[{"oa":"1","date_updated":"2024-11-19T07:26:12Z","author":[{"id":"3117","full_name":"Winkelnkemper, Felix","last_name":"Winkelnkemper","first_name":"Felix"},{"full_name":"Höper, Lukas","id":"58041","last_name":"Höper","first_name":"Lukas"},{"first_name":"Carsten","full_name":"Schulte, Carsten","id":"60311","last_name":"Schulte"}],"doi":"10.15388/infedu.2024.09","main_file_link":[{"open_access":"1","url":"https://infedu.vu.lt/journal/INFEDU/article/772/info"}],"publication_identifier":{"issn":["1648-5831","2335-8971"]},"has_accepted_license":"1","publication_status":"published","citation":{"ama":"Winkelnkemper F, Höper L, Schulte C. ARIadne – An Explanation Model for Digital Artefacts. <i>Informatics in Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.15388/infedu.2024.09\">10.15388/infedu.2024.09</a>","ieee":"F. Winkelnkemper, L. Höper, and C. Schulte, “ARIadne – An Explanation Model for Digital Artefacts,” <i>Informatics in Education</i>, 2023, doi: <a href=\"https://doi.org/10.15388/infedu.2024.09\">10.15388/infedu.2024.09</a>.","chicago":"Winkelnkemper, Felix, Lukas Höper, and Carsten Schulte. “ARIadne – An Explanation Model for Digital Artefacts.” <i>Informatics in Education</i>, 2023. <a href=\"https://doi.org/10.15388/infedu.2024.09\">https://doi.org/10.15388/infedu.2024.09</a>.","apa":"Winkelnkemper, F., Höper, L., &#38; Schulte, C. (2023). ARIadne – An Explanation Model for Digital Artefacts. <i>Informatics in Education</i>. <a href=\"https://doi.org/10.15388/infedu.2024.09\">https://doi.org/10.15388/infedu.2024.09</a>","short":"F. Winkelnkemper, L. Höper, C. Schulte, Informatics in Education (2023).","bibtex":"@article{Winkelnkemper_Höper_Schulte_2023, title={ARIadne – An Explanation Model for Digital Artefacts}, DOI={<a href=\"https://doi.org/10.15388/infedu.2024.09\">10.15388/infedu.2024.09</a>}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Winkelnkemper, Felix and Höper, Lukas and Schulte, Carsten}, year={2023} }","mla":"Winkelnkemper, Felix, et al. “ARIadne – An Explanation Model for Digital Artefacts.” <i>Informatics in Education</i>, Vilnius University Press, 2023, doi:<a href=\"https://doi.org/10.15388/infedu.2024.09\">10.15388/infedu.2024.09</a>."},"_id":"47151","department":[{"_id":"67"}],"user_id":"58041","file_date_updated":"2024-11-19T07:25:56Z","type":"journal_article","status":"public","publisher":"Vilnius University Press","date_created":"2023-09-21T11:24:41Z","title":"ARIadne – An Explanation Model for Digital Artefacts","quality_controlled":"1","year":"2023","keyword":["Computer Science Applications","Communication","Education","General Engineering"],"ddc":["000","370"],"language":[{"iso":"eng"}],"publication":"Informatics in Education","abstract":[{"lang":"eng","text":"<jats:p>When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model.</jats:p>"}],"file":[{"date_updated":"2024-11-19T07:25:56Z","date_created":"2024-11-19T07:25:56Z","creator":"hoeper","file_size":1034363,"file_name":"infedu.2024.15.pdf","file_id":"57215","access_level":"closed","content_type":"application/pdf","success":1,"relation":"main_file"}]},{"publisher":"Erich Schmidt Verlag GmbH & Co. KG","date_updated":"2024-12-21T15:39:30Z","date_created":"2023-11-08T14:08:52Z","author":[{"full_name":"Niederhaus, Constanze","last_name":"Niederhaus","first_name":"Constanze"},{"first_name":"Matthias","last_name":"Prikoszovits","full_name":"Prikoszovits, Matthias"}],"title":"DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen","doi":"10.37307/j.2198-2430.2023.02.02","publication_status":"published","publication_identifier":{"issn":["2198-2430"]},"issue":"2","year":"2023","citation":{"ama":"Niederhaus C, Prikoszovits M. DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen. <i>Deutsch als Fremdsprache</i>. 2023;(2). doi:<a href=\"https://doi.org/10.37307/j.2198-2430.2023.02.02\">10.37307/j.2198-2430.2023.02.02</a>","ieee":"C. Niederhaus and M. Prikoszovits, “DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen,” <i>Deutsch als Fremdsprache</i>, no. 2, Art. no. 2, 2023, doi: <a href=\"https://doi.org/10.37307/j.2198-2430.2023.02.02\">10.37307/j.2198-2430.2023.02.02</a>.","chicago":"Niederhaus, Constanze, and Matthias Prikoszovits. “DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen.” <i>Deutsch als Fremdsprache</i>, no. 2 (2023). <a href=\"https://doi.org/10.37307/j.2198-2430.2023.02.02\">https://doi.org/10.37307/j.2198-2430.2023.02.02</a>.","apa":"Niederhaus, C., &#38; Prikoszovits, M. (2023). DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen. <i>Deutsch als Fremdsprache</i>, <i>2</i>, Article 2. <a href=\"https://doi.org/10.37307/j.2198-2430.2023.02.02\">https://doi.org/10.37307/j.2198-2430.2023.02.02</a>","bibtex":"@article{Niederhaus_Prikoszovits_2023, title={DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen}, DOI={<a href=\"https://doi.org/10.37307/j.2198-2430.2023.02.02\">10.37307/j.2198-2430.2023.02.02</a>}, number={22}, journal={Deutsch als Fremdsprache}, publisher={Erich Schmidt Verlag GmbH &#38; Co. KG}, author={Niederhaus, Constanze and Prikoszovits, Matthias}, year={2023} }","mla":"Niederhaus, Constanze, and Matthias Prikoszovits. “DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen.” <i>Deutsch als Fremdsprache</i>, no. 2, 2, Erich Schmidt Verlag GmbH &#38; Co. KG, 2023, doi:<a href=\"https://doi.org/10.37307/j.2198-2430.2023.02.02\">10.37307/j.2198-2430.2023.02.02</a>.","short":"C. Niederhaus, M. Prikoszovits, Deutsch als Fremdsprache (2023)."},"_id":"48689","user_id":"54999","article_number":"2","keyword":["Computer Science Applications","History","Education"],"language":[{"iso":"ger"}],"type":"journal_article","publication":"Deutsch als Fremdsprache","status":"public"},{"author":[{"first_name":"S.","last_name":"Hassani","full_name":"Hassani, S."},{"last_name":"Jakob","full_name":"Jakob, K.","first_name":"K."},{"full_name":"Schwab, S.","last_name":"Schwab","first_name":"S."