@article{22535,
  author       = {{Knust, Steffen and Ruhm, Lukas and Kuhlmann, Andreas and Meinderink, Dennis and Bürger, Julius and Lindner, Jörg K. N. and de los Arcos de Pedro, Maria Teresa and Grundmeier, Guido}},
  issn         = {{0377-0486}},
  journal      = {{Journal of Raman Spectroscopy}},
  pages        = {{1237--1245}},
  title        = {{{In situ backside Raman spectroscopy of zinc oxide nanorods in an atmospheric‐pressure dielectric barrier discharge plasma}}},
  doi          = {{10.1002/jrs.6123}},
  year         = {{2021}},
}

@article{27099,
  abstract     = {{In our work, we have engineered low capacitance single quantum dot photodiodes as sensor devices for the optoelectronic sampling of ultrafast electric signals. By the Stark effect, a time-dependent electric signal is converted into a time-dependent shift of the transition energy. This shift is measured accurately by resonant ps laser spectroscopy with photocurrent detection. In our experiments, we sample the laser synchronous output pulse of an ultrafast CMOS circuit with high resolution. With our quantum dot sensor device, we were able to sample transients below 20 ps with a voltage resolution in the mV-range.}},
  author       = {{Widhalm, Alex and Krehs, Sebastian and Siebert, Dustin and Sharma, Nand Lal and Langer, Timo and Jonas, Björn and Reuter, Dirk and Thiede, Andreas and Förstner, Jens and Zrenner, Artur}},
  issn         = {{0003-6951}},
  journal      = {{Applied Physics Letters}},
  keywords     = {{tet_topic_qd}},
  pages        = {{181109}},
  title        = {{{Optoelectronic sampling of ultrafast electric transients with single quantum dots}}},
  doi          = {{10.1063/5.0061358}},
  volume       = {{119}},
  year         = {{2021}},
}

@inbook{39458,
  author       = {{Scheibe, Volker  and Stein, Gerd and Tenberge, Claudia and Bohrmann, Mareike}},
  booktitle    = {{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}},
  pages        = {{235--250}},
  title        = {{{Vom rollfähigen zum programmierbaren Fahrzeug. }}},
  year         = {{2021}},
}

@inbook{39459,
  author       = {{Tenberge, Claudia}},
  booktitle    = {{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}},
  pages        = {{305--315}},
  title        = {{{Anregungen für die Unterrichtspraxis - empfehlenswerte Literatur.}}},
  year         = {{2021}},
}

@inbook{39454,
  author       = {{Austermann, Ulrike and Gais, Berenike and Tenberge, Claudia}},
  booktitle    = {{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}},
  pages        = {{35--50}},
  title        = {{{"Wie lang ist der Dinosaurier?" Entwicklung eines Messrads zum Messen gekrümmter Linien. }}},
  year         = {{2021}},
}

@inproceedings{37843,
  author       = {{Krause, Daniel and Behrens, J.B. and Löhers, L. and Weigelt, Matthias}},
  title        = {{{Mentale Rotationsleistungen bei der Betrachtung und Umsetzung von Spielzügen im Basketball: Novizen vs. erfahrene Basketballspieler}}},
  year         = {{2021}},
}

@inproceedings{38080,
  author       = {{Dahm, Stephan and Weigelt, Matthias and Rieger, M.}},
  title        = {{{Representations after mentally practiced one finger sequences are effector independent}}},
  year         = {{2021}},
}

@inproceedings{38082,
  author       = {{Budde, Kirsten and Barela, J.A. and Figueiredo, G.A. and Weigelt, Matthias}},
  title        = {{{Mental body rotation with egocentric and object-based transformations in different postures: sitting vs. standing}}},
  year         = {{2021}},
}

