@inbook{65167, abstract = {{Through the Reformation, the Bible and education gained central importance. The Reformation principle that the Bible as Holy Scripture should be the only basis and norm for faith (sola Scriptura) emphasized the importance of reading and writing. The Reformers wanted children and laypeople to become independent church members. Teaching material was needed for school lessons, and study Bibles with pictures were produced; Martin Luther’s Little Prayer Book (1529) served as a prototype. The Lay Bible (1540) by Wendelin Rihel was a continuation of Luther’s Little Prayer Book. This innovative period laid the foundation for later children’s Bible traditions. }}, author = {{Keuchen, Marion}}, booktitle = {{The Oxford Handbook of the Bible and the Reformation}}, editor = {{Powell McNutt, Jennifer and Selderhuis, Herman}}, isbn = {{ 9780198753186}}, keywords = {{Reformation children’s Bibles, Bible illustrations, lay Bible, passional, Martin Luther, Wendelin Rihel, religious education of children}}, pages = {{171--185}}, publisher = {{Oxford University Press}}, title = {{{Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540)}}}, doi = {{10.1093/oxfordhb/9780198753186.013.13}}, year = {{2025}}, } @article{53417, abstract = {{Abstract Remote-controlled telescopes in education provide the opportunity to obtain high quality astronomy images for a broad variety of users. The Stellarium Gornergrat is such a telescope. In addition to pure observation, it offers a user-friendly interface and teaching modules so that astronomical and astrophysical projects can be integrated into everyday school life without any special prior knowledge and without requiring a lot of time. This contribution presents the Stellarium project and a provides an overview of several teaching activities.}}, author = {{Gschwind, Stéphane and Hohmann, Sascha and Müller, Andreas and Nordine, Jeffrey and Riesen, Timm-Emanuel}}, issn = {{1742-6588}}, journal = {{Journal of Physics: Conference Series}}, keywords = {{Computer Science Applications, History, Education}}, location = {{Hanoi}}, number = {{1}}, publisher = {{IOP Publishing}}, title = {{{The Stellarium Gornergrat: Astrophysics with your own Data}}}, doi = {{10.1088/1742-6596/2727/1/012011}}, volume = {{2727}}, year = {{2024}}, } @article{53567, abstract = {{ZusammenfassungIn den letzten Jahren wurde das Professionswissen (angehender) Lehrkräfte intensiv untersucht. Neben Aussagen zur inneren Struktur liegen auch Ergebnisse über den Zusammenhang zwischen Professionswissen, Performanz in prototypischen Handlungssituationen sowie Unterrichtserfolg vor. In diesen Analysen hat sich gezeigt, dass insbesondere dem fachdidaktischen Wissen eine zentrale Rolle zukommt. Es mangelt bisher jedoch an empirisch fundierten Beschreibungen von Niveaustufen des fachdidaktischen Wissens. Zwar liegen einzelne Vorschläge vor, diese sind jedoch entweder empirisch nicht fundiert oder post hoc generiert, so dass unklar ist, inwieweit die Beschreibung der Ausprägungen auch außerhalb der jeweiligen Projektkontexte anwendbar ist. Der vorliegende Artikel stellt eine projektübergreifende Analyse des fachdidaktischen Wissens mithilfe zweier Ansätze zur Bildung von Niveaustufen vor. Dazu werden Niveaumodelle mit Daten zum fachdidaktischen Wissen aus zwei Projekten ($$N=427$$ N = 427 und $$N=779$$ N = 779 ) mithilfe des Scale-Anchoring-Verfahrens sowie eines regressionsanalytischen Ansatzes auf Basis eines Modells hierarchischer Komplexität erstellt. Das Scale-Anchoring-Verfahren liefert Niveaubeschreibungen, die sich zwar bezüglich fachlicher und fachdidaktischer Inhalte unterschieden, aber Parallelen bezüglich lernpsychologisch interpretierbarer Operatoren zeigten. Projektübergreifend deuteten die Ergebnisse daraufhin, dass sich das fachdidaktische Wissen in niedrigen Ausprägungen auf reproduktive Aspekte beschränkt, in höheren Ausprägungen aber kreative und evaluierende Elemente hinzukommen. Das Modell hierarchischer Komplexität zeigte sich nur für einen der Datensätze als geeignet, um ein Niveaumodell abzuleiten und konnte daher für projektübergreifende Analysen nicht weiter genutzt werden. Nichtsdestotrotz lieferte die projektübergreifende Analyse mithilfe des Scale-Anchoring-Verfahrens kontextunabhängige Beschreibungen von Ausprägungen des fachdidaktischen Wissens und ermöglicht so erste Schritte in Richtung eines empirisch fundierten, inhaltlich reichhaltigen Assessments, welches über eine Einordnung mittels eines Scores hinaus geht.