@article{62936, author = {{Ruhm, Lukas and Neßlinger, Vanessa and Becker, Roman and Meschut, Gerson and Grundmeier, Guido}}, issn = {{0143-7496}}, journal = {{International Journal of Adhesion and Adhesives}}, publisher = {{Elsevier BV}}, title = {{{A contribution to the mechanistic understanding of the improvement of the delamination resistance of adhesives on steel by grit-blasting}}}, doi = {{10.1016/j.ijadhadh.2025.104147}}, volume = {{143}}, year = {{2025}}, } @article{62938, author = {{Müller, Hendrik and Cetin, Ali and Dahlmann, Rainer and de los Arcos, Teresa and Grundmeier, Guido}}, issn = {{0257-8972}}, journal = {{Surface and Coatings Technology}}, publisher = {{Elsevier BV}}, title = {{{Interface chemistry and adhesion of thin bilayer Si-organic PECVD barrier films on post-consumer recycled polypropylene}}}, doi = {{10.1016/j.surfcoat.2025.132392}}, volume = {{512}}, year = {{2025}}, } @article{62939, author = {{Su, Jiangling and Muhle, Marius and Nembot, Nelly and Prüßner, Tim and Xie, Xiaofan and Wittstock, Gunther and Grundmeier, Guido}}, issn = {{0013-4686}}, journal = {{Electrochimica Acta}}, publisher = {{Elsevier BV}}, title = {{{Spontaneous grafting of nitrobenzenediazonium salt on plasma-modified copper substrates}}}, doi = {{10.1016/j.electacta.2025.147810}}, volume = {{546}}, year = {{2025}}, } @phdthesis{60433, abstract = {{Die digitale Transformation stellt Lehrkräfte vor eine doppelte Herausforderung: Sie sind selbst Lernende im Zuge des Wandels und gleichzeitig dafür verantwortlich, digitale Kompetenzen bei ihren Lernenden zu fördern. Aus Sicht der beruflichen Bildung besteht eine weitere Herausforderung darin, dass Lehrkräfte zwischen zwei inhaltlichen Referenzsystemen – wissenschaftsorientiertem Fachwissen und praxisbezogenem beruflichem Wissen – vermitteln müssen. Bisherige Forschungsarbeiten fokussieren jedoch primär medienpädagogische Aspekte und vernachlässigen den Einfluss der digitalen Transformation auf die fachlichen Lerngegenstände sowie damit verbundene fachdidaktische Implikationen. Die Dissertation adressiert diese Forschungslücke, indem sie untersucht, wie digitale Kompetenzen von Lehrkräften in der beruflichen Bildung konzeptualisiert, empirisch erfasst und curricular integriert werden können. Sie verfolgt dabei drei zentrale Fragestellungen: (1) Wie lassen sich digitale Kompetenzen im Kontext des doppelten Gegenstandsbezugs theoretisch fundieren? (2) Wie kann ein entsprechendes Kompetenzmodell empirisch operationalisiert werden? (3) Welche Implikationen ergeben sich daraus für die curriculare Gestaltung von Lehramtsstudiengängen? Im Rahmen der kumulativen Dissertation wird zunächst das TPACK-Modell kritisch analysiert und für den Kontext der beruflichen Bildung erweitert. Darauf aufbauend wird ein Messinstrument zur Erfassung digitaler Kompetenzen entwickelt und empirisch validiert. Zudem wird ein hochschuldidaktisches Konzept zur curricularen Integration digitaler Kompetenzen entwickelt und reflektiert. Die Ergebnisse zeigen, dass der doppelte Gegenstandsbezug ein zentrales Strukturmerkmal digitaler Kompetenzen in der beruflichen Bildung darstellt und bei der Ausbildung von Lehrkräften systematisch berücksichtigt werden muss. Die Dissertation leistet einen konzeptionellen und empirischen Beitrag für den Diskurs um digitale Kompetenzen in der beruflichen Bildung und gibt konkrete Impulse für die Professionalisierung von Lehrkräften im Zuge der digitalen Transformation.}}, author = {{Sänger, Niklas}}, title = {{{Digitale Kompetenzen für Lehrkräfte in der beruflichen Bildung – Beiträge zur Modellierung, Messung und Förderung}}}, doi = {{10.17619/UNIPB/1-2314}}, year = {{2025}}, } @inbook{62971, author = {{Bender, Roland and Witte, Thomas and Hattermann, Matthias and Fechner, Sabine}}, booktitle = {{Neue Materialien für einen realitätsbezogenen Mathematikunterricht}}, editor = {{Siller, Hans-Stefan and Vorhölzer, Katrin}}, isbn = {{634892}}, publisher = {{Springer}}, title = {{{Der Logarithmus zur Bestimmung des pH-Wert-Verlaufs einer Titration: Ein fächerverbindender Unterrichtsvorschlag unter Verwendung digitaler Werkzeuge}}}, year = {{2025}}, } @inproceedings{62953, author = {{Ponath, Jonas and Pollmeier, Pascal and Fechner, Sabine}}, booktitle = {{40. Fortbildungs- und Vortragstagung der Fachgruppe Chemieunterricht der Gesellschaft Deutscher Chemiker e.V. (GDCh)}}, keywords = {{Digital, Digitalisierung, Messsensoren, Fortbildung, Lehrkräfte, Chemie, Nachhaltigkeit, Bildung für