_updated: 2025-07-16T08:13:28Z
department:
- _id: '427'
editor:
- first_name: Ulrich
full_name: Ansorge, Ulrich
last_name: Ansorge
- first_name: Bence
full_name: Szaszkó, Bence
last_name: Szaszkó
- first_name: Lena
full_name: Werner, Lena
last_name: Werner
language:
- iso: eng
project:
- _id: '114'
grant_number: '438445824'
name: 'TRR 318 - A04: TRR 318 - Integration des technischen Modells in das Partnermodell
bei der Erklärung von digitalen Artefakten (Teilprojekt A04)'
publication: 53rd DGPs Congress - Abstracts
status: public
title: The mental representation of the object of explanation in the process of co-constructive
explanations
type: conference_abstract
user_id: '27152'
year: '2024'
...
---
_id: '56887'
author:
- first_name: Anna-Maria
full_name: Kamin, Anna-Maria
last_name: Kamin
- first_name: Dorothee M.
full_name: Meister, Dorothee M.
id: '346'
last_name: Meister
orcid: orcid.org/0000-0002-9685-4988
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Kamin A-M, Meister DM, Buhl HM. Elterliche Unterstützung beim Lernen mit digitalen
Medien . In: Aßmann S, Grafe S, Martin A, eds. Medien - Bildung - Forschung.
Integrative Und Interdisziplinäre Perspektiven. Julius Klinkhardt; 2024.'
apa: Kamin, A.-M., Meister, D. M., & Buhl, H. M. (2024). Elterliche Unterstützung
beim Lernen mit digitalen Medien . In S. Aßmann, S. Grafe , & A. Martin (Eds.),
Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven.
Julius Klinkhardt.
bibtex: '@inbook{Kamin_Meister_Buhl_2024, place={Bad Heilbrunn}, title={Elterliche
Unterstützung beim Lernen mit digitalen Medien }, booktitle={Medien - Bildung
- Forschung. Integrative und interdisziplinäre Perspektiven}, publisher={Julius
Klinkhardt}, author={Kamin, Anna-Maria and Meister, Dorothee M. and Buhl, Heike
M.}, editor={Aßmann, Sandra and Grafe , Silke and Martin, Alexander}, year={2024}
}'
chicago: 'Kamin, Anna-Maria, Dorothee M. Meister, and Heike M. Buhl. “Elterliche
Unterstützung Beim Lernen Mit Digitalen Medien .” In Medien - Bildung - Forschung.
Integrative Und Interdisziplinäre Perspektiven, edited by Sandra Aßmann,
Silke Grafe , and Alexander Martin. Bad Heilbrunn: Julius Klinkhardt, 2024.'
ieee: 'A.-M. Kamin, D. M. Meister, and H. M. Buhl, “Elterliche Unterstützung beim
Lernen mit digitalen Medien ,” in Medien - Bildung - Forschung. Integrative
und interdisziplinäre Perspektiven, S. Aßmann, S. Grafe , and A. Martin, Eds.
Bad Heilbrunn: Julius Klinkhardt, 2024.'
mla: Kamin, Anna-Maria, et al. “Elterliche Unterstützung Beim Lernen Mit Digitalen
Medien .” Medien - Bildung - Forschung. Integrative Und Interdisziplinäre Perspektiven,
edited by Sandra Aßmann et al., Julius Klinkhardt, 2024.
short: 'A.-M. Kamin, D.M. Meister, H.M. Buhl, in: S. Aßmann, S. Grafe , A. Martin
(Eds.), Medien - Bildung - Forschung. Integrative Und Interdisziplinäre Perspektiven,
Julius Klinkhardt, Bad Heilbrunn, 2024.'
date_created: 2024-11-05T17:32:08Z
date_updated: 2025-08-12T08:00:14Z
department:
- _id: '427'
editor:
- first_name: 'Sandra '
full_name: 'Aßmann, Sandra '
last_name: Aßmann
- first_name: 'Silke '
full_name: 'Grafe , Silke '
last_name: 'Grafe '
- first_name: Alexander
full_name: Martin, Alexander
last_name: Martin
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.pedocs.de/volltexte/2024/31907/pdf/Kamin_et_al_2024_Elterliche_Unterstuetzung.pdf
oa: '1'
place: Bad Heilbrunn
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Medien - Bildung - Forschung. Integrative und interdisziplinäre Perspektiven
publisher: Julius Klinkhardt
status: public
title: 'Elterliche Unterstützung beim Lernen mit digitalen Medien '
type: book_chapter
user_id: '90826'
year: '2024'
...
---
_id: '46933'
abstract:
- lang: eng
text: AbstractGroup work can increase individual
effort, performance, and positive affect, if group members perceive their own
contribution as indispensable for the group product. A vignette methodology was
applied to investigate whether group work may also reduce procrastination. The
vignettes described a typical academic assignment, while varying the task structure
(individual work vs. conjunctive group work vs. additive group work) and group
member ability (high vs. low). For each vignette, student participants (N = 443)
provided ratings on their perceived indispensability, procrastination of the assignment,
and affect. When group member ability was high, procrastination was lower in additive
group work as compared to individual work. When group member ability was low,
procrastination was lower in conjunctive group work as compared to both individual
work and additive group work. As predicted, perceived indispensability mediated
the difference in procrastination between conjunctive and additive group work.
Moderation analyses further revealed that the effects were more pronounced for
high trait procrastinators. Further, both types of group work led to increases
in task-related positive affect as compared to individual work. By demonstrating
the relevance of group work as a social factor, the results should be useful for
the extension of existing programs targeting procrastination, and may inspire
measures for preventing procrastination by changes in the study environment.
article_type: original
author:
- first_name: Markus
full_name: Koppenborg, Markus
last_name: Koppenborg
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Joachim
full_name: Hüffmeier, Joachim
last_name: Hüffmeier
citation:
ama: 'Koppenborg M, Klingsieck KB, Hüffmeier J. Conjunctive and additive group work
reduce academic procrastination: insights from a vignette study. Current Psychology.
Published online 2023. doi:10.1007/s12144-023-04294-w'
apa: 'Koppenborg, M., Klingsieck, K. B., & Hüffmeier, J. (2023). Conjunctive
and additive group work reduce academic procrastination: insights from a vignette
study. Current Psychology. https://doi.org/10.1007/s12144-023-04294-w'
bibtex: '@article{Koppenborg_Klingsieck_Hüffmeier_2023, title={Conjunctive and additive
group work reduce academic procrastination: insights from a vignette study}, DOI={10.1007/s12144-023-04294-w},
journal={Current Psychology}, publisher={Springer Science and Business Media LLC},
author={Koppenborg, Markus and Klingsieck, Katrin B. and Hüffmeier, Joachim},
year={2023} }'
chicago: 'Koppenborg, Markus, Katrin B. Klingsieck, and Joachim Hüffmeier. “Conjunctive
and Additive Group Work Reduce Academic Procrastination: Insights from a Vignette
Study.” Current Psychology, 2023. https://doi.org/10.1007/s12144-023-04294-w.'
ieee: 'M. Koppenborg, K. B. Klingsieck, and J. Hüffmeier, “Conjunctive and additive
group work reduce academic procrastination: insights from a vignette study,” Current
Psychology, 2023, doi: 10.1007/s12144-023-04294-w.'
mla: 'Koppenborg, Markus, et al. “Conjunctive and Additive Group Work Reduce Academic
Procrastination: Insights from a Vignette Study.” Current Psychology, Springer
Science and Business Media LLC, 2023, doi:10.1007/s12144-023-04294-w.'
short: M. Koppenborg, K.B. Klingsieck, J. Hüffmeier, Current Psychology (2023).
date_created: 2023-09-09T15:38:59Z
date_updated: 2023-11-08T08:26:49Z
department:
- _id: '426'
doi: 10.1007/s12144-023-04294-w
keyword:
- General Psychology
language:
- iso: eng
publication: Current Psychology
publication_identifier:
issn:
- 1046-1310
- 1936-4733
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Conjunctive and additive group work reduce academic procrastination: insights
from a vignette study'
type: journal_article
user_id: '14931'
year: '2023'
...
