@article{35737,
author = {{Biehler, Rolf and Fleischer, Franz Yannik}},
issn = {{0141-982X}},
journal = {{Teaching Statistics}},
keywords = {{Education, Statistics and Probability}},
pages = {{S133--S142}},
publisher = {{Wiley}},
title = {{{Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks}}},
doi = {{10.1111/test.12279}},
volume = {{43}},
year = {{2021}},
}
@article{37231,
abstract = {{ZusammenfassungIn diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (α > 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.}},
author = {{Schürmann, Mirko and Bender, Elena and Grebe, Christian}},
issn = {{2366-6145}},
journal = {{Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}},
keywords = {{Organizational Behavior and Human Resource Management, Applied Psychology, Developmental and Educational Psychology, Education, Social Psychology}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}}},
doi = {{10.1007/s11612-021-00574-w}},
year = {{2021}},
}
@book{37274,
abstract = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}},
author = {{Dahmen, Stephan}},
keywords = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}},
pages = {{312}},
publisher = {{Bielefeld University Press}},
title = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
doi = {{10.14361/9783839457061}},
year = {{2021}},
}
@book{37273,
abstract = {{How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.}},
author = {{Dahmen, Stephan}},
keywords = {{Youth, Welfare State, Transitions, Human Service Organizations, Institutional Ethnography, Activation, Sociology of Conventions, Work, Education, Educational Research, Sociology of Education, Social Pedagogy, History of Education, Bielefeld University Press}},
pages = {{312}},
publisher = {{Bielefeld University Press}},
title = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
doi = {{10.14361/9783839457061}},
year = {{2021}},
}
@article{37445,
abstract = {{A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support. }},
author = {{Seifert, Susanne and Paleczek, Lisa}},
issn = {{1479-4403}},
journal = {{Electronic Journal of e-Learning}},
keywords = {{Computer Science Applications, Education}},
number = {{5}},
pages = {{pp336--348}},
publisher = {{Academic Conferences International Ltd}},
title = {{{Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}}},
doi = {{10.34190/ejel.19.5.2467}},
volume = {{19}},
year = {{2021}},
}
@article{37443,
abstract = {{AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.}},
author = {{Seifert, Susanne}},
issn = {{2211-1662}},
journal = {{Technology, Knowledge and Learning}},
keywords = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}},
number = {{2}},
pages = {{383--405}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}},
doi = {{10.1007/s10758-021-09490-w}},
volume = {{26}},
year = {{2021}},
}
@article{37439,
author = {{Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}},
issn = {{0305-5698}},
journal = {{Educational Studies}},
keywords = {{Education}},
pages = {{1--19}},
publisher = {{Informa UK Limited}},
title = {{{The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}}},
doi = {{10.1080/03055698.2021.1875320}},
year = {{2021}},
}
@article{37442,
author = {{Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}},
issn = {{0007-1013}},
journal = {{British Journal of Educational Technology}},
keywords = {{Education}},
number = {{6}},
pages = {{2145--2161}},
publisher = {{Wiley}},
title = {{{Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}}},
doi = {{10.1111/bjet.13163}},
volume = {{52}},
year = {{2021}},
}
@article{37455,
abstract = {{AbstractSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.}},
author = {{Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and Karpava, S. and Martins, M. and Sousa, O. and Castro, S. and Søndergaard Knudsen, H. B. and Donau, P. and Haznedar, B. and Mikulajová, M. and Gerdzhikova, N.}},
issn = {{0256-2928}},
journal = {{European Journal of Psychology of Education}},
keywords = {{Developmental and Educational Psychology, Education}},
number = {{2}},
pages = {{293--320}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{Teaching and learning in a multilingual Europe: findings from a cross-European study}}},
doi = {{10.1007/s10212-020-00523-z}},
volume = {{37}},
year = {{2021}},
}
@article{37474,
abstract = {{Abstract
Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.}},
author = {{Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}},
issn = {{0268-3679}},
journal = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
keywords = {{Education, General Mathematics}},
number = {{4}},
pages = {{478--496}},
publisher = {{Oxford University Press (OUP)}},
title = {{{Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university}}},
doi = {{10.1093/teamat/hrab013}},
volume = {{40}},
year = {{2021}},
}
@article{37473,
abstract = {{Abstract
We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.}},
author = {{Kempen, Leander and Liebendörfer, Michael}},
issn = {{0268-3679}},
journal = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
keywords = {{Education, General Mathematics}},
number = {{4}},
pages = {{436--454}},
publisher = {{Oxford University Press (OUP)}},
title = {{{University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics}}},
doi = {{10.1093/teamat/hrab020}},
volume = {{40}},
year = {{2021}},
}
@article{31680,
author = {{Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}},
issn = {{2030-1006}},
journal = {{Journal of Writing Research}},
keywords = {{Literature and Literary Theory, Linguistics and Language, Language and Linguistics, Education}},
number = {{vol. 12 issue 3}},
pages = {{493--529}},
publisher = {{ARLE (International Association for Research in L1 Education)}},
title = {{{Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}}},
doi = {{10.17239/jowr-2021.12.03.01}},
volume = {{12}},
year = {{2021}},
}
@article{37185,
abstract = {{Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner—a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.}},
author = {{Tolksdorf, Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}},
issn = {{2504-284X}},
journal = {{Frontiers in Education}},
keywords = {{Education}},
publisher = {{Frontiers Media SA}},
title = {{{Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction}}},
doi = {{10.3389/feduc.2020.569615}},
volume = {{5}},
year = {{2021}},
}
@article{44151,
author = {{DeVries, Jeffrey M. and Knickenberg, Margarita and Trygger, Maria}},
issn = {{0885-6257}},
journal = {{European Journal of Special Needs Education}},
keywords = {{Developmental and Educational Psychology, Health Professions (miscellaneous), Education}},
number = {{3}},
pages = {{511--525}},
