@inbook{39449, author = {{Tenberge, Claudia}}, booktitle = {{Professionalisierung von Grundschullehrkräften.}}, editor = {{Mammes, Ingelore and Rotter, Carolin}}, pages = {{217--233}}, title = {{{Ausbildung in der zweiten Phase der Lehrerbildung. }}}, year = {{2022}}, } @book{39433, author = {{Möller, Kornelia and Eikmeyer, Birgit and Tenberge, Claudia and Wilke, Torben and Zolg, Monika }}, title = {{{Holz erleben. Technik verstehen. }}}, year = {{2022}}, } @inproceedings{36026, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Carl von Ossietzky University Oldenburg}}, title = {{{Pre-Service Teachers’ Collaborative Lesson Planning and their Self-Concepts in Inclusive Education. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. “Digital Transformation in Teaching and Teacher Education”}}}, year = {{2022}}, } @article{40059, author = {{Tenberge, Claudia}}, journal = {{Grundschule Sachunterricht. }}, title = {{{Schöpfen, gautschen, trocknen. Wassereinsatz in der Papierherstellung. }}}, volume = {{95}}, year = {{2022}}, } @inbook{36228, abstract = {{ Das Lehrbuch umfasst Beiträge zur Einführung in den Inklusionsdiskurs, zu Modellen der Allgemeinen Didaktik und der inklusiven Didaktik, zur praxeologischen Unterrichtsforschung, zum Mathematik-, Deutsch-, Sach-, Kunst-, Religions-, Englisch- und Sportunterricht sowie Kommentare zum Zusammenhang der aufgeführten Themenbereiche.}}, author = {{Schröer, Franz and Tenberge, Claudia}}, booktitle = {{Inklusive (Fach-)Didaktik in der Primarstufe - Ein Lehrbuch}}, editor = {{Dexel, Timo}}, isbn = {{9783838556864}}, pages = {{158--185}}, publisher = {{Waxmann}}, title = {{{Theorien und Konzeptionen inklusiven Sachunterrichts}}}, doi = {{10.36198/9783838556864}}, year = {{2022}}, } @inproceedings{40048, author = {{Lenke, Michael and Tenberge, Claudia}}, editor = {{Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}}, location = {{St. John’s, Newfoundland and Labrador, Canada}}, pages = {{429--436}}, title = {{{Future Primary Teacher Education: Computational Thinking and STEAM.}}}, year = {{2022}}, } @article{40062, author = {{Tenberge, Claudia}}, journal = {{Grundschule Sachunterricht.}}, pages = {{12--16}}, title = {{{Über die Dächer der Welt. }}}, volume = {{93}}, year = {{2022}}, } @inproceedings{37834, author = {{Faßbender, Laura and Krause, Daniel and Weigelt, Matthias}}, title = {{{Eine meta-analytische Untersuchung der Feedback-Related Negativity in motorischen Aufgaben}}}, year = {{2022}}, } @inproceedings{37839, author = {{Thorenz, Kristin and Weigelt, Matthias}}, title = {{{Sport Emotion Questionnaire (SEQ) – Nur ein Messinstrument zur Er-fassung wettkampfbezogener Emotionen oder kann der SEQ auch im Freizeit- und Gesundheitssport zum Einsatz kommen?}}}, year = {{2022}}, } @inproceedings{37836, author = {{Krause, Daniel and Weigelt, Matthias}}, title = {{{Mental rotation of tactic board instructions in basketball: Domain-specific expertise improves on-court performance}}}, year = {{2022}}, } @inproceedings{37838, author = {{Thorenz, Kristin and Sudeck, Gorden and Weigelt, Matthias}}, title = {{{The affective response to moderate physical activity and relaxation exercises}}}, year = {{2022}}, } @article{35703, author = {{Hou, Peng and Peschtrich, Sebastian and Huber, Nils and Feuerstein, Wolfram and Bihlmeier, Angela and Krummenacher, Ivo and Schoch, Roland and Klopper, Wim and Breher, Frank and Paradies, Jan}}, issn = {{0947-6539}}, journal = {{Chemistry – A European Journal}}, keywords = {{General Chemistry, Catalysis, Organic Chemistry}}, number = {{23}}, publisher = {{Wiley}}, title = {{{Cover Feature: Impact of Heterocycle Annulation on NIR Absorbance in Quinoid Thioacene Derivatives (Chem. Eur. J. 23/2022)}}}, doi = {{10.1002/chem.202200982}}, volume = {{28}}, year = {{2022}}, } @article{37759, author = {{Rahe, Martina and Weigelt, Matthias and Jansen, Petra}}, issn = {{1053-8100}}, journal = {{Consciousness and Cognition}}, keywords = {{Arts and Humanities (miscellaneous), Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, publisher = {{Elsevier BV}}, title = {{{Mental rotation with colored cube figures}}}, doi = {{10.1016/j.concog.2022.103350}}, volume = {{102}}, year = {{2022}}, } @article{35754, author = {{Stutz, Bianca and Buyken, Anette and Schadow, A.M. and Jankovic, N. and Alexy, U. and Krueger, B.}}, issn = {{0195-6663}}, journal = {{Appetite}}, keywords = {{Nutrition and Dietetics, General Psychology}}, publisher = {{Elsevier BV}}, title = {{{Associations of chronotype and social jetlag with eating jetlag and their changes among German students during the first COVID-19 lockdown. The Chronotype and Nutrition study}}}, doi = {{10.1016/j.appet.2022.106333}}, volume = {{180}}, year = {{2022}}, } @article{35310, author = {{Goletzke, J and Weber, KS and Kössler, T and Zaharia, OP and Bódis, K and Müssig, K and Szendroedi, J and Burkart, V and Stutz, Bianca and Nöthlings, U and Buyken, Anette and Roden, M and Group, GDS}}, issn = {{0939-4753}}, journal = {{Nutr Metab Cardiovasc Dis}}, number = {{10}}, pages = {{2310--2320}}, title = {{{Relative validity of a glycemic index extended food-frequency questionnaire.