nachhaltige Entwicklung, BNE}}, location = {{Regensburg}}, title = {{{Einsatz digitaler Messwerterfassung in kontextualisierten Lernumgebungen im Bereich Bildung für nachhaltige Entwicklung}}}, year = {{2025}}, } @inproceedings{62951, author = {{Pollmeier, Pascal and Bohrmann-Linde, Claudia and Cornelius, Soraya and Grandrath, Rebecca and Rubner, Isabel and Siepmann, Karin and Sommer, Katrin and Fechner, Sabine}}, booktitle = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V. (GDCP)}}, keywords = {{Digital, Digitalisierung, Künstliche Intelligenz, KI, Messsensoren, Fortbildung, Lehrkräfte, Chemie}}, location = {{Frankfurt am Main}}, title = {{{Evaluation digitalisierungsbezogener Fortbildungen für Chemielehrkräfte}}}, year = {{2025}}, } @inbook{62203, abstract = {{Abstract This study investigates parents’ perspectives on the preferred onset of English education in Germany and potential explanatory factors drawing on a cross-sectional survey of 2,645 parents from the EUBE project ( Englischunterrichtsbeginn aus Elternsicht / Parental perspectives on the onset of English Language Education). Results reveal that a significant majority of parents advocate for an early start in year 1 or 2 of primary school, generally aligning with their strong conviction of the importance of English, high educational aspirations and expectations, and their own (early) start of language education. The findings contribute to a deeper understanding of parental perspectives that have also shown to be related to multiple indicators of educational success in general and achievements in language learning in particular.}}, author = {{Rumlich, Dominik and Porsch, Raphaela}}, booktitle = {{Early language education in instructed contexts}}, editor = {{Frisch, Stefanie and Glaser, Karen}}, isbn = {{9789027223449}}, pages = {{286--305}}, publisher = {{John Benjamins Publishing Company}}, title = {{{Starting early or late? Parental perspectives on the onset of English language education at primary school in Germany}}}, doi = {{10.1075/lllt.62.13rum}}, year = {{2025}}, } @inproceedings{63011, author = {{Wedekind, Lisa and Pollmeier, Pascal and Fechner, Sabine}}, booktitle = {{Entdecken, lehren und forschen im Schülerlabor}}, editor = {{van Vorst, Helena}}, location = {{Bochum}}, pages = {{145--148}}, title = {{{Analogiebildung in kontextorientierten Lernumgebungen}}}, volume = {{45}}, year = {{2025}}, } @inproceedings{63036, author = {{Rezat, Sebastian and Glasnović Gracin, Dubravka and Van Steenbrugge, Hendrik and Sievert, Henning}}, booktitle = {{Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development.}}, editor = {{Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}}, isbn = {{978-82-691902-2-9}}, location = {{Trondheim, Norway}}, pages = {{72–91}}, publisher = {{Norwegian University of Science and Technology.}}, title = {{{The quality of print and digital mathematics curriculum resources}}}, year = {{2025}}, } @inproceedings{63034, author = {{Stallmeister, Lea and Rezat, Sebastian}}, booktitle = {{Proceedings of the Fifth International Conference on Mathematics Textbook Research and Development}}, editor = {{Pepin, Birgit and Kohanová, Iveta and Langfeldt, Marit Buset}}, isbn = {{978-82-691902-2-9}}, location = {{Trondheim, Norway}}, publisher = {{Norwegian University of Science and Technology}}, title = {{{Students’ use of different material resources for specific purposes in the process of learning mathematics}}}, year = {{2025}}, } @techreport{61278, abstract = {{This report outlines foundations of digital democracy and digital democracy research. It is structured into eight chapters: Chapter 1: Introduction Chapter 2: What is Digital Democracy? Chapter 3: Online Participation Chapter 4: Open Governance Chapter 5: Digital Activism Chapter 6: e-Voting Chapter 7: Global Trends that Influence Digital Democracy Chapter 8: Foreign Interferences in Democracy}}, author = {{Fuchs, Christian and Friesch, Kevin and Museba, Joel}}, pages = {{320}}, publisher = {{INNOVADE}}, title = {{{INNOVADE Interdisciplinary Knowledge Base on Digital Democracy - D2.1 }}}, doi = {{10.5281/zenodo.17079016}}, year = {{2025}}, } @unpublished{63077, abstract = {{We study $n$-flimsy spaces, which are the topological spaces that remain connected when removing fewer than $n$ points but become disconnected when removing exactly $n$ points. We show that no such space exists for $n \geq 3$, and that the compact $2$-flimsy spaces are precisely the dense and order-complete cyclically ordered sets equipped with their order topology. Furthermore, we examine variants of the definition obtained by replacing connectedness by path-connectedness, where paths are either parametrized by $[0,1]$ or by arbitrary compact linear continua.