},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"last_name":"Löper","id":"26693","full_name":"Löper, Marwin Felix","first_name":"Marwin Felix"},{"id":"13345","full_name":"Görel, Gamze","last_name":"Görel","first_name":"Gamze"}],"volume":53,"date_updated":"2025-10-30T07:18:46Z","doi":"10.1080/03004279.2023.2267584","publication_status":"published","publication_identifier":{"issn":["0300-4279","1475-7575"]},"citation":{"bibtex":"@article{Hassani_Jakob_Schwab_Hellmich_Löper_Görel_2023, title={Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13}, volume={53}, DOI={<a href=\"https://doi.org/10.1080/03004279.2023.2267584\">10.1080/03004279.2023.2267584</a>}, number={8}, journal={International Journal of Primary, Elementary and Early Years Education.}, publisher={Informa UK Limited}, author={Hassani, S. and Jakob, K. and Schwab, S. and Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze}, year={2023}, pages={1339–1354} }","short":"S. Hassani, K. Jakob, S. Schwab, F. Hellmich, M.F. Löper, G. Görel, International Journal of Primary, Elementary and Early Years Education. 53 (2023) 1339–1354.","mla":"Hassani, S., et al. “Fostering Students’ Peer Relationships through the Classroom-Based Intervention FRIEND-SHIP. Education 3-13.” <i>International Journal of Primary, Elementary and Early Years Education.</i>, vol. 53, no. 8, Informa UK Limited, 2023, pp. 1339–54, doi:<a href=\"https://doi.org/10.1080/03004279.2023.2267584\">10.1080/03004279.2023.2267584</a>.","apa":"Hassani, S., Jakob, K., Schwab, S., Hellmich, F., Löper, M. F., &#38; Görel, G. (2023). Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13. <i>International Journal of Primary, Elementary and Early Years Education.</i>, <i>53</i>(8), 1339–1354. <a href=\"https://doi.org/10.1080/03004279.2023.2267584\">https://doi.org/10.1080/03004279.2023.2267584</a>","ama":"Hassani S, Jakob K, Schwab S, Hellmich F, Löper MF, Görel G. Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13. <i>International Journal of Primary, Elementary and Early Years Education</i>. 2023;53(8):1339-1354. doi:<a href=\"https://doi.org/10.1080/03004279.2023.2267584\">10.1080/03004279.2023.2267584</a>","chicago":"Hassani, S., K. Jakob, S. Schwab, Frank Hellmich, Marwin Felix Löper, and Gamze Görel. “Fostering Students’ Peer Relationships through the Classroom-Based Intervention FRIEND-SHIP. Education 3-13.” <i>International Journal of Primary, Elementary and Early Years Education.</i> 53, no. 8 (2023): 1339–54. <a href=\"https://doi.org/10.1080/03004279.2023.2267584\">https://doi.org/10.1080/03004279.2023.2267584</a>.","ieee":"S. Hassani, K. Jakob, S. Schwab, F. Hellmich, M. F. Löper, and G. Görel, “Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13,” <i>International Journal of Primary, Elementary and Early Years Education.</i>, vol. 53, no. 8, pp. 1339–1354, 2023, doi: <a href=\"https://doi.org/10.1080/03004279.2023.2267584\">10.1080/03004279.2023.2267584</a>."},"page":"1339-1354","intvolume":"        53","user_id":"57672","department":[{"_id":"460"}],"_id":"50613","type":"journal_article","status":"public","date_created":"2024-01-18T16:05:04Z","publisher":"Informa UK Limited","title":"Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13","issue":"8","year":"2023","language":[{"iso":"eng"}],"keyword":["Life-span and Life-course Studies","Education"],"publication":"International Journal of Primary, Elementary and Early Years Education."},{"publication_status":"published","quality_controlled":"1","publication_identifier":{"issn":["1434-663X","1862-5215"]},"year":"2023","citation":{"ama":"Kulgemeyer C, Riese J, Vogelsang C, et al. How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz. <i>Zeitschrift für Erziehungswissenschaft</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s11618-023-01154-y\">10.1007/s11618-023-01154-y</a>","ieee":"C. Kulgemeyer <i>et al.</i>, “How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz,” <i>Zeitschrift für Erziehungswissenschaft</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11618-023-01154-y\">10.1007/s11618-023-01154-y</a>.","chicago":"Kulgemeyer, Christoph, Josef Riese, Christoph Vogelsang, David Buschhüter, Andreas Borowski, Anna Weißbach, Melanie Jordans, Peter Reinhold, and Horst Schecker. “How Authenticity Impacts Validity: Developing a Model of Teacher Education Assessment and Exploring the Effects of the Digitisation of Assessment Methods Über Validität Und Authentizität: Effekte Des Transfers von Testinstrumenten in Ein Digitales Format Auf Die Erhobenen Aspekte Der Professionellen Handlungskompetenz.” <i>Zeitschrift Für Erziehungswissenschaft</i>, 2023. <a href=\"https://doi.org/10.1007/s11618-023-01154-y\">https://doi.org/10.1007/s11618-023-01154-y</a>.","apa":"Kulgemeyer, C., Riese, J., Vogelsang, C., Buschhüter, D., Borowski, A., Weißbach, A., Jordans, M., Reinhold, P., &#38; Schecker, H. (2023). How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz. <i>Zeitschrift Für Erziehungswissenschaft</i>. <a href=\"https://doi.org/10.1007/s11618-023-01154-y\">https://doi.org/10.1007/s11618-023-01154-y</a>","mla":"Kulgemeyer, Christoph, et al. “How Authenticity Impacts Validity: Developing a Model of Teacher Education Assessment and Exploring the Effects of the Digitisation of Assessment Methods Über Validität Und Authentizität: Effekte Des Transfers von Testinstrumenten in Ein Digitales Format Auf Die Erhobenen Aspekte Der Professionellen Handlungskompetenz.” <i>Zeitschrift Für Erziehungswissenschaft</i>, Springer Science and Business Media LLC, 2023, doi:<a href=\"https://doi.org/10.1007/s11618-023-01154-y\">10.1007/s11618-023-01154-y</a>.","bibtex":"@article{Kulgemeyer_Riese_Vogelsang_Buschhüter_Borowski_Weißbach_Jordans_Reinhold_Schecker_2023, title={How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz}, DOI={<a href=\"https://doi.org/10.1007/s11618-023-01154-y\">10.1007/s11618-023-01154-y</a>}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Kulgemeyer, Christoph and Riese, Josef and Vogelsang, Christoph and Buschhüter, David and Borowski, Andreas and Weißbach, Anna and Jordans, Melanie and Reinhold, Peter and Schecker, Horst}, year={2023} }","short":"C. Kulgemeyer, J. Riese, C. Vogelsang, D. Buschhüter, A. Borowski, A. Weißbach, M. Jordans, P. Reinhold, H. Schecker, Zeitschrift Für Erziehungswissenschaft (2023)."