}}}, volume = {{32}}, year = {{2022}}, } @article{37642, author = {{Schröer, Franz and Tenberge, Claudia}}, journal = {{widerstreit Sachunterricht - Auf die Lehrkraft kommt es an? Professionalisierung von Lehrkräften für inklusiven Sachunterricht}}, pages = {{127--136}}, publisher = {{widerstreit Sachunterricht}}, title = {{{Technisches Lernen im Sachunterricht inklusiv gestalten - Fördert ein inklusionssensibles Seminar in der universitären Lehrerbildung das Interesse und die Selbstwirksamkeitserwartung von Bachelorstudierenden?}}}, doi = {{10.25673/92559}}, volume = {{13}}, year = {{2022}}, } @inbook{37902, author = {{Janicki, Nicole}}, booktitle = {{Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. }}, editor = {{Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}}, keywords = {{technology education, teacher professionalisation, Computational Thinking, digitalization, learning robots}}, location = {{Mannheim}}, pages = {{266--286}}, title = {{{Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern}}}, year = {{2022}}, } @inproceedings{40046, abstract = {{Theoretical approaches to the transformation towards an inclusive educational system in Germany mostly agree on the involvement of developmental tasks in subject related research (Hinz, 2011). The common understanding of inclusion as a process geared towards equal participation of all children (Booth, 2012) requires a reflexive questioning of established values, attitudes and practices in order to develop inclusive subject related research, teacher training and teaching and learning (Pech & Schomaker, 2013). Among other things, this results in consequences for the design of pre- service teacher training. To a large extent, teacher education is driven by the promotion of central competencies, interests and self-efficacy (Baumert & Kunter, 2011). It aims towards the development and realisation of inclusive interdisciplinary science and social studies (‘Sachunterricht’) in primary education (Moser, 2018). In conjunction with largely acknowledged constructivist approaches to teaching and learning (Möller, 2001), the development of personality, the consideration of basic needs (Deci & Ryan, 1993) and promotion of individual potentials are repeatedly fundamentally represented in subject related and pedagogical considerations (Feuser, 1989; GDSU, 2013). Therefore, the aforementioned constructivist approach is connected to several certain key paradigms for teaching and learning processes (e.g., Vygotskij, 1978; Posner et al., 1982; van de Pol et al., 2010). In this regard, the nature of primary school students’ basic needs have empirically not been sufficiently studied yet. Theoretical frameworks from motivational psychology (Deci & Ryan, 1993) do not explicitly address how individual needs differ and how the diversity of needs can be included in joint-learning, multi-perspective technology education classes. The research project the present paper is part of aims to develop a research-based concept for the professionalisation of pre-service teachers in a seminar course. Therefore, the promotion of the pre- service teachers’ interests and self-efficacy expectations have been assessed in a pre-post research design with a control group visiting another course not related to technology education and inclusion. The present paper describes and discusses first results of the project and will give an outlook on subsequent developmental tasks.}}, author = {{Schröer, Franz and Tenberge, Claudia}}, booktitle = {{PATT39 - PATT on the Edge Technology, Innovation and Education}}, editor = {{Gill, David and Tuff, Jim and Kennedy, Thomas and Pendergast, Shawn and Jamil, Sana}}, keywords = {{Inclusion, basic needs, pre-service teacher training, interest, self-efficacy}}, location = {{St. John’s, Newfoundland and Labrador, Canada}}, pages = {{49--57}}, title = {{{How to enable pre-service teachers to design technological teaching and learning inclusively? – On the nature and consideration of basic needs in teacher training}}}, year = {{2022}}, } @article{40033, author = {{Brenke, Laurien and Kirsch, Alexander and Blumberg, Eva}}, journal = {{GDSU-Journal}}, pages = {{72--75}}, title = {{{ (Selbst-)Einschätzungen zum Herausforderungsbereich Digitalisierung in Schule und Hochschule – Eine empirische Online-Befragung bei Sachunterrichtsstudierenden an der Universität Paderborn}}}, volume = {{Heft 13}}, year = {{2022}}, } @inproceedings{35921, author = {{Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Universität Regensburg}}, title = {{{Effekte des Feedbacks von Lehrkräften auf die Selbstwirksamkeitsüberzeugungen und die intrinsische Motivation von Kindern im naturwissenschaftlichen Sachunterricht der Grundschule. Vortrag. 30. Jahrestagung der Kommission "Grundschulforschung und Pädagogik der Primarstufe" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik). Thema: "Nachhaltige Bildung in der Grundschule"}}}, year = {{2022}}, }