}}, author = {{Khanfir, Robin and Seguin, Beranger Fabrice}}, booktitle = {{arXiv:2511.17745}}, title = {{{Flimsy Spaces}}}, year = {{2025}}, } @inproceedings{62949, author = {{Fechner, Sabine and Cornelius, Soraya and Pollmeier, Pascal and Siepmann, Karin and Rubner, Isabel}}, booktitle = {{Digitale Transformation für Schule und Lehrkräfteausbildung gestalten}}, keywords = {{Digital, Digitalisierung, Künstliche Intelligenz, KI, Messsensoren, Fortbildung, Lehrkräfte, Chemie}}, location = {{Potsdam}}, title = {{{Digitalisierungsbezogene Kompetenzen im Chemieunterricht fördern – Ein Kurs für Lehrkräfte}}}, year = {{2025}}, } @inproceedings{62952, author = {{Pollmeier, Pascal and Ditter, David and Weiser, David and Siepmann, Karin and Ditter, Rebecca and Rubner, Isabel and Ponath, Jonas and Fechner, Sabine and Hoffmann, Adrian and Sommer, Katrin and Grandrath, Rebecca and Bohrmann-Linde, Claudia}}, booktitle = {{16th Conference of The European Science Education Research Association (ESERA)}}, keywords = {{Digital, Digitalisierung, Künstliche Intelligenz, KI, Messsensoren, Fortbildung, Lehrkräfte, Chemie}}, location = {{Copenhagen}}, title = {{{Fostering digitalisation-related competences of chemistry teachers}}}, year = {{2025}}, } @inproceedings{62921, author = {{Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}}, booktitle = {{Conference of The European Science Education Research Association (ESERA)}}, keywords = {{Artificial intelligence, education, chemistry}}, location = {{Copenhagen, Denmark}}, title = {{{How can students be supported by ChatGPT as a tutor in hands-on chemistry education?}}}, year = {{2025}}, } @inproceedings{62934, author = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}}, booktitle = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V. (GDCP)}}, location = {{Frankfurt am Main}}, title = {{{Prompting bei AR-gestütztem Experimentieren im Chemieunterricht}}}, year = {{2025}}, } @article{60194, author = {{Peeters, Hendrik and Hansel, Jan-Luca and Graute, André and Fischer, Matthias and Weinberger, Christian and Neiske, Iris and Fechner, Sabine}}, journal = {{Laborpraxis}}, number = {{5-6}}, pages = {{22--25}}, title = {{{Virtual Reality trifft Künstliche Intelligenz. KI unterstützt bei virtueller Praktikumsvorbereitung}}}, year = {{2025}}, } @inbook{63098, author = {{Tan, Seng Chee and Phillips, Mike and Chammon, Jacob and Cochrane, Janet and Eickelmann, Birgit and Kral, Marijke and Medagedara, Peiris and Pangeni, Shesha Kanta and Murtagh, Karen and Kilcoyne, Anthony}}, booktitle = {{Designing Education Ecosystems for the Future: The Role of Digital Technologies. Report of EDUsummIT 2025 (eBook)}}, editor = {{Phillips, Michael and Fisser, Petra}}, location = {{Dublin}}, title = {{{Thematic Working Group 2 - Developing and leading digital learning cultures in schools: the role of leadership}}}, year = {{2025}}, } @article{63244, abstract = {{ The Cauchy problem in \mathbb{R}^{n} for the cross-diffusion system \begin{cases}u_{t} = \nabla \cdot (D(u)\nabla u) - \nabla\cdot (u\nabla v), \\ 0 = \Delta v +u,\end{cases} is considered for n\ge 2 and under assumptions ensuring that D suitably generalizes the prototype given by D(\xi)=(\xi+1)^{-\alpha}, \quad \xi\ge 0. Under the assumption that \alpha>1 , it is shown that for any r_{\star}>0 and \delta\in (0,1) one can find radially symmetric initial data from C_{0}^{\infty}(\mathbb{R}^{n}) such that the corresponding solution blows up within some finite time, and that this explosion occurs throughout certain spheres in an appropriate sense, with any such sphere being located in the annulus \overline{B}_{r_\star+\delta}(0)\setminus B_{(1-\delta)r_\star}(0) .This is complemented by a result revealing that when \alpha<1 , any finite-mass unbounded radial solution must blow up exclusively at the spatial origin. }}, author = {{Winkler, Michael}}, issn = {{1435-9855}}, journal = {{Journal of the European Mathematical Society}}, publisher = {{European Mathematical Society - EMS - Publishing House GmbH}}, title = {{{Can diffusion degeneracies enhance complexity in chemotactic aggregation? Finite-time blow-up on spheres in a quasilinear Keller–Segel system}}}, doi = {{10.4171/jems/1607}}, year = {{2025}}, }