---
_id: '45658'
abstract:
- lang: ger
text: Um Schüler*innenmerkmale korrekt zu beurteilen benötigen Lehrkräfte diagnostische
Kompetenz. Insbesondere die genaue Einschätzung nicht-kognitiver Merkmale von
Schüler*innen fällt Lehrkräften eher schwer. Dazu zählen auch mögliche Anzeichen
für Lern- und Verhaltensauffälligkeiten. Maßnahmen zur Förderung diagnostischer
Kompetenz fokussieren bisher größtenteils die Diagnostik fachspezifischer, situativer
Urteilsgegenstände, wie Fehlkonzepte im Mathematikunterricht. Systematisch evaluierte
Fördermaßnahmen, die das Erkennen und Beurteilen von Lern- und Verhaltensauffälligkeiten
bei Schüler*innen fokussieren, existieren bisher nicht.Aus diesem Anlass wurde
die digitale, problemorientierte Simulation GEProS zur Förderung diagnostischer
Kompetenz von Lehramtsstudierenden entwickelt und systematisch in drei längsschnittlichen,
(quasi-)experimentellen Kontrollgruppenstudien evaluiert. Die Ergebnisse zeigen,
dass die GEProS einen Mehrwert für die Förderung diagnostischer Kompetenz insbesondere
im Bereich selbstbestimmter Motivation bieten kann. Ein integriertes Quiz mit
Feedback kann mittels testing effect darüber hinaus der Erwerb deklarativ-konzeptionellen
Wissens als zentrale Disposition diagnostischer Kompetenz in GEProS unterstützen.
Die Ergebnisse tragen durch das entwickelte Integrative Modell diagnostischer
Kompetenz zur Theoriebildung sowie zur Forschung und Entwicklung im Bereich der
Förderung diagnostischer Kompetenz bei, indem eine Maßnahme zur Förderung diagnostischer
Kompetenz für einen fächerübergreifenden, zeitlich stabilen Urteilsgegenstand
systematisch evaluiert wurde. Durch die Ableitung und Berücksichtigung wesentlicher
Merkmale digitaler Simulationen trägt diese Arbeit außerdem zur theoretischen
Fundierung digitaler Simulationen bei.
- lang: eng
text: In order to accurately assess student characteristics, teachers need diagnostic
competence. Especially the accurate assessment of non-cognitive student characteristics
tends to be difficult for teachers. These can also include possible signs of learning
and behavioral problems. Measures to promote diagnostic competence have so far
largely focused on the diagnosis of subject-specific and temporary objects of
judgment, such as misconceptions in mathematics education. So far, there are no
systematically evaluated measures that focus on the recognition and assessment
of learning and behavioral problems in students.For this reason, the digital,
problem-based simulation GEProS was developed to promote diagnostic competence
in pre-service teachers. GEProS was systematically evaluated in three longitudinal,
(quasi-)experimental control group studies. The results show that GEProS can provide
added value for promoting diagnostic competence in university teacher education,
especially in the area of self-determined motivation. Furthermore, by means of
an integrated quiz with feedback, the testing effect can be used in GEProS to
support the acquisition of declarative-conceptual knowledge, a central disposition
of diagnostic competence. By developing an Integrative Model of Diagnostic Competence,
this thesis contributes to theory building as well as to research and development
in the area of promoting diagnostic competence of (pre-service) teachers by systematically
evaluating a measure for promoting diagnostic competence for a subject-general,
temporally stable object of judgment. In addition, key features of digital simulations
were defined and served as a basis for the development of GEProS. This work thus
also contributes to the theoretical foundation of digital simulations.
alternative_title:
- GEProS - Development and evaluation of a digital simulation to promote diagnostic
competence in pre-service teachers
author:
- first_name: Lea
full_name: Grotegut, Lea
id: '34280'
last_name: Grotegut
citation:
ama: Grotegut L. GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden. Universität
Paderborn; 2023. doi:10.17619/UNIPB/1-1753
apa: Grotegut, L. (2023). GEProS - Entwicklung und Evaluation einer digitalen
Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden.
Universität Paderborn. https://doi.org/10.17619/UNIPB/1-1753
bibtex: '@book{Grotegut_2023, place={Paderborn}, title={GEProS - Entwicklung und
Evaluation einer digitalen Simulation zur Förderung diagnostischer Kompetenz von
Lehramtsstudierenden}, DOI={10.17619/UNIPB/1-1753},
publisher={Universität Paderborn}, author={Grotegut, Lea}, year={2023} }'
chicago: 'Grotegut, Lea. GEProS - Entwicklung und Evaluation einer digitalen
Simulation zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden.
Paderborn: Universität Paderborn, 2023. https://doi.org/10.17619/UNIPB/1-1753.'
ieee: 'L. Grotegut, GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden. Paderborn:
Universität Paderborn, 2023.'
mla: Grotegut, Lea. GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden. Universität
Paderborn, 2023, doi:10.17619/UNIPB/1-1753.
short: L. Grotegut, GEProS - Entwicklung und Evaluation einer digitalen Simulation
zur Förderung diagnostischer Kompetenz von Lehramtsstudierenden, Universität Paderborn,
Paderborn, 2023.
date_created: 2023-06-16T12:51:39Z
date_updated: 2023-11-08T08:27:52Z
ddc:
- '150'
department:
- _id: '426'
doi: 10.17619/UNIPB/1-1753
file:
- access_level: closed
content_type: application/pdf
creator: lea15g
date_created: 2023-06-16T13:00:00Z
date_updated: 2023-06-16T13:00:00Z
file_id: '45660'
file_name: Grotegut_Dissertation_2023.pdf
file_size: 872698
relation: main_file
success: 1
file_date_updated: 2023-06-16T13:00:00Z
has_accepted_license: '1'
jel:
- P
language:
- iso: ger
page: '56'
place: Paderborn
publication_status: published
publisher: Universität Paderborn
status: public
supervisor:
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
title: GEProS - Entwicklung und Evaluation einer digitalen Simulation zur Förderung
diagnostischer Kompetenz von Lehramtsstudierenden
type: dissertation
user_id: '14931'
year: '2023'
...