}}, author = {{Zeller, Jannis and Schiering, Dustin and Kulgemeyer, Christoph and Neumann, Knut and Riese, Josef and Sorge, Stefan}}, issn = {{0340-4099}}, journal = {{Unterrichtswissenschaft}}, keywords = {{Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?}}}, doi = {{10.1007/s42010-024-00200-w}}, year = {{2024}}, } @article{49655, abstract = {{In today's digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This article addresses these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students' data awareness. The study involves a teaching unit on data awareness framed by a pretest-posttest design using a questionnaire on students' awareness and understanding of and reflection on data practices of data-driven digital artefacts. The study's findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour. Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and AI literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.}}, author = {{Höper, Lukas and Schulte, Carsten}}, issn = {{2398-5348}}, journal = {{Information and Learning Sciences}}, keywords = {{Library and Information Sciences, Computer Science Applications, Education}}, number = {{7/8}}, pages = {{491--512}}, publisher = {{Emerald}}, title = {{{The data awareness framework as part of data literacies in K-12 education}}}, doi = {{10.1108/ils-06-2023-0075}}, volume = {{125}}, year = {{2024}}, } @article{53622, abstract = {{In K-12 computing education, there is a need to identify and teach concepts that are relevant to understanding machine learning technologies. Studies of teaching approaches often evaluate whether students have learned the concepts. However, scant research has examined whether such concepts support understanding digital artefacts from everyday life and developing agency in a digital world. This paper presents a qualitative study that explores students’ perspectives on the relevance of learning concepts of data-driven technologies for navigating the digital world. The underlying approach of the study is data awareness, which aims to support students in understanding and reflecting on such technologies to develop agency in a data-driven world. This approach teaches students an explanatory model encompassing several concepts of the role of data in data-driven technologies. We developed an intervention and conducted retrospective interviews with students. Findings from the analysis of the interviews indicate that students can analyse and understand data-driven technologies from their everyday lives according to the central role of data. In addition, students’ answers revealed four areas of how learning about data-driven technologies becomes relevant to them. The paper concludes with a preliminary model suggesting how computing education can make concepts of data-driven technologies meaningful for students to understand and navigate the digital world.}}, author = {{Höper, Lukas and Schulte, Carsten}}, issn = {{1648-5831}}, journal = {{Informatics in Education}}, keywords = {{Computer Science Applications, Communication, Education, General Engineering}}, publisher = {{Vilnius University Press}}, title = {{{Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies}}}, doi = {{10.15388/infedu.2024.19}}, year = {{2024}}, } @article{65163, abstract = {{Dieser Beitrag untersucht aktuelle pädagogische und hermeneutische Ansätze der jüdischen, christlichen und muslimischen Religionspädagogik in Kindertora, Kinderbibel und Kinderkoran. Er betont die Notwendigkeit für Lehrkräfte, sich mit den spezifischen pädagogischen und hermeneutischen Ansätzen der drei monotheistischen Religionen vertraut zu machen, um die didaktischen Heiligen Schriften im Unterricht angemessen nutzen zu können. Beispiele aus dem aktuellen Religionsunterricht zeigen Missverständnisse und Überraschungen auf, die durch unzureichendes Wissen entstehen. Der Artikel hebt die Bedeutung einer jüdischen Identitätsbildung, einer christlichen diversitätssensiblen Perspektive und von muslimischen normativen Diskursen in den verschiedenen Religionspädagogiken hervor und diskutiert die Herausforderungen und Chancen, die mit der Nutzung didaktisierter Heiliger Schriften verbunden sind. }}, author = {{Keuchen, Marion}}, journal = {{TheoWeb. Zeitschrift für Religionspädagogik}}, keywords = {{Heilige Schriften, interreligiöses