@inproceedings{62885, author = {{Osnabrügge, Malin and Tenberge, Claudia and Fechner, Sabine}}, keywords = {{Artificial intelligence, primary education, science and technology education}}, location = {{Norrköping, Sweden}}, title = {{{Artificial Intelligence in primary science and technology education with a focus on implementation of AI in learning context – Results of a Scoping Review}}}, year = {{2026}}, } @inbook{55385, author = {{Schröer, Franz and Schemel, Nele and Tenberge, Claudia}}, booktitle = {{Teilhabe an gesellschaftlicher Transformation stärken: Der Beitrag der Arbeitsbezogenen und der Technischen Bildung}}, editor = {{Binder, Martin and Friese, Marianna and Penning, Isabelle}}, pages = {{223--243}}, publisher = {{wbv Verlag}}, title = {{{Technikbezogenen Sachunterricht inklusiv gestalten – eine empirische Untersuchung der Beschaffenheit und Berücksichtigung von Schülerbedürfnissen}}}, year = {{2024}}, } @inbook{56135, author = {{Schröer, Franz and Reis, Oliver and Kruse, Iris and Rohlfing, Katharina}}, booktitle = {{Inklusion verstehen. Szenen aus dem Unterricht in interdisziplinärer Reflexion}}, isbn = {{9783170430259}}, pages = {{181--185}}, publisher = {{W. Kohlhammer GmbH}}, title = {{{Das Forschungsprojekt im Spiegel praxistheoretischer inklusionsbezogener Unterrichtsforschung}}}, doi = {{10.17433/978-3-17-043025-9}}, year = {{2024}}, } @article{57555, abstract = {{Immer öfter nutzen und bedienen wir in unserem Alltag Roboter und Automaten. Sie kommen etwa dort zum Einsatz, wo Tätigkeiten besonders gefährlich oder eintönig sind oder besondere Kraft und Präzision erfordern. Der Beitrag stellt einen experimentierenden Zugang zum Verstehen von und Problemlösen mit Robotern in der inklusiven technischen Bildung im Primarbereich vor.}}, author = {{Tenberge, Claudia and Schröer, Franz and Schemel, Nele}}, journal = {{Lernen konkret - Fachzeitschrift für den Förderschwerpunkt geistige Entwicklung}}, pages = {{26--29}}, publisher = {{Westermann}}, title = {{{Was macht ein Roboter im Zoo? - Technisches Experimentieren inklusiv gestalten}}}, volume = {{4}}, year = {{2024}}, } @inbook{55386, author = {{Tenberge, Claudia and Schröer, Franz and Bohrmann, Mareike}}, booktitle = {{Lehrkräftebildung in der digitalen Welt – zukunftsorientierte Forschungs- und Praxisperspektiven}}, editor = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}}, isbn = {{978-3-8309-4837-7}}, pages = {{151--168}}, publisher = {{Waxmann}}, title = {{{Problemlösendes Lehren und Lernen mit Lernrobotern & Co Transfer evidenzbasierter Innovationen durch Theorie-Praxis-Verzahnung}}}, year = {{2024}}, } @article{55384, author = {{Schröer, Franz and Schemel, Nele and Osnabrügge, Malin and Schneider, Lea and Tenberge, Claudia}}, issn = {{1360-1431}}, journal = {{Design and Technology Education: An International Journal}}, number = {{1}}, publisher = {{Liverpool John Moore's University}}, title = {{{Learning to Teach and Teaching to Learn about Robotics at primary level - Professionalization for inclusive technology education integrating Theory and Practice}}}, volume = {{29}}, year = {{2024}}, } @inbook{56162, abstract = {{Die Autorinnen untersuchen im Rahmen ihrer Prä-Post-Studie mit Viertklässlern, ob der Modellierungsprozess durch analoges Schließen zwischen mehreren Phänomenen unterstützt werden kann, und ob chemische Konzepte zum Thema Löslichkeit erlernt werden können. Die Ergebnisse zeigen, dass Grundschüler*innen ihre mentalen Modelle in einem Modell ausdrücken und teilweise revidieren können. In einigen Fällen werden die Modelle reflektiert und Grenzen erkannt. (DIPF/Orig.)}}, author = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}}, booktitle = {{In Alternativen denken - Kritik, Reflexion und Transformation im Sachunterricht}}, editor = {{Egger, Christina and Neureiter, Herbert and Peschel, Markus and Goll, Thomas}}, isbn = {{9783781526235}}, pages = {{83--92}}, publisher = {{Verlag Julius Klinkhardt}}, title = {{{Analyse des Modellierprozesses von Grundschüler*innen zum Thema Löslichkeit}}}, doi = {{10.35468/6077-08}}, year = {{2024}}, } @article{47868, author = {{Tenberge, Claudia}}, journal = {{Grundschule Sachunterricht}}, pages = {{28--34}}, title = {{{Ungeliebte Tiere in der Stadt}}}, volume = {{98}}, year = {{2023}}, } @book{47885, editor = {{Vidita Urboniene , • Athanasios Christopoulos, Aušra Pažeraite, Christos Chytas, Claudia Tenberge, Djurdja Timotijevic, Dobrivoje Lale Eric, Egle Vaivadiene, Felix Winkelnkemper, Gabrielė Stupurienė, Gražina Šmitienė, Heidi Kaarto, Ingrida Mereckaite, Julija Grigorjevaite, Kadri Mettis, Katarina Stekic, Kristof Van de Keere, Marjana Brkic, Michael Lenke, Mikko-Jussi Laakso, Paulius Lukas Tamošiūnas, Sofia Karlsson, Sven Hüsing, Jurga Turčinavičienė, Violeta Šlekienė, Mart Laanpere, and Vidita Urboniene }}, publisher = {{online}}, title = {{{A PRACTICAL HANDBOOK ON EFFECTIVE DEVELOPMENT AND IMPLEMENTATION OF STEAM TEACHING AT SCHOOL}}}, year = {{2023}}, } @article{39976, abstract = {{The context of the study is the increasing digitalisation of