---
_id: '48087'
abstract:
- lang: eng
text: 'Die Förderung diagnostischer Kompetenz in der Lehrer*innenbildung birgt zwei
Herausforderungen: Erstens bleibt in großen Lehrveranstaltungen wenig Raum für
die notwendige Anwendung theoretischen Wissens, zweitens können Fehlentscheidungen
in realen diagnostischen Situationen gravierende negative Folgen für Schüler*innen
haben. Eine digitale Simulation kann beiden Herausforderungen begegnen. In diesem
Beitrag wurde eine digitale, problemorientierte Simulation zur Förderung diagnostischer
Kompetenz von Lehramtsstudierenden evaluiert und mit einer textbasierten, problemorientierten
und einer lehrendenzentrierten Kontrollgruppe verglichen. Die Ergebnisse zeigen
positive Effekte für die digitale Simulation hinsichtlich der selbstbestimmten
Motivation, aber einen geringeren Wissenszuwachs im Vergleich zum lehrendenzentrierten
Setting. Die Selbstwirksamkeit nahm in allen drei Gruppen zu. Eine digitale Simulation
bietet in der untersuchten Form somit einen, wenn auch geringen, Mehrwert für
die Lehrkräftebildung im Bereich der Kompetenzentwicklung.'
article_type: original
author:
- first_name: Lea
full_name: Grotegut, Lea
id: '34280'
last_name: Grotegut
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Grotegut L, Klingsieck KB. Kompetenzentwicklung in der Lehrkräftebildung:
der Mehrwert einer digitalen Simulation. ZeHf – Zeitschrift für empirische
Hochschulforschung. 2023;7(1):56-73. doi:10.3224/zehf.v7i1.05'
apa: 'Grotegut, L., & Klingsieck, K. B. (2023). Kompetenzentwicklung in der
Lehrkräftebildung: der Mehrwert einer digitalen Simulation. ZeHf – Zeitschrift
Für Empirische Hochschulforschung, 7(1), 56–73. https://doi.org/10.3224/zehf.v7i1.05'
bibtex: '@article{Grotegut_Klingsieck_2023, title={Kompetenzentwicklung in der Lehrkräftebildung:
der Mehrwert einer digitalen Simulation}, volume={7}, DOI={10.3224/zehf.v7i1.05},
number={1}, journal={ZeHf – Zeitschrift für empirische Hochschulforschung}, publisher={Verlag
Barbara Budrich GmbH}, author={Grotegut, Lea and Klingsieck, Katrin B.}, year={2023},
pages={56–73} }'
chicago: 'Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der
Lehrkräftebildung: Der Mehrwert Einer Digitalen Simulation.” ZeHf – Zeitschrift
Für Empirische Hochschulforschung 7, no. 1 (2023): 56–73. https://doi.org/10.3224/zehf.v7i1.05.'
ieee: 'L. Grotegut and K. B. Klingsieck, “Kompetenzentwicklung in der Lehrkräftebildung:
der Mehrwert einer digitalen Simulation,” ZeHf – Zeitschrift für empirische
Hochschulforschung, vol. 7, no. 1, pp. 56–73, 2023, doi: 10.3224/zehf.v7i1.05.'
mla: 'Grotegut, Lea, and Katrin B. Klingsieck. “Kompetenzentwicklung in Der Lehrkräftebildung:
Der Mehrwert Einer Digitalen Simulation.” ZeHf – Zeitschrift Für Empirische
Hochschulforschung, vol. 7, no. 1, Verlag Barbara Budrich GmbH, 2023, pp.
56–73, doi:10.3224/zehf.v7i1.05.'
short: L. Grotegut, K.B. Klingsieck, ZeHf – Zeitschrift Für Empirische Hochschulforschung
7 (2023) 56–73.
date_created: 2023-10-16T10:39:34Z
date_updated: 2023-11-08T08:28:15Z
department:
- _id: '426'
doi: 10.3224/zehf.v7i1.05
intvolume: ' 7'
issue: '1'
keyword:
- General Earth and Planetary Sciences
- General Engineering
- General Environmental Science
language:
- iso: eng
page: 56-73
publication: ZeHf – Zeitschrift für empirische Hochschulforschung
publication_identifier:
issn:
- 2367-3044
- 2367-3052
publication_status: published
publisher: Verlag Barbara Budrich GmbH
status: public
title: 'Kompetenzentwicklung in der Lehrkräftebildung: der Mehrwert einer digitalen
Simulation'
type: journal_article
user_id: '14931'
volume: 7
year: '2023'
...
---
_id: '48730'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Bobe J, Klingsieck KB. Aufschieben, weil man sich schlecht fühlt, oder sich
schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten
und Erleben von Prokrastination. In: ; 2023.'
apa: Bobe, J., & Klingsieck, K. B. (2023). Aufschieben, weil man sich schlecht
fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede
im Verhalten und Erleben von Prokrastination. 19. Fachgruppentagung Pädagogische
Psychologie, Leipzig.
bibtex: '@inproceedings{Bobe_Klingsieck_2023, title={Aufschieben, weil man sich
schlecht fühlt, oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische
Unterschiede im Verhalten und Erleben von Prokrastination}, author={Bobe, Julia
and Klingsieck, Katrin B.}, year={2023} }'
chicago: Bobe, Julia, and Katrin B. Klingsieck. “Aufschieben, Weil Man Sich Schlecht
Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede
Im Verhalten Und Erleben von Prokrastination,” 2023.
ieee: J. Bobe and K. B. Klingsieck, “Aufschieben, weil man sich schlecht fühlt,
oder sich schlecht fühlen, weil man aufschiebt? – Gruppenspezifische Unterschiede
im Verhalten und Erleben von Prokrastination,” presented at the 19. Fachgruppentagung
Pädagogische Psychologie, Leipzig, 2023.
mla: Bobe, Julia, and Katrin B. Klingsieck. Aufschieben, Weil Man Sich Schlecht
Fühlt, Oder Sich Schlecht Fühlen, Weil Man Aufschiebt? – Gruppenspezifische Unterschiede
Im Verhalten Und Erleben von Prokrastination. 2023.
short: 'J. Bobe, K.B. Klingsieck, in: 2023.'
conference:
location: Leipzig
name: 19. Fachgruppentagung Pädagogische Psychologie
date_created: 2023-11-09T12:08:33Z
date_updated: 2023-11-09T12:11:34Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: Aufschieben, weil man sich schlecht fühlt, oder sich schlecht fühlen, weil
man aufschiebt? – Gruppenspezifische Unterschiede im Verhalten und Erleben von Prokrastination
type: conference_abstract
user_id: '81770'
year: '2023'
...
---
_id: '48731'
author:
- first_name: Julia
full_name: Bobe, Julia
id: '81770'
last_name: Bobe
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
id: '36716'
last_name: Klingsieck
citation:
ama: 'Bobe J, Klingsieck KB. Prokrastination und das schlechte Gewissen - Gruppenunterschiede
im Erleben und Auftreten von Prokrastination. In: ; 2023.'
apa: Bobe, J., & Klingsieck, K. B. (2023). Prokrastination und das schlechte
Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.
10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF), Essen.
bibtex: '@inproceedings{Bobe_Klingsieck_2023, title={Prokrastination und das schlechte
Gewissen - Gruppenunterschiede im Erleben und Auftreten von Prokrastination.},
author={Bobe, Julia and Klingsieck, Katrin B.}, year={2023} }'
chicago: Bobe, Julia, and Katrin B. Klingsieck. “Prokrastination Und Das Schlechte
Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.,”
2023.
ieee: J. Bobe and K. B. Klingsieck, “Prokrastination und das schlechte Gewissen
- Gruppenunterschiede im Erleben und Auftreten von Prokrastination.,” presented
at the 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF),
Essen, 2023.
mla: Bobe, Julia, and Katrin B. Klingsieck. Prokrastination Und Das Schlechte
Gewissen - Gruppenunterschiede Im Erleben Und Auftreten von Prokrastination.