},"date_updated":"2025-12-03T09:01:17Z","publisher":"Springer Science and Business Media LLC","author":[{"first_name":"Christoph","full_name":"Kulgemeyer, Christoph","id":"84533","last_name":"Kulgemeyer"},{"first_name":"Josef","full_name":"Riese, Josef","id":"429","last_name":"Riese","orcid":"0000-0003-2927-2619"},{"first_name":"Christoph","orcid":"0000-0002-5804-1855","last_name":"Vogelsang","id":"4245","full_name":"Vogelsang, Christoph"},{"first_name":"David","full_name":"Buschhüter, David","last_name":"Buschhüter"},{"first_name":"Andreas","last_name":"Borowski","full_name":"Borowski, Andreas"},{"last_name":"Weißbach","full_name":"Weißbach, Anna","first_name":"Anna"},{"id":"99324","full_name":"Jordans, Melanie","last_name":"Jordans","first_name":"Melanie"},{"last_name":"Reinhold","id":"416","full_name":"Reinhold, Peter","first_name":"Peter"},{"first_name":"Horst","full_name":"Schecker, Horst","last_name":"Schecker"}],"date_created":"2023-06-10T12:23:06Z","title":"How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz","doi":"10.1007/s11618-023-01154-y","type":"journal_article","publication":"Zeitschrift für Erziehungswissenschaft","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Five examples for such a transfer will be discussed: three methods for various aspects of communication, a test for pedagogical content knowledge, and a test for content knowledge. All five are established instruments well-described in terms of validity. All five have recently been transferred into a digital format. The analysis of this transfer also reveals a potentially harmful effect of digital assessment. The closer an assessment instrument is to assessing action-related parts of professional competence, the more authenticity is required; however, digitisation tends to decrease this authenticity. This suggests that an increasing number of digital assessment tools in teacher education might result in an even more dominant focus on knowledge tests, ignoring other parts of professional competence. This article highlights the role of authenticity in validity and discusses the most suitable assessment format to address various parts of professional competence. It ends by highlighting the lessons learned from the transfer of assessment instruments into a digital format that other academic disciplines might find interesting.</jats:p>"}],"status":"public","_id":"45562","user_id":"4245","department":[{"_id":"299"},{"_id":"33"}],"keyword":["Education"],"language":[{"iso":"eng"}]},{"status":"public","type":"journal_article","article_number":"9","user_id":"54823","department":[{"_id":"386"},{"_id":"33"}],"_id":"37613","citation":{"chicago":"Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Does Augmented Reality Help to Understand Chemical Phenomena during Hands-on Experiments?–Implications for Cognitive Load and Learning.” <i>Multimodal Technologies and Interaction</i> 7, no. 2 (2023). <a href=\"https://doi.org/10.3390/mti7020009\">https://doi.org/10.3390/mti7020009</a>.","ieee":"H. Peeters, S. Habig, and S. Fechner, “Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning,” <i>Multimodal Technologies and Interaction</i>, vol. 7, no. 2, Art. no. 9, 2023, doi: <a href=\"https://doi.org/10.3390/mti7020009\">10.3390/mti7020009</a>.","ama":"Peeters H, Habig S, Fechner S. Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning. <i>Multimodal Technologies and Interaction</i>. 2023;7(2). doi:<a href=\"https://doi.org/10.3390/mti7020009\">10.3390/mti7020009</a>","apa":"Peeters, H., Habig, S., &#38; Fechner, S. (2023). Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning. <i>Multimodal Technologies and Interaction</i>, <i>7</i>(2), Article 9. <a href=\"https://doi.org/10.3390/mti7020009\">https://doi.org/10.3390/mti7020009</a>","short":"H. Peeters, S. Habig, S. Fechner, Multimodal Technologies and Interaction 7 (2023).","bibtex":"@article{Peeters_Habig_Fechner_2023, title={Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning}, volume={7}, DOI={<a href=\"https://doi.org/10.3390/mti7020009\">10.3390/mti7020009</a>}, number={29}, journal={Multimodal Technologies and Interaction}, publisher={MDPI AG}, author={Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}, year={2023} }","mla":"Peeters, Hendrik, et al. “Does Augmented Reality Help to Understand Chemical Phenomena during Hands-on Experiments?–Implications for Cognitive Load and Learning.” <i>Multimodal Technologies and Interaction</i>, vol. 7, no. 2, 9, MDPI AG, 2023, doi:<a href=\"https://doi.org/10.3390/mti7020009\">10.3390/mti7020009</a>."},"intvolume":"         7","publication_status":"published","publication_identifier":{"issn":["2414-4088"]},"main_file_link":[{"url":"https://www.mdpi.com/2414-4088/7/2/9","open_access":"1"}],"doi":"10.3390/mti7020009","author":[{"first_name":"Hendrik","id":"49942","full_name":"Peeters, Hendrik","last_name":"Peeters","orcid":"https://orcid.org/ 0000-0002-7143-3781"},{"first_name":"Sebastian","last_name":"Habig","full_name":"Habig, Sebastian"},{"first_name":"Sabine","last_name":"Fechner","orcid":"0000-0001-5645-5870","id":"54823","full_name":"Fechner, Sabine"}],"volume":7,"date_updated":"2025-12-11T13:36:33Z","oa":"1","abstract":[{"text":"<jats:p>Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.</jats:p>","lang":"eng"}],"publication":"Multimodal Technologies and Interaction","language":[{"iso":"eng"}],"keyword":["augmented reality","chemistry education","models","experiment","cognitive load"],"year":"2023","issue":"2","quality_controlled":"1","title":"Does augmented reality help to understand chemical phenomena during hands-on experiments?–Implications for cognitive load and learning","date_created":"2023-01-19T15:02:21Z","publisher":"MDPI AG"},{"_id":"30291","department":[{"_id":"452"}],"user_id":"50788","keyword":["new generation of researchersthe team level of workplace learningindividual level of workplace learningorganizational level of workplace learningsocietal level of workplace learninginterdependent cross-level research approachesWork AgencyWork-life perspectivesTeam learningTeam climateSocial influences on team learningKnowledge construction in teamsLearning cultureAcknowledgement of competencesTechnology and professional learningCreation of a learning eco-systemDiversity as a challenge for organisationsHigher education as preparation for WPLSocial support in networks and professional learningvocational and professional education"],"language":[{"iso":"eng"}],"alternative_title":["Insights from a Growing Field"],"type":"book_editor","abstract":[{"lang":"eng","text":"The volume comprises a variety of research approaches that seek to explore and understand employees’ learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges.\r\nWorkplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon – there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers."}],"editor":[{"id":"27503","full_name":"Harteis, Christian","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian"},{"full_name":"Gijbels, David","last_name":"Gijbels","first_name":"David"},{"first_name":"Eva","full_name":"Kyndt, Eva","last_name":"Kyndt"}],"status":"public","publisher":"Springer International Publishing","date_updated":"2022-03-13T19:14:34Z","date_created":"2022-03-13T19:13:27Z","title":"Research Approaches on Workplace Learning","doi":"10.1007/978-3-030-89582-2","publication_identifier":{"isbn":["9783030895815","9783030895822"],"issn":["2210-5549","2210-5557"]},"publication_status":"published","related_material":{"link":[{"relation":"other","url":"https://link.springer.com/book/10.1007/978-3-030-89582-2#about"}]},"place":"Cham","year":"2022","citation":{"bibtex":"@book{Harteis_Gijbels_Kyndt_2022, place={Cham}, title={Research Approaches on Workplace Learning}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-89582-2\">10.1007/978-3-030-89582-2</a>}, publisher={Springer International Publishing}, year={2022} }","short":"C. Harteis, D. Gijbels, E. Kyndt, eds., Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.","mla":"Harteis, Christian, et al., editors. <i>Research Approaches on Workplace Learning</i>. Springer International Publishing, 2022, doi:<a href=\"https://doi.org/10.1007/978-3-030-89582-2\">10.1007/978-3-030-89582-2</a>.","apa":"Harteis, C., Gijbels, D., &#38; Kyndt, E. (Eds.). (2022). <i>Research Approaches on Workplace Learning</i>. Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-030-89582-2\">https://doi.org/10.1007/978-3-030-89582-2</a>","chicago":"Harteis, Christian, David Gijbels, and Eva Kyndt, eds. <i>Research Approaches on Workplace Learning</i>. Cham: Springer International Publishing, 2022. <a href=\"https://doi.org/10.1007/978-3-030-89582-2\">https://doi.org/10.1007/978-3-030-89582-2</a>.","ieee":"C. Harteis, D. Gijbels, and E. Kyndt, Eds., <i>Research Approaches on Workplace Learning</i>. Cham: Springer International Publishing, 2022.","ama":"Harteis C, Gijbels D, Kyndt E, eds. <i>Research Approaches on Workplace Learning</i>. Springer International Publishing; 2022. doi:<a href=\"https://doi.org/10.1007/978-3-030-89582-2\">10.1007/978-3-030-89582-2</a>"}},{"user_id":"50788","department":[{"_id":"452"}],"_id":"30913","language":[{"iso":"eng"}],"article_type":"original","keyword":["Immigration","Educational Policy","Employability","Mixed Methods","VET","Vocational Education and Training","Transitions From Education and Training to Employment"],"type":"journal_article","publication":"International Journal for Research in Vocational Education and Training","status":"public","abstract":[{"lang":"eng","text":"Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? \r\n\r\nMethods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). \r\n\r\nFindings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. \r\n\r\nConclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. "}],"date_created":"2022-04-19T09:01:26Z","author":[{"id":"30984","full_name":"Goller, Michael","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"}],"volume":9,"date_updated":"2022-04-19T09:01:49Z","doi":"https://doi.org/10.13152/IJRVET.9.1.5","title":"Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes","issue":"1","citation":{"ama":"Goller M. Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. <i>International Journal for Research in Vocational Education and Training</i>. 2022;9(1):92-119. doi:<a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>","ieee":"M. Goller, “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes,” <i>International Journal for Research in Vocational Education and Training</i>, vol. 9, no. 1, pp. 92–119, 2022, doi: <a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>.","chicago":"Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” <i>International Journal for Research in Vocational Education and Training</i> 9, no. 1 (2022): 92–119. <a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>.","apa":"Goller, M. (2022). Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. <i>International Journal for Research in Vocational Education and Training</i>, <i>9</i>(1), 92–119. <a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>","bibtex":"@article{Goller_2022, title={Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}, volume={9}, DOI={<a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>}, number={1}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael}, year={2022}, pages={92–119} }","mla":"Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” <i>International Journal for Research in Vocational Education and Training</i>, vol. 9, no. 1, 2022, pp. 92–119, doi:<a href=\"https://doi.org/10.13152/IJRVET.9.1.5\">https://doi.org/10.13152/IJRVET.9.1.5</a>.","short":"M. Goller, International Journal for Research in Vocational Education and Training 9 (2022) 92–119."},"page":"92-119","intvolume":"         9","year":"2022"},{"status":"public","abstract":[{"lang":"eng","text":"Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained."}],"publication":"STATISTICS EDUCATION RESEARCH JOURNAL","type":"journal_article","language":[{"iso":"eng"}],"keyword":["Education","Statistics and Probability"],"article_number":"6","department":[{"_id":"67"}],"user_id":"58465","_id":"32335","intvolume":"        21","citation":{"chicago":"PODWORNY, SUSANNE, Sven Hüsing, and CARSTEN SCHULTE. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” <i>STATISTICS EDUCATION RESEARCH JOURNAL</i> 21, no. 2 (2022). <a href=\"https://doi.org/10.52041/serj.v21i2.46\">https://doi.org/10.52041/serj.v21i2.46</a>.","ieee":"S. PODWORNY, S. Hüsing, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>, vol. 21, no. 2, Art. no. 6, 2022, doi: <a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>.","ama":"PODWORNY S, Hüsing S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>. 