Lernen, Schrifthermeneutik, Identität, diversitätssensible Religionspädagogik, jüdische Religionspädagogik, muslimische Religionspädagogik, christliche Religionspädagogik, Holy scriptures, interreligious learning, hermeneutics of scripture, identity, diversity-sensitive religious education, Jewish religious education, Muslim religious education, Christian religious education}}, pages = {{224--237}}, title = {{{Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse}}}, doi = {{10.23770/tw0360}}, volume = {{2}}, year = {{2024}}, } @misc{49116, author = {{Hüster, Jonas Maximilian}}, booktitle = {{Religionspädagogische Beiträge}}, issn = {{0173-0339}}, keywords = {{Religious studies, Education}}, number = {{1}}, pages = {{127--129}}, publisher = {{Universitatsbibliothek Bamberg}}, title = {{{Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.}}}, doi = {{10.20377/rpb-263}}, volume = {{46}}, year = {{2023}}, } @article{52806, author = {{Gilbert, H. and Schürmann, M. and Liebendörfer, M. and Lawson, D. and Hodds, M.}}, issn = {{0020-739X}}, journal = {{International Journal of Mathematical Education in Science and Technology}}, keywords = {{Applied Mathematics, Education, Mathematics (miscellaneous)}}, pages = {{1--26}}, publisher = {{Informa UK Limited}}, title = {{{Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland}}}, doi = {{10.1080/0020739x.2023.2184282}}, year = {{2023}}, } @article{45786, abstract = {{Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers.}}, author = {{Hoffmann, Max and Biehler, Rolf}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, keywords = {{General Mathematics, Education}}, publisher = {{Springer}}, title = {{{Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}}}, doi = {{10.1007/s11858-023-01505-3}}, year = {{2023}}, } @article{46569, abstract = {{AbstractExternal visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers.}}, author = {{Schoenherr, Johanna and Schukajlow, Stanislaw}}, issn = {{1863-9690}}, journal = {{ZDM – Mathematics Education}}, keywords = {{General Mathematics, Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Characterizing external visualization in mathematics education research: a scoping review}}}, doi = {{10.1007/s11858-023-01494-3}}, 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}}, } @article{47085, author = {{Schubatzky, Thomas and Burde, Jan-Philipp and Große-Heilmann, Rike Isabel and Haagen-Schützenhöfer, Claudia and Riese, Josef and Weiler, David}}, issn = {{0360-1315}}, journal = {{Computers & Education}}, keywords = {{Education, General Computer Science}}, publisher = {{Elsevier BV}}, title = {{{Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media}}}, doi = {{10.1016/j.compedu.2023.104900}}, volume = {{206}}, year = {{2023}}, } @article{49196, author = {{Seitz, Simone and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}}, issn = {{1354-0602}}, journal = {{Teachers and Teaching}}, keywords = {{Arts and Humanities (miscellaneous), Education}}, pages = {{1--16}}, publisher = {{Informa UK Limited}}, title = {{{Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research}}}, doi = {{10.1080/13540602.2023.2284876}}, year = {{2023}}, } @article{45484, abstract = {{AbstractGraffiti is an urban phenomenon that is increasingly attracting the interest of the sciences. To the best of our knowledge, no suitable data corpora are available for systematic research until now. The Information System Graffiti in Germany project (Ingrid) closes this gap by dealing with graffiti image collections that have been made available to the project for public use. Within Ingrid, the graffiti images are collected, digitized and annotated. With this work, we aim to support the rapid access to a comprehensive data source on Ingrid targeted especially by researchers. In particular, we present IngridKG, an RDF knowledge graph of annotated graffiti, abides by the Linked Data and FAIR principles. We weekly update IngridKG by augmenting the new annotated graffiti to our knowledge graph. Our generation pipeline applies RDF data conversion, link discovery and data fusion approaches to the original data. The current version of IngridKG contains 460,640,154 triples and is linked to 3 other knowledge graphs by over 200,000 links. In our use case studies, we demonstrate the usefulness of our knowledge graph for different applications.