2023.
short: 'J. Bobe, K.B. Klingsieck, in: 2023.'
conference:
location: Essen
name: 10. Jahrestagung der Gesellschaft für empirische Bildungsforschung (GEBF)
date_created: 2023-11-09T12:11:21Z
date_updated: 2023-11-09T12:11:41Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: Prokrastination und das schlechte Gewissen - Gruppenunterschiede im Erleben
und Auftreten von Prokrastination.
type: conference_abstract
user_id: '81770'
year: '2023'
...
---
_id: '48595'
author:
- first_name: Tobias Martin
full_name: Peters, Tobias Martin
id: '92810'
last_name: Peters
orcid: 0009-0008-5193-6243
- first_name: Roel W.
full_name: Visser, Roel W.
last_name: Visser
citation:
ama: 'Peters TM, Visser RW. The Importance of Distrust in AI. In: Communications
in Computer and Information Science. Springer Nature Switzerland; 2023. doi:10.1007/978-3-031-44070-0_15'
apa: Peters, T. M., & Visser, R. W. (2023). The Importance of Distrust in AI.
Communications in Computer and Information Science. https://doi.org/10.1007/978-3-031-44070-0_15
bibtex: '@inproceedings{Peters_Visser_2023, place={Cham}, title={The Importance
of Distrust in AI}, DOI={10.1007/978-3-031-44070-0_15},
booktitle={Communications in Computer and Information Science}, publisher={Springer
Nature Switzerland}, author={Peters, Tobias Martin and Visser, Roel W.}, year={2023}
}'
chicago: 'Peters, Tobias Martin, and Roel W. Visser. “The Importance of Distrust
in AI.” In Communications in Computer and Information Science. Cham: Springer
Nature Switzerland, 2023. https://doi.org/10.1007/978-3-031-44070-0_15.'
ieee: 'T. M. Peters and R. W. Visser, “The Importance of Distrust in AI,” 2023,
doi: 10.1007/978-3-031-44070-0_15.'
mla: Peters, Tobias Martin, and Roel W. Visser. “The Importance of Distrust in AI.”
Communications in Computer and Information Science, Springer Nature Switzerland,
2023, doi:10.1007/978-3-031-44070-0_15.
short: 'T.M. Peters, R.W. Visser, in: Communications in Computer and Information
Science, Springer Nature Switzerland, Cham, 2023.'
date_created: 2023-11-02T10:04:19Z
date_updated: 2023-11-24T11:59:49Z
department:
- _id: '424'
- _id: '660'
doi: 10.1007/978-3-031-44070-0_15
language:
- iso: eng
place: Cham
project:
- _id: '124'
name: 'TRR 318 - C1: TRR 318 - Subproject C1'
publication: Communications in Computer and Information Science
publication_identifier:
isbn:
- '9783031440694'
- '9783031440700'
issn:
- 1865-0929
- 1865-0937
publication_status: published
publisher: Springer Nature Switzerland
status: public
title: The Importance of Distrust in AI
type: conference
user_id: '92810'
year: '2023'
...
---
_id: '42641'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Scharlau I. Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik
der Psychologie. In: Reinmann G, Rhein R, eds. Wissenschaftsdidaktik II: Einzelne
Disziplinen. transcript; 2023:49-74.'
apa: 'Scharlau, I. (2023). Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik
der Psychologie. In G. Reinmann & R. Rhein (Eds.), Wissenschaftsdidaktik
II: Einzelne Disziplinen (pp. 49–74). transcript.'
bibtex: '@inbook{Scharlau_2023, place={Bielefeld}, title={Wissenschaft und Alltagserfahrung:
Überlegungen zur Wissenschaftsdidaktik der Psychologie}, booktitle={Wissenschaftsdidaktik
II: Einzelne Disziplinen}, publisher={transcript}, author={Scharlau, Ingrid},
editor={Reinmann, Gabi and Rhein, Rüdiger}, year={2023}, pages={49–74} }'
chicago: 'Scharlau, Ingrid. “Wissenschaft und Alltagserfahrung: Überlegungen zur
Wissenschaftsdidaktik der Psychologie.” In Wissenschaftsdidaktik II: Einzelne
Disziplinen, edited by Gabi Reinmann and Rüdiger Rhein, 49–74. Bielefeld:
transcript, 2023.'
ieee: 'I. Scharlau, “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik
der Psychologie,” in Wissenschaftsdidaktik II: Einzelne Disziplinen, G.
Reinmann and R. Rhein, Eds. Bielefeld: transcript, 2023, pp. 49–74.'
mla: 'Scharlau, Ingrid. “Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik
der Psychologie.” Wissenschaftsdidaktik II: Einzelne Disziplinen, edited
by Gabi Reinmann and Rüdiger Rhein, transcript, 2023, pp. 49–74.'
short: 'I. Scharlau, in: G. Reinmann, R. Rhein (Eds.), Wissenschaftsdidaktik II:
Einzelne Disziplinen, transcript, Bielefeld, 2023, pp. 49–74.'
date_created: 2023-03-01T12:24:29Z
date_updated: 2023-10-05T12:32:12Z
department:
- _id: '424'
editor:
- first_name: Gabi
full_name: Reinmann, Gabi
last_name: Reinmann
- first_name: Rüdiger
full_name: Rhein, Rüdiger
last_name: Rhein
keyword:
- Unterrichtsfach Psychologie
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.transcript-verlag.de/978-3-8376-6295-5/wissenschaftsdidaktik-ii/?number=978-3-8394-6295-9
oa: '1'
page: 49-74
place: Bielefeld
publication: 'Wissenschaftsdidaktik II: Einzelne Disziplinen'
publication_identifier:
isbn:
- ' 978-3-8376-6295-5'
publication_status: published
publisher: transcript
status: public
title: 'Wissenschaft und Alltagserfahrung: Überlegungen zur Wissenschaftsdidaktik
der Psychologie'
type: book_chapter
user_id: '451'
year: '2023'
...
---
_id: '48777'
abstract:
- lang: eng
text: AbstractExplainable artificial intelligence
has mainly focused on static learning scenarios so far. We are interested in dynamic
scenarios where data is sampled progressively, and learning is done in an incremental
rather than a batch mode. We seek efficient incremental algorithms for computing
feature importance (FI). Permutation feature importance (PFI) is a well-established
model-agnostic measure to obtain global FI based on feature marginalization of
absent features. We propose an efficient, model-agnostic algorithm called iPFI
to estimate this measure incrementally and under dynamic modeling conditions including
concept drift. We prove theoretical guarantees on the approximation quality in
terms of expectation and variance. To validate our theoretical findings and the
efficacy of our approaches in incremental scenarios dealing with streaming data
rather than traditional batch settings, we conduct multiple experimental studies
on benchmark data with and without concept drift.
author:
- first_name: Fabian
full_name: Fumagalli, Fabian
last_name: Fumagalli
- first_name: Maximilian
full_name: Muschalik, Maximilian
last_name: Muschalik
- first_name: Eyke
full_name: Hüllermeier, Eyke
last_name: Hüllermeier
- first_name: Barbara
full_name: Hammer, Barbara
last_name: Hammer
citation:
ama: 'Fumagalli F, Muschalik M, Hüllermeier E, Hammer B. Incremental permutation
feature importance (iPFI): towards online explanations on data streams. Machine
Learning. Published online 2023. doi:10.1007/s10994-023-06385-y'
apa: 'Fumagalli, F., Muschalik, M., Hüllermeier, E., & Hammer, B. (2023). Incremental
permutation feature importance (iPFI): towards online explanations on data streams.
