@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}},
}

@article{62957,
  author       = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}},
  journal      = {{Zeitschrift für Didaktik der Naturwissenschaften}},
  number       = {{1}},
  pages        = {{1--17}},
  title        = {{{Modellieren und Denken im Diskontinuum}}},
  doi          = {{10.1007/s40573-026-00194-1}},
  volume       = {{32}},
  year         = {{2026}},
}

@inproceedings{66093,
  abstract     = {{Taking pupils’ diverse needs into account is considered a central requirement of inclusive education (Booth & Ainscow, 2016). These needs are—according to Ainscow’s (2007) inclusive turn—not primarily ‘special educational needs’, but diverse needs of all learners. For the rather segregated German educational system, this endeavour applies especially to primary education, where needs are still developing and pupils are not yet assigned to different types of schooling according to their needs and abilities.

Despite a substantial amount of research on pupils’ basic psychological needs for autonomy, competence and social relatedness (Ryan et al., 2022), strategies that technology education teachers apply in this regard are not yet well understood. Besides interventional studies on technology education, indicating effectiveness of self‑directed and action‑oriented teaching and learning, there is a dearth of research on how teachers address different needs as a routine.

The purpose of the presented study is therefore to investigate and systematize actions and strategies teachers apply, and to specify how pupils' needs are considered when teaching technology education on a given topic.

The overall study used a mixed-methods approach to the question how pupils’ needs are characterized by themselves and by their teachers, and how they were taken into account in a lesson adapted and delivered by the teachers. In the sub-study presented here, participating primary school teachers were interviewed about their consideration of pupils’ needs whilst planning and conducting a technology education unit on the functionality of robots.

The results gained from qualitative content analysis of the interviews indicate that although the anticipation of different needs is considered challenging, teachers possess a substantiate amount of practices and strategies to take them into account.

The paper systematizes the practices teachers described in structured interviews within strategies and discusses the contribution of taking basic needs into account for inclusive technology education.}},
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  booktitle    = {{Linköping Electronic Conference Proceedings}},
  issn         = {{1650-3686}},
  keywords     = {{Technology Education, Inclusion, Basic Needs, Robotics, Mixed Methods, Teachers' Abilities}},
  publisher    = {{Linköping University Electronic Press}},
  title        = {{{“They Really Need to Handle, Inspect, and Experience Things”}}},
  doi          = {{10.3384/ecp213.1455}},
  volume       = {{218}},
  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{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     = {{<jats:p>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.)</jats:p>}},
  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{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{55387,
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  issn         = {{0722-1843}},
  journal      = {{Lernen konkret - Sonderpädagogischer Schwerpunkt Geistige Entwicklung}},
  number       = {{3}},
  publisher    = {{westermann}},
  title        = {{{Was macht ein Roboter im Zoo? – Technisches Experimentieren inklusiv gestalten}}},
  volume       = {{43}},
  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}},
}

@inbook{47886,
  author       = {{Schröer, Franz and Tenberge, Claudia }},
  booktitle    = {{Bloomsbury Handbook of Technology Education.}},
  editor       = {{Wooff, D. , McLain, M.}},
  publisher    = {{Bloomsbury Academic}},
  title        = {{{Inclusion and the Development of Technology Education - Thinking towards an inclusive curriculum for technology education in German primary schools}}},
  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}},
}