@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}}, } @book{47882, author = {{Tenberge, Claudia and von Braunmühl, Susanne}}, title = {{{Mensch, Natur, Technik. Lebenswelt, Information und Sprache. Zyklus 3. }}}, year = {{2022}}, } @book{47874, author = {{Tenberge, Claudia and von Braunmühl, Susanne}}, publisher = {{Friedrich Verlag}}, title = {{{Mensch, Natur, Technik. Miteinander leben, Umwelt und Technik. Zyklus 2. }}}, year = {{2022}}, } @book{39446, editor = {{Becher, Andrea and Blumberg, Eva and Goll, Thomas and Michalik, Kerstin and Tenberge, Claudia}}, isbn = {{9783781524965}}, publisher = {{Klinkhardt}}, title = {{{Sachunterricht in der Informationsgesellschaft}}}, doi = {{10.35468/5935}}, year = {{2022}}, } @inproceedings{40054, author = {{Janicki, Nicole 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 = {{475--485}}, title = {{{Technology Education in Elementary School Using the Example of 'Learning Robots' – Development and Evaluation of an In-Service Teacher Training Concept.}}}, year = {{2022}}, } @proceedings{40055, editor = {{Diederich, Julia and Schröer, Franz and Goll, Thomas}}, issn = {{2196-9191}}, location = {{Paderborn (Online)}}, title = {{{GDSU-Journal}}}, volume = {{13}}, year = {{2022}}, } @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}}, } @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}}, } @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}}, } @inproceedings{33559, author = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}}, booktitle = {{Unsicherheit als Element von naturwissenschaftsbezogenen Bildungsprozessen}}, editor = {{Habig, Sebastian and van Vorst, Helena}}, pages = {{500--503}}, title = {{{Analogien zur Förderung schülerseitigen Modellierens im Sachunterricht}}}, volume = {{42}}, year = {{2022}}, } @inproceedings{35830, author = {{Elsner, Julia and Tenberge, Claudia and Fechner, Sabine}}, booktitle = {{Fostering scientific citizenship in an uncertain world (Proceedings of ESERA 2021)}}, editor = {{Carvalho, Graça S. and Afonso, Ana Sofia and Anastácio, Zélia}}, pages = {{1241--1249}}, publisher = {{CIEC, University of Minho}}, title = {{{Modeling-based learning about chemical phenomena in primary education}}}, year = {{2022}}, }