@article{37782,
  abstract     = {{<jats:p>The present paper investigates factors contributing to the home advantage, by using the exceptional opportunity to study professional football matches played in the absence of spectators due to the COVID-19 pandemic in 2020. More than 40,000 matches before and during the pandemic, including more than 1,000 professional matches without spectators across the main European football leagues, have been analyzed. Results support the notion of a crowd-induced referee bias as the increased sanctioning of away teams disappears in the absence of spectators with regard to fouls (p &lt; .001), yellow cards (p &lt; .001), and red cards (p &lt; .05). Moreover, the match dominance of home teams decreases significantly as indicated by shots (p &lt; .001) and shots on target (p &lt; .01). In terms of the home advantage itself, surprisingly, only a non-significant decrease is found. While the present paper supports prior research with regard to a crowd-induced referee bias, spectators thus do not seem to be the main driving factor of the home advantage. Results from amateur football, being naturally played in absence of a crowd, provide further evidence that the home advantage is predominantly caused by factors not directly or indirectly attributable to a noteworthy number of spectators.</jats:p>}},
  author       = {{Wunderlich, Fabian and Weigelt, Matthias and Rein, Robert and Memmert, Daniel}},
  issn         = {{1932-6203}},
  journal      = {{PLOS ONE}},
  keywords     = {{Multidisciplinary}},
  number       = {{3}},
  publisher    = {{Public Library of Science (PLoS)}},
  title        = {{{How does spectator presence affect football? Home advantage remains in European top-class football matches played without spectators during the COVID-19 pandemic}}},
  doi          = {{10.1371/journal.pone.0248590}},
  volume       = {{16}},
  year         = {{2021}},
}

@article{37772,
  abstract     = {{<jats:p>BACKGROUND: Previous studies suggest better visual-spatial processing when participants are tested in postures in which dynamic stability is challenged. The question arises if this is also true for the performance in mental body-rotation tasks (MBRT).
AIM: Taking the embodied cognition approach into account, the first aim of the present study was to examine the potential influence of different demands on dynamic stability for two postures (parallel stand vs. tandem stand) on solving two versions of the MBRT, inducing either an object-based or an egocentric perspective transformation strategy. The second aim was to investigate if these different demands on dynamic stability are reflected in postural sway parameters.
METHOD: Thirty participants (18 females and 12 males) were tested in the two MBRTs and in a control condition. All tasks were performed while standing on a balance beam in tandem stand and in a feet parallel position on a force plate.
RESULTS: The results for response time and response error revealed effects of rotation angle and task, but no effect of posture. The analyzed Center of Pressure (CoP) data revealed a reduction of body sway during the MBRT for egocentric perspective transformations.
CONCLUSION: The results indicate that participants performed better for egocentric than for object-based transformations and that the egocentric transformation leads to more postural stability than the object-based.</jats:p>}},
  author       = {{Budde, Kirsten and Jöllenbeck, Thomas and Barela, José A. and Figueiredo, Gabriella A. and Weigelt, Matthias}},
  issn         = {{2446-4902}},
  journal      = {{Brazilian Journal of Motor Behavior}},
  keywords     = {{General Engineering}},
  number       = {{3}},
  pages        = {{180--194}},
  publisher    = {{Brazilian Journal for Motor Behavior}},
  title        = {{{Mental body rotation with egocentric and object-based transformations in different postures: standing vs. balancing}}},
  doi          = {{10.20338/bjmb.v15i3.250}},
  volume       = {{15}},
  year         = {{2021}},
}

@article{37778,
  author       = {{Krause, Daniel and Richert, Benjamin and Weigelt, Matthias}},
  issn         = {{0953-816X}},
  journal      = {{European Journal of Neuroscience}},
  keywords     = {{General Neuroscience}},
  number       = {{4}},
  pages        = {{5384--5403}},
  publisher    = {{Wiley}},
  title        = {{{Neurophysiology of embodied mental rotation: Event‐related potentials in a mental rotation task with human bodies as compared to alphanumeric stimuli}}},
  doi          = {{10.1111/ejn.15383}},
  volume       = {{54}},
  year         = {{2021}},
}