}}, author = {{Sherif, Mohamed Ahmed and da Silva, Ana Alexandra Morim and Pestryakova, Svetlana and Ahmed, Abdullah Fathi and Niemann, Sven and Ngomo, Axel-Cyrille Ngonga}}, issn = {{2052-4463}}, journal = {{Scientific Data}}, keywords = {{Library and Information Sciences, Statistics, Probability and Uncertainty, Computer Science Applications, Education, Information Systems, Statistics and Probability}}, number = {{1}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{IngridKG: A FAIR Knowledge Graph of Graffiti}}}, doi = {{10.1038/s41597-023-02199-8}}, volume = {{10}}, year = {{2023}}, } @techreport{46534, abstract = {{We study the effect of education on health (hospital stays, number of diagnosed conditions, self-rated poor health, and obesity) over the life-cycle in Germany, using compulsory schooling reforms as a source of exogenous variation. Our results suggest a positive correlation of health and education which increases over the life-cycle. We do not, however, find any positive local average treatment effects of an additional year of schooling on health or health care utilization for individuals up to age 79. An exception is obesity, where positive effects of schooling start to be visible around age 60 and become very large in age group 75-79. The results in age group 75-79 need to be interpreted with caution, however, due to small sample size and possible problems of attrition.}}, author = {{Schmitz, Hendrik and Tawiah, Beatrice Baaba}}, keywords = {{Education, health, life-cycle effects, compulsory schooling}}, publisher = {{RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}}, title = {{{Life-cycle health effects of compulsory schooling}}}, volume = {{1006}}, year = {{2023}}, } @techreport{46536, abstract = {{We study the effect of education on vaccination against COVID-19 and influenza in Germany and Europe. Our identification strategy makes use of changes in compulsory schooling laws and allows to estimate local average treatment effects for individuals between 59 and 91 years of age. We find no significant effect of an additional year of schooling on vaccination status in Germany. Pooling data from Europe, we conclude that schooling increases the likelihood to vaccinate against COVID by an economically negligible effect of one percentage point (zero for influenza). However, we find indications that additional schooling increases fear of side effects from COVID vaccination.}}, author = {{Monsees, Daniel and Schmitz, Hendrik}}, keywords = {{COVID, influenza, vaccination, education, compulsory schooling}}, publisher = {{RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}}, title = {{{The effect of compulsory schooling on vaccination against COVID and Influenza}}}, volume = {{1011}}, year = {{2023}}, } @article{47065, abstract = {{The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given.}}, author = {{Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}}, journal = {{Enterprise Modelling and Information Systems Architectures}}, keywords = {{conceptual modeling, higher education, competence-oriented assessment, task analysis, graphical modeling}}, title = {{{Comparison of Required Competences and Task Material in Modeling Education}}}, doi = {{10.18417/EMISA.18.7}}, volume = {{18}}, year = {{2023}}, } @article{49153, author = {{Görel, Gamze and Franzen, Katja and Hellmich, Frank}}, issn = {{1354-0602}}, journal = {{Teachers and Teaching}}, keywords = {{Arts and Humanities (miscellaneous), Education}}, pages = {{1--14}}, publisher = {{Informa UK Limited}}, title = {{{Primary school teachers’ perspectives on the quality of inclusive education}}}, doi = {{10.1080/13540602.2023.2252347}}, year = {{2023}}, } @article{40607, abstract = {{AbstractTeachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (N = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves.}}, author = {{Dröse, Jennifer and Prediger, Susanne}}, issn = {{0173-5322}}, journal = {{Journal für Mathematik-Didaktik}}, keywords = {{Education, General Mathematics}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}}}, doi = {{10.1007/s13138-022-00214-w}}, year = {{2023}}, } @article{46155, author = {{Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}}, issn = {{0742-051X}}, journal = {{Teaching and Teacher Education}}, keywords = {{Education}}, publisher = {{Elsevier BV}}, title = {{{Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}}}, doi = {{10.1016/j.tate.2023.104270}}, volume = {{132}}, year = {{2023}}, }