publisher = {{Informa UK Limited}},
title = {{{Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden}}},
doi = {{10.1080/08856257.2021.1911523}},
volume = {{37}},
year = {{2021}},
}
@article{34822,
abstract = {{The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators' content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators' domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators' content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators' content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators' content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators' content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators' content knowledge.}},
author = {{Bruns, Julia and Gasteiger, Hedwig and Strahl, Carolin}},
issn = {{2049-6613}},
journal = {{Review of Education}},
keywords = {{content knowledge, domain-specific learning, early childhood education, teacher knowledge}},
number = {{2}},
pages = {{500--538}},
publisher = {{Wiley}},
title = {{{Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review}}},
doi = {{10.1002/rev3.3255}},
volume = {{9}},
year = {{2021}},
}
@techreport{46540,
abstract = {{Individual cognitive functioning declines over time. We seek to understand how adverse physical health shocks in older ages contribute to this development. By use of event-study methods and data from the USA, England and several countries in Continental Europe we find evidence that health shocks lead to an immediate and persistent decline in cognitive functioning. This robust finding holds in all regions representing different health insurance systems and seems to be independent of underlying individual demographic characteristics such as sex and age. We also ask whether variables that are susceptible to policy action can reduce the negative consequences of a health shock. Our results suggest that neither compulsory education nor retirement regulations moderate the effects, thus emphasizing the importance of maintaining good physical health in old age for cognitive functioning.}},
author = {{Schiele, Valentin and Schmitz, Hendrik}},
keywords = {{Cognitive decline, health shocks, retirement, education, event study}},
publisher = {{RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}},
title = {{{Understanding cognitive decline in older ages: The role of health shocks}}},
volume = {{919}},
year = {{2021}},
}
@inproceedings{27491,
abstract = {{ Students often have a lack of understanding and awareness of where, how, and why personal data about them is collected and processed. Especially, when interacting with data-driven digital artifacts, an appropriate perception of the data collection and processing is necessary for self-determination. This dissertation deals with the development and evaluation of a concept called data awareness which aims to foster students’ self-determination interacting with data-driven digital artifacts.}},
author = {{Höper, Lukas}},
booktitle = {{21st Koli Calling International Conference on Computing Education Research}},
isbn = {{9781450384889}},
keywords = {{data awareness, machine learning, data science education, data-driven digital artifacts, artificial intelligence}},
publisher = {{Association for Computing Machinery}},
title = {{{Developing and Evaluating the Concept Data Awareness for K12 Computing Education}}},
doi = {{10.1145/3488042.3490509}},
year = {{2021}},
}
@inbook{57884,
abstract = {{Although music apps are becoming increasingly popular, there has been little research on informal music practices with apps. This article presents findings of an ongoing study on learning processes and aesthetic experiences with informal appmusic practices. In particular, it discusses the aesthetic practices (Reckwitz, 2008b) of using specific places for making music. In our grounded theory study (Charmaz, 2014) we collected data using interviews, participant observation and videography. As exemplary cases, this article presents two analyses of the use of ‘inspiring places’ and ‘safe places’. The results suggest that perceiving the atmosphere is a fundamental prerequisite for both places. Additionally, the results shed light on aesthetic aspects of mobile music making. (DIPF/Orig.)}},
author = {{Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Krebs, Matthias and Rolle, Christian}},
booktitle = {{Musikpädagogik im Spannungsfeld von Reflexion und Intervention}},
editor = {{Hasselhorn, Johannes and Kautny, Oliver and Platz, Friedrich}},
keywords = {{Education, Ästhetik, Schul- und Bildungswesen, Informal learning, Informelles Lernen, Musical education, Musikpädagogik, Anwendung, Ästhetische Erfahrung, Grounded Theory, Längsschnittuntersuchung, Learning process, Lernprozess, Longitudinal analysis, Longitudinal study, Mobiles Gerät, Music reading, Musizieren, Erziehung}},
pages = {{155–172}},
publisher = {{Waxmann}},
title = {{{Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis}}},
volume = {{41}},
year = {{2021}},
}
@article{45177,
author = {{Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and Vogelsang, Christoph}},
issn = {{0950-0693}},
journal = {{International Journal of Science Education}},
keywords = {{Education}},
number = {{18}},
pages = {{3035--3057}},
publisher = {{Informa UK Limited}},
title = {{{Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience}}},
doi = {{10.1080/09500693.2021.2006820}},
volume = {{43}},
year = {{2021}},
}
@inproceedings{29298,
abstract = {{Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.
An dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.
Hierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen
ermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt.}},
author = {{Opel, Simone Anna and Schlichtig, Michael}},
booktitle = {{Sammelband der 27. Fachtagung der BAG Berufliche Bildung}},
editor = {{Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}},
keywords = {{Berufsbildung, vocational education, Ausbildung, training, berufliche Weiterbildung, advanced vocational education, Digitalisierung, digitalization, Unterricht, teaching, Lehrmethode, teaching method, Interdisziplinarität, interdisciplinarity, Fachdidaktik, subject didactics, Curriculum, curriculum, gewerblich-technischer Beruf, vocational/technical occupation, Fachkraft, specialist, Qualifikationsanforderungen, qualification requirements, Kompetenz, competence, Lehrerbildung, teacher training, Bundesrepublik Deutschland, Federal Republic of Germany}},
location = {{Siegen}},
pages = {{176--194}},
publisher = {{wbv Media GmbH & Co. KG}},
title = {{{Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}}},
doi = {{https://doi.org/10.3278/6004722w}},
volume = {{55}},
year = {{2020}},
}