@misc{38135,
  author       = {{Padberg, Laura and Eigner, Christof and Santandrea, Matteo  and Silberhorn, Christine}},
  title        = {{{Production of waveguides made of materials from the KTP family}}},
  year         = {{2021}},
}

@book{39448,
  editor       = {{Möller, Kornelia and Tenberge, Claudia and Bohrmann, Mareike}},
  title        = {{{Die technische Perspektive konkret. Begleitband 5 zum Perspektivrahmen Sachunterricht.}}},
  year         = {{2021}},
}

@article{40039,
  abstract     = {{<jats:p>In der Herausforderung Unterricht inklusionsbezogen weiterzuentwickeln, manifestiert sich unter anderem die Forderung nach der Qualifizierung von (angehenden) Lehrkräften bzgl. der Anwendung und Umsetzung einer alltagsintegrierten Diagnostik mit dem Ziel, Kinder individualisiert und gleichzeitig mit Bezug auf einen gemeinsamen Lerngegenstand zu unterrichten. Dabei ist ein didaktisch-diagnostisches Handeln aller Lehrkräfte gefordert, welches im Kontext einer professionellen und inklusionsorientierten Gestaltung sowie einer angemessenen Begleitung und Förderung von Lern- und Entwicklungsprozessen steht. In der Konzeption entsprechender Aus- und Weiterbildungsformate setzt das geplante Projekt DiPoSa (Didaktisch-diagnostische Potentiale des inklusionsorientierten Sachunterrichts) an. Ziel ist es durch einen Design-Based-Research-Ansatz (DBR) Videovignetten zu erstellen und zu evaluieren, mittels derer entsprechende Kompetenzen von (angehenden) Lehrkräften im Sachunterricht weiterentwickelt werden können. Dabei bietet insbesondere der Sachunterricht als vielperspektivisches Integrationsfach der Grundschule einen passenden Rahmen, kindliche Lernpotentiale als Ausgangspunkt für didaktisch-diagnostisches Handeln nutzbar zu machen. Denn in aktuellen inklusionsorientierten Ansätzen des Sachunterrichts sind sowohl reformpädagogisch orientierte als auch offene Konzepte und Modelle des adaptiven Unterrichts zu finden, die sich an den unterschiedlichen Programmatiken der Umsetzung von individueller Förderung orientieren. Im folgenden Beitrag werden die dem geplanten Projekt zugrundeliegenden theoretischen und empirischen Zugänge erläutert und die forschungsmethodische Umsetzung durch einen DBR-Ansatz als methodologische Basis für eine Theorie-Praxis-verzahnende Forschungsperspektive auf diagnostisches Handeln sowie die Förderung diagnostischer Handlungskompetenzen durch Videovignetten im Kontext der Aus- und Weiterbildung von (Sachunterrichts-)Lehrkräften diskutiert.
 
Abstract
The challenge to further promote practices of inclusive teaching, requires the development of assessment literacy. Combined with the aim to teach all children in a collaborative learning environment, qualification of teachers (in training) in the application and implementation of formative assessment as an integrated daily routine is needed. Therefore, the project DiPoSa focuses on the development of appropriate training and qualification formats. The project heads to create and evaluate video vignettes using a design-based-research approach (DBR), which can then be used to further develop assessment literacy of teachers in social studies and science in primary education. As a multi-perspective integrative subject in elementary school social studies and science in primary education offers a suitable framework for practices of formative assessment taking children's learning potentials as a serious concern. Foundations can be seen in current inclusive approaches to social studies and science in primary education, where reform pedagogically orientation and open concepts can as well be found as models of adaptive teaching. Although there are different theoretical and programmatic implementations, both perspectives share an orientation towards individual support of children. With this in mind the following article tries to lay down the theoretical and empirical approaches of the planed project DiPoSa and discusses methodological foundations of the project. The discussion focuses on how assessment practices as well as assessment literacy can be promoted through a DBR research-design using video vignettes in the context of teacher education and qualification and rooting in a deepened science-practice partnership.Zusammenfassung englisch</jats:p>}},
  author       = {{Schroeder, René and Blumberg, Eva and Kottmann, Brigitte and Miller, Susanne and Reh, Anne}},
  issn         = {{2699-2477}},
  journal      = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}},
  keywords     = {{General Medicine}},
  number       = {{2}},
  pages        = {{349--372}},
  publisher    = {{University Library J. C. Senckenberg}},
  title        = {{{Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung}}},
  doi          = {{10.21248/qfi.74}},
  volume       = {{3}},
  year         = {{2021}},
}