the living environment of primary school students, which is to be introduced into primary schools according to theoretical and educational policy guidelines. In this regard, further teacher training on digital media in classrooms are particularly relevant, on the one hand to promote teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK). On the other hand, studies also reveal positive correlations among teacher training, teaching activities, and students’ learning outcomes. In-service teacher training courses with adaptive support by a trainer in particular have proven to be effective. Against the background of various research studies on professional development of teachers, a corresponding model of tripartite learning outcomes has been established and serves as a broad theoretical framework. However, the specific relationship between in-service teacher training with adaptive support, DPaCK, and computational thinking of primary school students in the context of the German primary school subject Sachunterricht has not been sufficiently studied. Therefore, the following research questions can be derived: (1) To what extent does training with adaptive support on the topic of learning robots contribute to the development of teachers’ DPaCK? (2) Which effects can be ascertained on the students’ computational thinking in technology-related Sachunterricht? To investigate this relationship, an intervention study in a pre-post design with an experimental group, a control group, and a baseline is appropriate. As results are not yet available at this point, the present paper focuses on the presentation of the theoretical background and empirical approaches.}}, author = {{Janicki, Nicole and Tenberge, Claudia}}, journal = {{Australasian Journal of Technology Education}}, keywords = {{technology education, teacher professionalisation, Computational Thinking, digitalization, learning robots}}, title = {{{Technology education in elementary school using the example of 'learning robots' – development and evaluation of an in-service teacher training concept}}}, doi = {{https://doi.org/10.15663/ajte.v9.i0.103}}, volume = {{9}}, year = {{2023}}, } @inproceedings{54992, author = {{Schröer, Franz and Tenberge, Claudia}}, booktitle = {{The 40th International Pupils’ Attitudes Towards Technology Conference Proceedings 2023, Vol. 1 No. October (2023): PATT40 Proceedings}}, editor = {{Davies, Sarah and McLain, Matt and Hardy, Alison and Morrison-Love, David}}, publisher = {{LibreCat University}}, title = {{{Technology Education considering children’s needs – Evidence-based development of Inclusive materials for learning with robots at primary level}}}, doi = {{10.24377/PATT40.2023}}, year = {{2023}}, } @inbook{37641, author = {{Schröer, Franz and Tenberge, Claudia}}, booktitle = {{Bloomsbury Handbook of Technology Education}}, editor = {{Gill, David and Irving-Bell, Dawne and McLain, Matt and Wooff, David}}, isbn = {{9781350238411}}, keywords = {{Curriculum, Inclusion, Sachunterricht, Participation}}, pages = {{156--169}}, publisher = {{Bloomsbury Publishing}}, title = {{{Including: Thinking Towards an Inclusive Curriculum for Technology Education in German Primary Schools}}}, year = {{2023}}, } @inproceedings{40520, author = {{Schmidt, Rebekka and Tenberge, Claudia and Häsel-Weide, Uta}}, editor = {{Vöing, Nerea and Schmidt, Rebekka and Neiske, Iris}}, location = {{Paderborn}}, title = {{{Lehre in Zeiten von Digitalisierung und Inklusion – Beispiele aus drei Fächern.}}}, year = {{2023}}, } @inproceedings{45371, author = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}}, booktitle = {{Lernen, Lehren und Forschen in einer digital geprägten Welt}}, editor = {{van Vorst, Helena}}, pages = {{925--928}}, title = {{{Videoanalyse des Modellierprozesses von Grundschüler*innen}}}, volume = {{43}}, year = {{2023}}, } @book{47869, author = {{Tenberge, Claudia and von Braunmühl, Susanne }}, publisher = {{Friedrich Verlag}}, title = {{{Ich. Das bin ich! Zugehörigkeit, Freundschaft und Familie. Zyklus 2}}}, year = {{2022}}, } @book{47872, author = {{Tenberge, Claudia and von Braunmühl, Susanne}}, publisher = {{Friedrich Verlag}}, title = {{{Lebensformen, Welt, Gesellschaft. Alltagsleben, Gemeinschaft und Feste. Zyklus 2. }}}, year = {{2022}}, } @book{47871, author = {{Tenberge, Claudia and von Braunmühl, Susanne}}, title = {{{Ich und die anderen. Zugehörigkeit, Freundschaft und Familie. Zyklus 2.}}}, year = {{2022}}, } @book{47883, author = {{Tenberge, Claudia and von Braunmühl, Susanne}}, publisher = {{Friedrich Verlag}}, title = {{{Kultur und Kommunikation. Religion, Sprache und Verständigung. Zyklus 3. }}}, year = {{2022}}, } @book{47884, author = {{Tenberge, Claudia and von Braunmühl, Susanne}}, publisher = {{Friedrich Verlag}}, title = {{{Große Fragen. Welt und Wahrheit. Leben und Tod. Zyklus 3.}}}, year = {{2022}}, } @book{47881, author = {{Tenberge, Claudia and von Braunmühl, Susanne}}, title = {{{Lebensformen, Welt, Gesellschaft. Normen und Werte - Religionen und Kulturen. Zyklus 3.}}}, year = {{2022}}, }