Machine Learning. https://doi.org/10.1007/s10994-023-06385-y'
bibtex: '@article{Fumagalli_Muschalik_Hüllermeier_Hammer_2023, title={Incremental
permutation feature importance (iPFI): towards online explanations on data streams},
DOI={10.1007/s10994-023-06385-y},
journal={Machine Learning}, publisher={Springer Science and Business Media LLC},
author={Fumagalli, Fabian and Muschalik, Maximilian and Hüllermeier, Eyke and
Hammer, Barbara}, year={2023} }'
chicago: 'Fumagalli, Fabian, Maximilian Muschalik, Eyke Hüllermeier, and Barbara
Hammer. “Incremental Permutation Feature Importance (IPFI): Towards Online Explanations
on Data Streams.” Machine Learning, 2023. https://doi.org/10.1007/s10994-023-06385-y.'
ieee: 'F. Fumagalli, M. Muschalik, E. Hüllermeier, and B. Hammer, “Incremental permutation
feature importance (iPFI): towards online explanations on data streams,” Machine
Learning, 2023, doi: 10.1007/s10994-023-06385-y.'
mla: 'Fumagalli, Fabian, et al. “Incremental Permutation Feature Importance (IPFI):
Towards Online Explanations on Data Streams.” Machine Learning, Springer
Science and Business Media LLC, 2023, doi:10.1007/s10994-023-06385-y.'
short: F. Fumagalli, M. Muschalik, E. Hüllermeier, B. Hammer, Machine Learning (2023).
date_created: 2023-11-10T14:15:36Z
date_updated: 2023-11-10T14:24:27Z
department:
- _id: '424'
- _id: '660'
doi: 10.1007/s10994-023-06385-y
keyword:
- Artificial Intelligence
- Software
language:
- iso: eng
publication: Machine Learning
publication_identifier:
issn:
- 0885-6125
- 1573-0565
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Incremental permutation feature importance (iPFI): towards online explanations
on data streams'
type: journal_article
user_id: '55908'
year: '2023'
...
---
_id: '45862'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
citation:
ama: 'Scharlau I, Karsten A. Schreibfokussierte Graduiertenförderung: Reflexive
Spezialisierung für interdisziplinäre Forschungskontexte. In: Berendt B, Fleischmann
A, Salmhofer G, et al., eds. Neues Handbuch Hochschullehre. Vol 111. G
4.18. DUZ medienhaus; 2023:17-35.'
apa: 'Scharlau, I., & Karsten, A. (2023). Schreibfokussierte Graduiertenförderung:
Reflexive Spezialisierung für interdisziplinäre Forschungskontexte. In B. Berendt,
A. Fleischmann, G. Salmhofer, N. Schaper, B. Szczyrba, M. Wiemer, & J. Wildt
(Eds.), Neues Handbuch Hochschullehre (Vol. 111, pp. 17–35). DUZ medienhaus.'
bibtex: '@inbook{Scharlau_Karsten_2023, series={G 4.18}, title={Schreibfokussierte
Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre Forschungskontexte},
volume={111}, booktitle={Neues Handbuch Hochschullehre}, publisher={DUZ medienhaus},
author={Scharlau, Ingrid and Karsten, Andrea}, editor={Berendt, Brigitte and Fleischmann,
Andreas and Salmhofer, Gudrun and Schaper, Niclas and Szczyrba, Birgit and Wiemer,
Matthias and Wildt, Johannes}, year={2023}, pages={17–35}, collection={G 4.18}
}'
chicago: 'Scharlau, Ingrid, and Andrea Karsten. “Schreibfokussierte Graduiertenförderung:
Reflexive Spezialisierung für interdisziplinäre Forschungskontexte.” In Neues
Handbuch Hochschullehre, edited by Brigitte Berendt, Andreas Fleischmann,
Gudrun Salmhofer, Niclas Schaper, Birgit Szczyrba, Matthias Wiemer, and Johannes
Wildt, 111:17–35. G 4.18. DUZ medienhaus, 2023.'
ieee: 'I. Scharlau and A. Karsten, “Schreibfokussierte Graduiertenförderung: Reflexive
Spezialisierung für interdisziplinäre Forschungskontexte,” in Neues Handbuch
Hochschullehre, vol. 111, B. Berendt, A. Fleischmann, G. Salmhofer, N. Schaper,
B. Szczyrba, M. Wiemer, and J. Wildt, Eds. DUZ medienhaus, 2023, pp. 17–35.'
mla: 'Scharlau, Ingrid, and Andrea Karsten. “Schreibfokussierte Graduiertenförderung:
Reflexive Spezialisierung für interdisziplinäre Forschungskontexte.” Neues
Handbuch Hochschullehre, edited by Brigitte Berendt et al., vol. 111, DUZ
medienhaus, 2023, pp. 17–35.'
short: 'I. Scharlau, A. Karsten, in: B. Berendt, A. Fleischmann, G. Salmhofer, N.
Schaper, B. Szczyrba, M. Wiemer, J. Wildt (Eds.), Neues Handbuch Hochschullehre,
DUZ medienhaus, 2023, pp. 17–35.'
date_created: 2023-07-04T13:10:22Z
date_updated: 2023-12-20T13:33:02Z
department:
- _id: '424'
editor:
- first_name: Brigitte
full_name: Berendt, Brigitte
last_name: Berendt
- first_name: Andreas
full_name: Fleischmann, Andreas
last_name: Fleischmann
- first_name: Gudrun
full_name: Salmhofer, Gudrun
last_name: Salmhofer
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Birgit
full_name: Szczyrba, Birgit
last_name: Szczyrba
- first_name: Matthias
full_name: Wiemer, Matthias
last_name: Wiemer
- first_name: Johannes
full_name: Wildt, Johannes
last_name: Wildt
intvolume: ' 111'
language:
- iso: ger
page: 17-35
project:
- _id: '120'
name: 'TRR 318 - RTG: TRR 318 - Project Area RTG'
publication: Neues Handbuch Hochschullehre
publication_identifier:
unknown:
- 2198-5693
publisher: DUZ medienhaus
series_title: G 4.18
status: public
title: 'Schreibfokussierte Graduiertenförderung: Reflexive Spezialisierung für interdisziplinäre
Forschungskontexte'
type: book_chapter
user_id: '451'
volume: 111
year: '2023'
...