@inproceedings{36175,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Kirsch, Alexander and Blumberg, Eva and Schwab, Susanne}},
  publisher    = {{Goethe-Universität Frankfurt am Main}},
  title        = {{{Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie "Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung" des Bundesministeriums für Bildung und Forschung (BMBF)}}},
  year         = {{2021}},
}

@inproceedings{36125,
  author       = {{Hellmich, Frank and Schulze, Jan Roland and Blumberg, Eva and Hoya, Fabian Karl}},
  publisher    = {{University of Geneva}},
  title        = {{{The impact of the composition of pre-service teacher teams on children’s competencies in (non-)inclusive primary school science lessons. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations”}}},
  year         = {{2021}},
}

@phdthesis{41006,
  author       = {{Schlicher, Steffen}},
  title        = {{{Iron oxide catalysts for CO oxidation : from basic structure-activity-correlation to an advanced preparation strategy for highly active catalysts}}},
  doi          = {{10.17619/UNIPB/1-1089}},
  year         = {{2021}},
}

@inproceedings{40460,
  author       = {{Thonemann, Lisa and Reh, Anne and Deutschen, Katrin and Lakemeyer, Jana Marie and Blumberg, Eva}},
  title        = {{{Sachunterricht lehren in Zeiten der Pandemie – Eine Online-Befragung zu den Auswirkungen der digitalen Lehre auf den Materialeinsatz und die Selbstwirksamkeitserwartungen von Lehrenden in der Sachunterrichtsdidaktik an drei deutschen Hochschulstandorten. Posterpräsentation auf der 30. Jahrestagung der Gesellschaft für Didaktik des Sachunterrichts (GDSU) an der Universität Paderborn (aufgrund des pandemiebedingten digitalen Tagungsformats entfallen)}}},
  year         = {{2021}},
}

@inproceedings{40462,
  author       = {{Deppe, Franziska and Reh, Anne and Blumberg, Eva}},
  title        = {{{Digitales Sachunterrichtsstudium in der Corona-Krise – Eine empirische Evaluationsstudie zur Rezeption des analogen und webbasierten Unterstützungsangebots des Paderborner Lernzentrums „Sachunterrichtstreff“ bei Sachunterrichtsstudierenden im Grund- und Förderschullehramt. Posterpräsentation auf der 30. Jahrestagung der Gesellschaft für Didaktik des Sachunterrichts (GDSU) an der Universität Paderborn (aufgrund des pandemiebedingten digitalen Tagungsformats entfallen)}}},
  year         = {{2021}},
}

@inproceedings{40459,
  author       = {{Brenke, Laurien and Blumberg, Eva}},
  title        = {{{Voraussetzungen bei Sachunterrichtsstudierenden zum Herausforderungsbereich Digitalisierung in Schule und Hochschule – Eine empirische Online-Befragung bei Lehramtsstudierenden an Grundschulen und für sonderpädagogische Förderung. Posterpräsentation auf der 30. Jahrestagung der Gesellschaft für Didaktik des Sachunterrichts (GDSU) an der Universität Paderborn (aufgrund des pandemiebedingten digitalen Tagungsformats entfallen)}}},
  year         = {{2021}},
}