---
_id: '46533'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Jan
full_name: Niemann, Jan
id: '32467'
last_name: Niemann
- first_name: Anna
full_name: Raneck-Kuhlmann, Anna
last_name: Raneck-Kuhlmann
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
citation:
ama: Buhl HM, Eickelmann B, Niemann J, Raneck-Kuhlmann A, Drossel K. Qualitätsmanagement
im Verbundvorhaben Communities of Practice für eine innovative Lehrerbildung NRW
(COMeIN). Abschlussbericht.; 2023.
apa: Buhl, H. M., Eickelmann, B., Niemann, J., Raneck-Kuhlmann, A., & Drossel,
K. (2023). Qualitätsmanagement im Verbundvorhaben Communities of Practice für
eine innovative Lehrerbildung NRW (COMeIN). Abschlussbericht.
bibtex: '@book{Buhl_Eickelmann_Niemann_Raneck-Kuhlmann_Drossel_2023, title={Qualitätsmanagement
im Verbundvorhaben Communities of Practice für eine innovative Lehrerbildung NRW
(COMeIN). Abschlussbericht}, author={Buhl, Heike M. and Eickelmann, Birgit and
Niemann, Jan and Raneck-Kuhlmann, Anna and Drossel, Kerstin}, year={2023} }'
chicago: Buhl, Heike M., Birgit Eickelmann, Jan Niemann, Anna Raneck-Kuhlmann, and
Kerstin Drossel. Qualitätsmanagement im Verbundvorhaben Communities of Practice
für eine innovative Lehrerbildung NRW (COMeIN). Abschlussbericht, 2023.
ieee: H. M. Buhl, B. Eickelmann, J. Niemann, A. Raneck-Kuhlmann, and K. Drossel,
Qualitätsmanagement im Verbundvorhaben Communities of Practice für eine innovative
Lehrerbildung NRW (COMeIN). Abschlussbericht. 2023.
mla: Buhl, Heike M., et al. Qualitätsmanagement im Verbundvorhaben Communities
of Practice für eine innovative Lehrerbildung NRW (COMeIN). Abschlussbericht.
2023.
short: H.M. Buhl, B. Eickelmann, J. Niemann, A. Raneck-Kuhlmann, K. Drossel, Qualitätsmanagement
im Verbundvorhaben Communities of Practice für eine innovative Lehrerbildung NRW
(COMeIN). Abschlussbericht, 2023.
date_created: 2023-08-16T09:53:40Z
date_updated: 2024-01-26T10:22:58Z
department:
- _id: '427'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://comein.nrw/portal/qualitaetsmanagement-2/#
oa: '1'
project:
- _id: '380'
grant_number: 01JA2033J
name: COMeIN (Communities of Practice NRW für eine Innovative Lehrerbildung) - Qualitätsmanagement
publication_status: published
related_material:
link:
- relation: slides
url: https://comein.nrw/portal/qualitaetsmanagement-2/#
status: public
title: Qualitätsmanagement im Verbundvorhaben Communities of Practice für eine innovative
Lehrerbildung NRW (COMeIN). Abschlussbericht
type: misc
user_id: '40387'
year: '2023'
...
---
_id: '46283'
author:
- first_name: Ngoc Chi
full_name: Banh, Ngoc Chi
id: '38219'
last_name: Banh
orcid: 0000-0002-5946-4542
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
citation:
ama: 'Banh NC, Scharlau I. First steps towards real-time assessment of attentional
weights and capacity according to TVA. In: Merz S, Frings C, Leuchtenberg B, et
al., eds. Abstracts of the 65th TeaP. ZPID (Leibniz Institute for Psychology);
2023. doi:10.23668/PSYCHARCHIVES.12945'
apa: Banh, N. C., & Scharlau, I. (2023). First steps towards real-time assessment
of attentional weights and capacity according to TVA. In S. Merz, C. Frings, B.
Leuchtenberg, B. Moeller, S. Mueller, R. Neumann, B. Pastötter, L. Pingen, &
G. Schui (Eds.), Abstracts of the 65th TeaP. ZPID (Leibniz Institute for
Psychology). https://doi.org/10.23668/PSYCHARCHIVES.12945
bibtex: '@inproceedings{Banh_Scharlau_2023, title={First steps towards real-time
assessment of attentional weights and capacity according to TVA}, DOI={10.23668/PSYCHARCHIVES.12945},
booktitle={Abstracts of the 65th TeaP}, publisher={ZPID (Leibniz Institute for
Psychology)}, author={Banh, Ngoc Chi and Scharlau, Ingrid}, editor={Merz, Simon
and Frings, Christian and Leuchtenberg, Bettina and Moeller, Birte and Mueller,
Stefanie and Neumann, Roland and Pastötter, Bernhard and Pingen, Leah and Schui,
Gabriel}, year={2023} }'
chicago: Banh, Ngoc Chi, and Ingrid Scharlau. “First Steps towards Real-Time Assessment
of Attentional Weights and Capacity According to TVA.” In Abstracts of the
65th TeaP, edited by Simon Merz, Christian Frings, Bettina Leuchtenberg, Birte
Moeller, Stefanie Mueller, Roland Neumann, Bernhard Pastötter, Leah Pingen, and
Gabriel Schui. ZPID (Leibniz Institute for Psychology), 2023. https://doi.org/10.23668/PSYCHARCHIVES.12945.
ieee: 'N. C. Banh and I. Scharlau, “First steps towards real-time assessment of
attentional weights and capacity according to TVA,” in Abstracts of the 65th
TeaP, Trier, Germany, 2023, doi: 10.23668/PSYCHARCHIVES.12945.'
mla: Banh, Ngoc Chi, and Ingrid Scharlau. “First Steps towards Real-Time Assessment
of Attentional Weights and Capacity According to TVA.” Abstracts of the 65th
TeaP, edited by Simon Merz et al., ZPID (Leibniz Institute for Psychology),
2023, doi:10.23668/PSYCHARCHIVES.12945.
short: 'N.C. Banh, I. Scharlau, in: S. Merz, C. Frings, B. Leuchtenberg, B. Moeller,
S. Mueller, R. Neumann, B. Pastötter, L. Pingen, G. Schui (Eds.), Abstracts of
the 65th TeaP, ZPID (Leibniz Institute for Psychology), 2023.'
conference:
end_date: 2023-03-29
location: Trier, Germany
name: Tagung experimentell arbeitender Psycholog:innen (TeaP)
start_date: 2023-03-26
date_created: 2023-08-03T13:10:02Z
date_updated: 2024-03-27T10:41:59Z
department:
- _id: '424'
doi: 10.23668/PSYCHARCHIVES.12945
editor:
- first_name: Simon
full_name: Merz, Simon
last_name: Merz
- first_name: Christian
full_name: Frings, Christian
last_name: Frings
- first_name: Bettina
full_name: Leuchtenberg, Bettina
last_name: Leuchtenberg
- first_name: Birte
full_name: Moeller, Birte
last_name: Moeller
- first_name: Stefanie
full_name: Mueller, Stefanie
last_name: Mueller
- first_name: Roland
full_name: Neumann, Roland
last_name: Neumann
- first_name: Bernhard
full_name: Pastötter, Bernhard
last_name: Pastötter
- first_name: Leah
full_name: Pingen, Leah
last_name: Pingen
- first_name: Gabriel
full_name: Schui, Gabriel
last_name: Schui
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://pada.psycharchives.org/bitstream/3ec340a2-095e-42e2-b998-524856efce07
oa: '1'
project:
- _id: '115'
grant_number: '438445824'
name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog
(Teilprojekt A05)'
- _id: '52'
name: 'PC2: Computing Resources Provided by the Paderborn Center for Parallel Computing'
publication: Abstracts of the 65th TeaP
publisher: ZPID (Leibniz Institute for Psychology)
quality_controlled: '1'
status: public
title: First steps towards real-time assessment of attentional weights and capacity
according to TVA
type: conference_abstract
user_id: '38219'
year: '2023'
...
---
_id: '53120'
author:
- first_name: Tamara
full_name: Schneider, Tamara
id: '91663'
last_name: Schneider
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: 'Schneider T, Klingsieck KB. “ProGRess” - Erste Evaluationsergebnisse eines
Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells (ZRM).
. In: ; 2023.'
apa: Schneider, T., & Klingsieck, K. B. (2023). “ProGRess” - Erste Evaluationsergebnisse
eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells
(ZRM). . 42. Motivationspsychologisches Kolloquium (MPK), Jena.
bibtex: '@inproceedings{Schneider_Klingsieck_2023, title={“ProGRess” - Erste Evaluationsergebnisse
eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells
(ZRM). }, author={Schneider, Tamara and Klingsieck, Katrin B.}, year={2023} }'
chicago: Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Erste Evaluationsergebnisse
eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells
(ZRM). ,” 2023.
ieee: T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Erste Evaluationsergebnisse
eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells
(ZRM). ,” presented at the 42. Motivationspsychologisches Kolloquium (MPK), Jena,
2023.
mla: Schneider, Tamara, and Katrin B. Klingsieck. “ProGRess” - Erste Evaluationsergebnisse
eines Anti-Prokrastinationstrainings auf Basis des Zürcher Ressourcen Modells
(ZRM). . 2023.
short: 'T. Schneider, K.B. Klingsieck, in: 2023.'
conference:
end_date: 2023-10-07
location: Jena
name: 42. Motivationspsychologisches Kolloquium (MPK)
start_date: 2023-10-05
date_created: 2024-04-02T09:14:15Z
date_updated: 2024-04-02T09:14:17Z
department:
- _id: '426'
language:
- iso: ger
status: public
title: '"ProGRess" - Erste Evaluationsergebnisse eines Anti-Prokrastinationstrainings
auf Basis des Zürcher Ressourcen Modells (ZRM). '
type: conference_abstract
user_id: '91663'
year: '2023'
...
---
_id: '53119'
author:
- first_name: Tamara
full_name: Schneider, Tamara
id: '91663'
last_name: Schneider
- first_name: Katrin B.
full_name: Klingsieck, Katrin B.
last_name: Klingsieck
citation:
ama: 'Schneider T, Klingsieck KB. “ProGRess” - Reduce procrastination to improve
students’ health - First analyses of an intervention study. . In: ; 2023.'
apa: Schneider, T., & Klingsieck, K. B. (2023). “ProGRess” - Reduce procrastination
to improve students’ health - First analyses of an intervention study. . 37.
European Health Psychology Society Conference, Bremen .
bibtex: '@inproceedings{Schneider_Klingsieck_2023, title={“ProGRess” - Reduce procrastination
to improve students’ health - First analyses of an intervention study. }, author={Schneider,
Tamara and Klingsieck, Katrin B.}, year={2023} }'
chicago: Schneider, Tamara, and Katrin B. Klingsieck. “‘ProGRess’ - Reduce Procrastination
to Improve Students’ Health - First Analyses of an Intervention Study. ,” 2023.
ieee: T. Schneider and K. B. Klingsieck, “‘ProGRess’ - Reduce procrastination to
improve students’ health - First analyses of an intervention study. ,” presented
at the 37. European Health Psychology Society Conference, Bremen , 2023.
mla: Schneider, Tamara, and Katrin B. Klingsieck. “ProGRess” - Reduce Procrastination
to Improve Students’ Health - First Analyses of an Intervention Study. . 2023.
short: 'T. Schneider, K.B. Klingsieck, in: 2023.'
conference:
end_date: 2023-09-08
location: 'Bremen '
name: 37. European Health Psychology Society Conference
start_date: 2023-09-04
date_created: 2024-04-02T09:12:14Z
date_updated: 2024-04-02T09:14:20Z
department:
- _id: '426'
language:
- iso: eng
status: public
title: '"ProGRess" - Reduce procrastination to improve students'' health - First analyses
of an intervention study. '
type: conference_abstract
user_id: '91663'
year: '2023'
...
---
_id: '35681'
author:
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Christiane
full_name: Büdenbender-Kuklinski, Christiane
last_name: Büdenbender-Kuklinski
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: 'Liebendörfer M, Büdenbender-Kuklinski C, Lankeit E, Schürmann M, Biehler R,
Schaper N. Framing Goals of Mathematics Support Measures. In: Practice-Oriented
Research in Tertiary Mathematics Education. Springer International Publishing;
2023:91-117. doi:10.1007/978-3-031-14175-1_5'
apa: Liebendörfer, M., Büdenbender-Kuklinski, C., Lankeit, E., Schürmann, M., Biehler,
R., & Schaper, N. (2023). Framing Goals of Mathematics Support Measures. In
Practice-Oriented Research in Tertiary Mathematics Education (pp. 91–117).
Springer International Publishing. https://doi.org/10.1007/978-3-031-14175-1_5
bibtex: '@inbook{Liebendörfer_Büdenbender-Kuklinski_Lankeit_Schürmann_Biehler_Schaper_2023,
place={Cham}, title={Framing Goals of Mathematics Support Measures}, DOI={10.1007/978-3-031-14175-1_5},
booktitle={Practice-Oriented Research in Tertiary Mathematics Education}, publisher={Springer
International Publishing}, author={Liebendörfer, Michael and Büdenbender-Kuklinski,
Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper,
Niclas}, year={2023}, pages={91–117} }'
chicago: 'Liebendörfer, Michael, Christiane Büdenbender-Kuklinski, Elisa Lankeit,
Mirko Schürmann, Rolf Biehler, and Niclas Schaper. “Framing Goals of Mathematics
Support Measures.” In Practice-Oriented Research in Tertiary Mathematics Education,
91–117. Cham: Springer International Publishing, 2023. https://doi.org/10.1007/978-3-031-14175-1_5.'
ieee: 'M. Liebendörfer, C. Büdenbender-Kuklinski, E. Lankeit, M. Schürmann, R. Biehler,
and N. Schaper, “Framing Goals of Mathematics Support Measures,” in Practice-Oriented
Research in Tertiary Mathematics Education, Cham: Springer International Publishing,
2023, pp. 91–117.'
mla: Liebendörfer, Michael, et al. “Framing Goals of Mathematics Support Measures.”
Practice-Oriented Research in Tertiary Mathematics Education, Springer
International Publishing, 2023, pp. 91–117, doi:10.1007/978-3-031-14175-1_5.
short: 'M. Liebendörfer, C. Büdenbender-Kuklinski, E. Lankeit, M. Schürmann, R.
Biehler, N. Schaper, in: Practice-Oriented Research in Tertiary Mathematics Education,
Springer International Publishing, Cham, 2023, pp. 91–117.'
date_created: 2023-01-10T08:55:08Z
date_updated: 2024-04-18T10:10:22Z
department:
- _id: '363'
- _id: '423'
- _id: '625'
doi: 10.1007/978-3-031-14175-1_5
language:
- iso: eng
page: 91-117
place: Cham
publication: Practice-Oriented Research in Tertiary Mathematics Education
publication_identifier:
isbn:
- '9783031141744'
- '9783031141751'
issn:
- 1869-4918
- 1869-4926
publication_status: published
publisher: Springer International Publishing
status: public
title: Framing Goals of Mathematics Support Measures
type: book_chapter
user_id: '37888'
year: '2023'
...
---
_id: '47065'
abstract:
- lang: eng
text: The reform of the European academic landscape with the introduction of bachelor's
and master's degree programs has brought about several profound changes for teaching
and assessment in higher education. With regard to the examination system, the
shift towards output-oriented teaching is still one of the most significant challenges.
Assessments have to be integrated into the teaching and learning arrangements
and consistently aligned towards the intended learning outcomes. In particular,
assessments should provide valid evidence that learners have acquired competences
that are relevant for a specific domain. However, it seems that this didactic
goal has not yet been fully achieved in modeling education in computer science.
The aim of this study is to investigate whether typical task material used in
exercises and exams in modeling education at selected German universities covers
relevant competences required for graphical modeling. For this purpose, typical
tasks in the field of modeling are first identified by means of a content-analytical
procedure. Subsequently, it is determined which competence facets relevant for
graphical modeling are addressed by the task types. By contrasting a competence
model for modeling with the competences addressed by the tasks, a gap was identified
between the required competences and the task material analyzed. In particular,
the gap analysis shows the neglect of transversal competence facets as well as
those related to the analysis and evaluation of models. The result of this paper
is a classification of task types for modeling education and a specification of
the competence facets addressed by these tasks. Recommendations for developing
and assessing student's competences comprehensively are given.
article_number: '7'
article_type: original
author:
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Soyka C, Ullrich M, Striewe M, Schaper N. Comparison of Required Competences
and Task Material in Modeling Education. Enterprise Modelling and Information
Systems Architectures. 2023;18. doi:10.18417/EMISA.18.7
apa: Soyka, C., Ullrich, M., Striewe, M., & Schaper, N. (2023). Comparison of
Required Competences and Task Material in Modeling Education. Enterprise Modelling
and Information Systems Architectures, 18, Article 7. https://doi.org/10.18417/EMISA.18.7
bibtex: '@article{Soyka_Ullrich_Striewe_Schaper_2023, title={Comparison of Required
Competences and Task Material in Modeling Education}, volume={18}, DOI={10.18417/EMISA.18.7},
number={7}, journal={Enterprise Modelling and Information Systems Architectures},
author={Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas},
year={2023} }'
chicago: Soyka, Chantal, Meike Ullrich, Michael Striewe, and Niclas Schaper. “Comparison
of Required Competences and Task Material in Modeling Education.” Enterprise
Modelling and Information Systems Architectures 18 (2023). https://doi.org/10.18417/EMISA.18.7.
ieee: 'C. Soyka, M. Ullrich, M. Striewe, and N. Schaper, “Comparison of Required
Competences and Task Material in Modeling Education,” Enterprise Modelling
and Information Systems Architectures, vol. 18, Art. no. 7, 2023, doi: 10.18417/EMISA.18.7.'
mla: Soyka, Chantal, et al. “Comparison of Required Competences and Task Material
in Modeling Education.” Enterprise Modelling and Information Systems Architectures,
vol. 18, 7, 2023, doi:10.18417/EMISA.18.7.
short: C. Soyka, M. Ullrich, M. Striewe, N. Schaper, Enterprise Modelling and Information
Systems Architectures 18 (2023).
date_created: 2023-09-14T12:24:03Z
date_updated: 2023-09-14T12:33:22Z
ddc:
- '006'
- '000'
- '006'
department:
- _id: '423'
doi: 10.18417/EMISA.18.7
file:
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:29:05Z
date_updated: 2023-09-14T12:29:05Z
file_id: '47068'
file_name: emisaj_18_7.pdf
file_size: 632368
relation: main_file
success: 1
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:30:14Z
date_updated: 2023-09-14T12:30:14Z
file_id: '47069'
file_name: Supplementary material_Competence facets and task types.pdf
file_size: 229381
relation: main_file
success: 1
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:30:14Z
date_updated: 2023-09-14T12:30:14Z
file_id: '47070'
file_name: Supplementary material_Competence-oriented Task catalog.pdf
file_size: 348555
relation: main_file
success: 1
file_date_updated: 2023-09-14T12:30:14Z
has_accepted_license: '1'
intvolume: ' 18'
keyword:
- conceptual modeling
- higher education
- competence-oriented assessment
- task analysis
- graphical modeling
language:
- iso: eng
publication: Enterprise Modelling and Information Systems Architectures
publication_status: published
quality_controlled: '1'
status: public
title: Comparison of Required Competences and Task Material in Modeling Education
type: journal_article
user_id: '83964'
volume: 18
year: '2023'
...
---
_id: '52866'
alternative_title:
- Vortrag auf der EAPRIL conference 2023
author:
- first_name: Hannah Sabrina
full_name: Sloane, Hannah Sabrina
id: '48206'
last_name: Sloane
- first_name: Sabrina
full_name: Schmöckel, Sabrina
id: '37149'
last_name: Schmöckel
citation:
ama: 'Sloane HS, Schmöckel S. Turning Disciplinary Differences from a Brake into
a Motor in Higher Education (Collaboration). In: ; 2023.'
apa: Sloane, H. S., & Schmöckel, S. (2023). Turning Disciplinary Differences
from a Brake into a Motor in Higher Education (Collaboration). EAPRIL 2023,
Belfast.
bibtex: '@inproceedings{Sloane_Schmöckel_2023, title={Turning Disciplinary Differences
from a Brake into a Motor in Higher Education (Collaboration)}, author={Sloane,
Hannah Sabrina and Schmöckel, Sabrina}, year={2023} }'
chicago: Sloane, Hannah Sabrina, and Sabrina Schmöckel. “Turning Disciplinary Differences
from a Brake into a Motor in Higher Education (Collaboration),” 2023.
ieee: H. S. Sloane and S. Schmöckel, “Turning Disciplinary Differences from a Brake
into a Motor in Higher Education (Collaboration),” presented at the EAPRIL 2023,
Belfast, 2023.
mla: Sloane, Hannah Sabrina, and Sabrina Schmöckel. Turning Disciplinary Differences
from a Brake into a Motor in Higher Education (Collaboration). 2023.
short: 'H.S. Sloane, S. Schmöckel, in: 2023.'
conference:
end_date: 2023-11-24
location: Belfast
name: EAPRIL 2023
start_date: 2023-11-22
date_created: 2024-03-25T14:41:39Z
date_updated: 2024-10-01T09:52:43Z
department:
- _id: '208'
- _id: '424'
- _id: '282'
language:
- iso: eng
project:
- _id: '608'
name: 'DigiSelF: DigiSelF - Digitalisierung als Herausforderung und Innovation in
der Hochschullehre: Einsatz digitaler Hilfsmittel zur Förderung von Selbststeuerung'
status: public
title: Turning Disciplinary Differences from a Brake into a Motor in Higher Education
(Collaboration)
type: conference
user_id: '48206'
year: '2023'
...