2022;21(2). doi:<a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>","apa":"PODWORNY, S., Hüsing, S., &#38; SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>, <i>21</i>(2), Article 6. <a href=\"https://doi.org/10.52041/serj.v21i2.46\">https://doi.org/10.52041/serj.v21i2.46</a>","short":"S. PODWORNY, S. Hüsing, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022).","bibtex":"@article{PODWORNY_Hüsing_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21}, DOI={<a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>}, number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={PODWORNY, SUSANNE and Hüsing, Sven and SCHULTE, CARSTEN}, year={2022} }","mla":"PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>."},"year":"2022","issue":"2","publication_identifier":{"issn":["1570-1824"]},"publication_status":"published","doi":"10.52041/serj.v21i2.46","title":"A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING","volume":21,"author":[{"full_name":"PODWORNY, SUSANNE","last_name":"PODWORNY","first_name":"SUSANNE"},{"full_name":"Hüsing, Sven","id":"58465","last_name":"Hüsing","first_name":"Sven"},{"first_name":"CARSTEN","last_name":"SCHULTE","full_name":"SCHULTE, CARSTEN"}],"date_created":"2022-07-08T12:06:48Z","publisher":"International Association for Statistical Education","date_updated":"2022-07-08T12:07:46Z"},{"user_id":"50788","department":[{"_id":"452"}],"_id":"30105","type":"journal_article","status":"public","author":[{"first_name":"Tobias","full_name":"Kärner, Tobias","last_name":"Kärner"},{"id":"30984","full_name":"Goller, Michael","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"},{"first_name":"Caroline","full_name":"Bonnes, Caroline","last_name":"Bonnes"},{"last_name":"Maué","full_name":"Maué, Elisabeth","first_name":"Elisabeth"}],"volume":25,"date_updated":"2022-11-08T19:42:59Z","main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11618-022-01065-4"}],"doi":"10.1007/s11618-022-01065-4","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]},"citation":{"apa":"Kärner, T., Goller, M., Bonnes, C., &#38; Maué, E. (2022). Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? <i>Zeitschrift für Erziehungswissenschaft</i>, <i>25</i>, 687–719. <a href=\"https://doi.org/10.1007/s11618-022-01065-4\">https://doi.org/10.1007/s11618-022-01065-4</a>","mla":"Kärner, Tobias, et al. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, Springer Science and Business Media LLC, 2022, pp. 687–719, doi:<a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>.","bibtex":"@article{Kärner_Goller_Bonnes_Maué_2022, title={Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Kärner, Tobias and Goller, Michael and Bonnes, Caroline and Maué, Elisabeth}, year={2022}, pages={687–719} }","short":"T. Kärner, M. Goller, C. Bonnes, E. Maué, Zeitschrift für Erziehungswissenschaft 25 (2022) 687–719.","ama":"Kärner T, Goller M, Bonnes C, Maué E. Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? <i>Zeitschrift für Erziehungswissenschaft</i>. 2022;25:687-719. doi:<a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>","ieee":"T. Kärner, M. Goller, C. Bonnes, and E. Maué, “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?,” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 25, pp. 687–719, 2022, doi: <a href=\"https://doi.org/10.1007/s11618-022-01065-4\">10.1007/s11618-022-01065-4</a>.","chicago":"Kärner, Tobias, Michael Goller, Caroline Bonnes, and Elisabeth Maué. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” <i>Zeitschrift für Erziehungswissenschaft</i> 25 (2022): 687–719. <a href=\"https://doi.org/10.1007/s11618-022-01065-4\">https://doi.org/10.1007/s11618-022-01065-4</a>."},"intvolume":"        25","page":"687-719","language":[{"iso":"ger"}],"keyword":["Education"],"publication":"Zeitschrift für Erziehungswissenschaft","abstract":[{"text":"Zusammenfassung: Der Beitrag befasst sich mit der professionellen pädagogischen Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften, deren Beitrag für die Beanspruchung der Referendar*innen bisher noch nicht eingängig untersucht wurde. Das Ziel der Studie ist es, anhand einer Querschnittserhebung von 2583 Referendar*innen und ausgebildeten Lehrkräften, kompensatorische sowie verstärkende Effekte der Beziehungsdimensionen Transparenz, Fairness, Vertrauen und Ambivalenz auf die wahrgenommene Beanspruchung im Referendariat zu untersuchen. Die Analyse erfolgt mittels eines latent moderierten Strukturgleichungsansatzes. Die Ergebnisse zeigen, dass Belastungen durch die Kerntätigkeiten im Referendariat sowie Belastungen durch den Umgang mit Kolleg*innen im Lehrer*innenkollegium in signifikant positivem Zusammenhang mit resultierenden Beanspruchungsreaktionen stehen. Je transparenter, fairer und vertrauensvoller und je weniger ambivalent die Beziehung zur Seminarlehrkraft erlebt wird, desto geringer fallen die Beanspruchungsreaktionen aus. Die Ergebnisse werden hinsichtlich ihrer Relevanz für die Beziehungsarbeit im Referendariat als zentralem Ausbildungsbestandteil der zweiten Phase der Lehrer*innenausbildung diskutiert.</jats:p>","lang":"eng"}],"date_created":"2022-02-25T09:46:50Z","publisher":"Springer Science and Business Media LLC","title":"Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?","year":"2022"},{"user_id":"69383","department":[{"_id":"4"}],"_id":"34200","status":"public","type":"journal_article","doi":"10.31244/zfe.2022.02.02","author":[{"full_name":"Bloh, Thiemo","last_name":"Bloh","first_name":"Thiemo"}],"volume":2022,"date_updated":"2022-12-05T13:26:35Z","citation":{"bibtex":"@article{Bloh_2022, title={Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}, volume={2022}, DOI={<a href=\"https://doi.org/10.31244/zfe.2022.02.02\">10.31244/zfe.2022.02.02</a>}, number={02}, journal={Zeitschrift für Evaluation}, publisher={Waxmann}, author={Bloh, Thiemo}, year={2022}, pages={193–215} }","short":"T. Bloh, Zeitschrift für Evaluation 2022 (2022) 193–215.","mla":"Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” <i>Zeitschrift für Evaluation</i>, vol. 2022, no. 02, Waxmann, 2022, pp. 193–215, doi:<a href=\"https://doi.org/10.31244/zfe.2022.02.02\">10.31244/zfe.2022.02.02</a>.","apa":"Bloh, T. (2022). Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. <i>Zeitschrift für Evaluation</i>, <i>2022</i>(02), 193–215. <a href=\"https://doi.org/10.31244/zfe.2022.02.02\">https://doi.org/10.31244/zfe.2022.02.02</a>","ama":"Bloh T. Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. <i>Zeitschrift für Evaluation</i>. 2022;2022(02):193-215. doi:<a href=\"https://doi.org/10.31244/zfe.2022.02.02\">10.31244/zfe.2022.02.02</a>","chicago":"Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” <i>Zeitschrift für Evaluation</i> 2022, no. 02 (2022): 193–215. <a href=\"https://doi.org/10.31244/zfe.2022.02.02\">https://doi.org/10.31244/zfe.2022.02.02</a>.","ieee":"T. Bloh, “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung,” <i>Zeitschrift für Evaluation</i>, vol. 2022, no. 02, pp. 193–215, 2022, doi: <a href=\"https://doi.org/10.31244/zfe.2022.02.02\">10.31244/zfe.2022.02.02</a>."},"intvolume":"      2022","page":"193-215","publication_status":"published","publication_identifier":{"issn":["1619-5515","2699-5506"]},"language":[{"iso":"ger"}],"keyword":["Strategy and Management","Applied Psychology","Social Sciences (miscellaneous)","Education","Communication","Statistics and Probability"],"abstract":[{"lang":"eng","text":"<jats:p>Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können.</jats:p>"}],"publication":"Zeitschrift für Evaluation","title":"Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung","date_created":"2022-12-05T13:25:58Z","publisher":"Waxmann","year":"2022","issue":"02","quality_controlled":"1"},{"year":"2022","title":"Von der Not zur Tugend!?","date_created":"2023-01-06T11:22:04Z","publisher":"wbv","abstract":[{"text":"Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen. In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern sowie von Dozierenden.","lang":"ger"},{"lang":"eng","text":"The term forced digitization describes the fact that, as a consequence of the corona pandemic, face-to-face formats had to be replaced by digitally supported settings within a very short period of time, and alternatives had to be found for communication and for working and learning together in the classroom. Digitally supported instructional settings seem to be an important way to continue learning and development processes (e.g., of students, prospective teachers) despite physical distance in both schools and universities since the first lockdown. This paper elaborates on the opportunities and limitations of forced digitization in university teaching on the development of digitizationrelated competencies in prospective teachers. The article focuses on two theoretical conceptions: firstly, the value of experience for learning and development, secondly, the logic of supply-use models and their assumptions about learning and development. The article addresses the perspectives of students, their future pupils, and lecturers.\r\n"}],"publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern","language":[{"iso":"ger"}],"keyword":["Hochschullehre","Lehrer:innenausbildung","Medienkompetenz / teacher education","teaching at university","media literacy"],"intvolume":"        65","page":"137–157","citation":{"ama":"Caruso C, Bruns M, Harteis C. Von der Not zur Tugend!? In: Heisler D, Meier J, eds. <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:137–157. doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>","ieee":"C. Caruso, M. Bruns, and C. Harteis, “Von der Not zur Tugend!?,” in <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, vol. 65, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2022, pp. 137–157.","chicago":"Caruso, Carina, Marike Bruns, and Christian Harteis. “Von der Not zur Tugend!?” In <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar Heisler and Jörg Meier, 65:137–157. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>.","mla":"Caruso, Carina, et al. “Von der Not zur Tugend!?” <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar Heisler and Jörg Meier, vol. 65, wbv, 2022, pp. 137–157, doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>.","bibtex":"@inbook{Caruso_Bruns_Harteis_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Von der Not zur Tugend!?}, volume={65}, DOI={<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Caruso, Carina and Bruns, Marike and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2022}, pages={137–157}, collection={Berufsbildung, Arbeit und Innovation} }","short":"C. Caruso, M. Bruns, C. Harteis, in: D. Heisler, J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld, 2022, pp. 137–157.","apa":"Caruso, C., Bruns, M., &#38; Harteis, C. (2022). Von der Not zur Tugend!? In D. Heisler &#38; J. Meier (Eds.), <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i> (Vol. 65, pp. 137–157). wbv. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>"},"place":"Bielefeld","publication_identifier":{"eisbn":["978-3-7639-7257-9"],"isbn":["978-3-7639-7146-6"]},"publication_status":"published","doi":"10.3278/9783763972579","volume":65,"author":[{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina","id":"23123"},{"first_name":"Marike","last_name":"Bruns","full_name":"Bruns, Marike"},{"last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","id":"27503","full_name":"Harteis, Christian","first_name":"Christian"}],"date_updated":"2023-01-06T12:15:31Z","status":"public","editor":[{"full_name":"Heisler, Dietmar","last_name":"Heisler","first_name":"Dietmar"},{"first_name":"Jörg","full_name":"Meier, Jörg","last_name":"Meier"}],"type":"book_chapter","alternative_title":["Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung digital gestützter Hochschullehre in den Lehramtsstudiengängen"],"user_id":"86519","series_title":"Berufsbildung, Arbeit und Innovation","_id":"35323"},{"_id":"35325","user_id":"86519","series_title":"Professional and Practice-based Learning","type":"book_chapter","editor":[{"full_name":"Goller, Michael","last_name":"Goller","first_name":"Michael"},{"first_name":"Eva","full_name":"Kyndt, Eva","last_name":"Kyndt"},{"full_name":"Paloniemi, Susanna","last_name":"Paloniemi","first_name":"Susanna"},{"last_name":"Damşa ","full_name":"Damşa , Crina","first_name":"Crina"}],"status":"public","date_updated":"2023-01-06T12:16:56Z","volume":33,"author":[{"first_name":"Susann","full_name":"Leidig, Susann","last_name":"Leidig"},{"last_name":"Köhler","full_name":"Köhler, Hanna","first_name":"Hanna"},{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina","id":"23123"},{"first_name":"Michael","id":"30984","full_name":"Goller, Michael","orcid":"0000-0002-2820-9178","last_name":"Goller"}],"doi":"10.1007/978-3-031-08518-5_20","publication_identifier":{"eisbn":["978-3-031-08518-5"],"eissn":["2210-5557"],"issn":["2210-5549"],"isbn":["978-3-031-08517-8"]},"publication_status":"published","place":"Cham","page":"441–466","intvolume":"        33","citation":{"apa":"Leidig, S., Köhler, H., Caruso, C., &#38; Goller, M. (2022). Q Method: Assessing Subjectivity Through Structured Ranking of Items. In M. Goller, E. Kyndt, S. Paloniemi, &#38; C. Damşa  (Eds.), <i> Methods for researching professional learning and development: Challenges, applications and empirical illustrations</i> (Vol. 33, pp. 441–466). Springer . <a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">https://doi.org/10.1007/978-3-031-08518-5_20</a>","mla":"Leidig, Susann, et al. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” <i> Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations</i>, edited by Michael Goller et al., vol. 33, Springer , 2022, pp. 441–466, doi:<a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">10.1007/978-3-031-08518-5_20</a>.","short":"S. Leidig, H. Köhler, C. Caruso, M. Goller, in: M. Goller, E. Kyndt, S. Paloniemi, C. Damşa  (Eds.),  Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, Springer , Cham, 2022, pp. 441–466.","bibtex":"@inbook{Leidig_Köhler_Caruso_Goller_2022, place={Cham}, series={Professional and Practice-based Learning}, title={Q Method: Assessing Subjectivity Through Structured Ranking of Items}, volume={33}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">10.1007/978-3-031-08518-5_20</a>}, booktitle={ Methods for researching professional learning and development: Challenges, applications and empirical illustrations}, publisher={Springer }, author={Leidig, Susann and Köhler, Hanna and Caruso, Carina and Goller, Michael}, editor={Goller, Michael and Kyndt, Eva and Paloniemi, Susanna and Damşa , Crina}, year={2022}, pages={441–466}, collection={Professional and Practice-based Learning} }","ama":"Leidig S, Köhler H, Caruso C, Goller M. Q Method: Assessing Subjectivity Through Structured Ranking of Items. In: Goller M, Kyndt E, Paloniemi S, Damşa  C, eds. <i> Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations</i>. Vol 33. Professional and Practice-based Learning. Springer ; 2022:441–466. doi:<a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">10.1007/978-3-031-08518-5_20</a>","chicago":"Leidig, Susann, Hanna Köhler, Carina Caruso, and Michael Goller. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” In <i> Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations</i>, edited by Michael Goller, Eva Kyndt, Susanna Paloniemi, and Crina Damşa , 33:441–466. Professional and Practice-Based Learning. Cham: Springer , 2022. <a href=\"https://doi.org/10.1007/978-3-031-08518-5_20\">https://doi.org/10.1007/978-3-031-08518-5_20</a>.","ieee":"S. Leidig, H. Köhler, C. Caruso, and M. Goller, “Q Method: Assessing Subjectivity Through Structured Ranking of Items,” in <i> Methods for researching professional learning and development: Challenges, applications and empirical illustrations</i>, vol. 33, M. Goller, E. Kyndt, S. Paloniemi, and C. Damşa , Eds. Cham: Springer , 2022, pp. 441–466."},"keyword":["Q method","Subjectivity","Internships","Teacher education","Q sort"],"language":[{"iso":"eng"}],"publication":" Methods for researching professional learning and development: Challenges, applications and empirical illustrations","abstract":[{"lang":"eng","text":"Q is an exploratory method used to elicit discrete patterns of subjectivity (e.g., subjective theories, beliefs). To be more concrete, Q method aims to identify homogeneous latent clusters of viewpoints towards a certain topic from a larger more heterogeneous set of (a priori unknown) different viewpoints held by respondents in the population. For this purpose, study participants are asked to sort qualitative statements concerning a certain topic (e.g., their beliefs toward something) into a grid roughly following a normal distribution indicating whether they agree or disagree with the given propositions. This results in a so-called Q-sort for each participant that then can be fed into a factor analysis that compares the different Q-sorts and groups them by similarity. In the first part of the chapter, Q method is introduced. The second part of the chapter describes a small study focusing on student teachers and their perspectives concerning upcoming long-term school internships."}],"publisher":"Springer ","date_created":"2023-01-06T11:47:17Z","title":"Q Method: Assessing Subjectivity Through Structured Ranking of Items","year":"2022"},{"doi":"10.1080/02619768.2022.2158808","title":"Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship","date_created":"2022-12-20T20:44:14Z","author":[{"first_name":"Christoph","id":"4245","full_name":"Vogelsang, Christoph","last_name":"Vogelsang"},{"first_name":"Christoph","id":"585","full_name":"Wiethoff, Christoph","last_name":"Wiethoff"}],"date_updated":"2023-01-09T15:10:53Z","publisher":"Informa UK Limited","citation":{"ama":"Vogelsang C, Wiethoff C. Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. <i>European Journal of Teacher Education</i>. Published online 2022:1-19. doi:<a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>","ieee":"C. Vogelsang and C. Wiethoff, “Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship,” <i>European Journal of Teacher Education</i>, pp. 1–19, 2022, doi: <a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>.","chicago":"Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” <i>European Journal of Teacher Education</i>, 2022, 1–19. <a href=\"https://doi.org/10.1080/02619768.2022.2158808\">https://doi.org/10.1080/02619768.2022.2158808</a>.","mla":"Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” <i>European Journal of Teacher Education</i>, Informa UK Limited, 2022, pp. 1–19, doi:<a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>.","bibtex":"@article{Vogelsang_Wiethoff_2022, title={Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship}, DOI={<a href=\"https://doi.org/10.1080/02619768.2022.2158808\">10.1080/02619768.2022.2158808</a>}, journal={European Journal of Teacher Education}, publisher={Informa UK Limited}, author={Vogelsang, Christoph and Wiethoff, Christoph}, year={2022}, pages={1–19} }","short":"C. Vogelsang, C. Wiethoff, European Journal of Teacher Education (2022) 1–19.","apa":"Vogelsang, C., &#38; Wiethoff, C. (2022). Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. <i>European Journal of Teacher Education</i>, 1–19. <a href=\"https://doi.org/10.1080/02619768.2022.2158808\">https://doi.org/10.1080/02619768.2022.2158808</a>"},"page":"1-19","year":"2022","publication_status":"published","publication_identifier":{"issn":["0261-9768","1469-5928"]},"language":[{"iso":"eng"}],"keyword":["Education"],"user_id":"4245","department":[{"_id":"33"}],"_id":"34639","status":"public","type":"journal_article","publication":"European Journal of Teacher Education"},{"publication":"Education Sciences","abstract":[{"lang":"eng","text":"<jats:p>Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.</jats:p>"}],"keyword":["Public Administration","Developmental and Educational Psychology","Education","Computer Science Applications","Computer Science (miscellaneous)","Physical Therapy","Sports Therapy and Rehabilitation"],"language":[{"iso":"eng"}],"issue":"7","year":"2022","publisher":"MDPI AG","date_created":"2023-01-09T15:25:28Z","title":"Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience","type":"journal_article","status":"public","_id":"35522","user_id":"4245","department":[{"_id":"299"},{"_id":"33"}],"article_number":"479","publication_status":"published","publication_identifier":{"issn":["2227-7102"]},"citation":{"chicago":"Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” <i>Education Sciences</i> 12, no. 7 (2022). <a href=\"https://doi.org/10.3390/educsci12070479\">https://doi.org/10.3390/educsci12070479</a>.","ieee":"C. Vogelsang, C. Kulgemeyer, and J. Riese, “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience,” <i>Education Sciences</i>, vol. 12, no. 7, Art. no. 479, 2022, doi: <a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>.","ama":"Vogelsang C, Kulgemeyer C, Riese J. Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. <i>Education Sciences</i>. 2022;12(7). doi:<a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>","bibtex":"@article{Vogelsang_Kulgemeyer_Riese_2022, title={Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}, volume={12}, DOI={<a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>}, number={7479}, journal={Education Sciences}, publisher={MDPI AG}, author={Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}, year={2022} }","short":"C. Vogelsang, C. Kulgemeyer, J. Riese, Education Sciences 12 (2022).","mla":"Vogelsang, Christoph, et al. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” <i>Education Sciences</i>, vol. 12, no. 7, 479, MDPI AG, 2022, doi:<a href=\"https://doi.org/10.3390/educsci12070479\">10.3390/educsci12070479</a>.","apa":"Vogelsang, C., Kulgemeyer, C., &#38; Riese, J. (2022). Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. <i>Education Sciences</i>, <i>12</i>(7), Article 479. <a href=\"https://doi.org/10.3390/educsci12070479\">https://doi.org/10.3390/educsci12070479</a>"},"intvolume":"        12","date_updated":"2023-01-09T15:27:20Z","author":[{"first_name":"Christoph","last_name":"Vogelsang","id":"4245","full_name":"Vogelsang, Christoph"},{"first_name":"Christoph","full_name":"Kulgemeyer, Christoph","last_name":"Kulgemeyer"},{"first_name":"Josef","last_name":"Riese","full_name":"Riese, Josef"}],"volume":12,"doi":"10.3390/educsci12070479"},{"publisher":"Elsevier BV","date_updated":"2023-11-08T08:30:24Z","date_created":"2023-01-08T16:14:36Z","author":[{"last_name":"Koppenborg","full_name":"Koppenborg, Markus","first_name":"Markus"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"volume":94,"title":"Group work and student procrastination","doi":"10.1016/j.lindif.2022.102117","publication_status":"published","publication_identifier":{"issn":["1041-6080"]},"year":"2022","citation":{"apa":"Koppenborg, M., &#38; Klingsieck, K. B. (2022). Group work and student procrastination. <i>Learning and Individual Differences</i>, <i>94</i>, Article 102117. <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination}, volume={94}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>}, number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }","short":"M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022).","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i>, vol. 94, 102117, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","ama":"Koppenborg M, Klingsieck KB. Group work and student procrastination. <i>Learning and Individual Differences</i>. 2022;94. doi:<a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>","ieee":"M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,” <i>Learning and Individual Differences</i>, vol. 94, Art. no. 102117, 2022, doi: <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">10.1016/j.lindif.2022.102117</a>.","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” <i>Learning and Individual Differences</i> 94 (2022). <a href=\"https://doi.org/10.1016/j.lindif.2022.102117\">https://doi.org/10.1016/j.lindif.2022.102117</a>."},"intvolume":"        94","_id":"35418","user_id":"14931","department":[{"_id":"426"}],"article_number":"102117","keyword":["Developmental and Educational Psychology","Education","Social Psychology"],"language":[{"iso":"eng"}],"type":"journal_article","publication":"Learning and Individual Differences","status":"public"},{"abstract":[{"text":"<jats:p>Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.</jats:p>","lang":"eng"}],"status":"public","type":"journal_article","publication":"STATISTICS EDUCATION RESEARCH JOURNAL","article_number":"6","keyword":["Education","Statistics and Probability"],"_id":"48108","user_id":"30619","year":"2022","citation":{"apa":"PODWORNY, S., HÜSING, S., &#38; SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>, <i>21</i>(2), Article 6. <a href=\"https://doi.org/10.52041/serj.v21i2.46\">https://doi.org/10.52041/serj.v21i2.46</a>","short":"S. PODWORNY, S. HÜSING, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022).","bibtex":"@article{PODWORNY_HÜSING_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21}, DOI={<a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>}, number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={PODWORNY, SUSANNE and HÜSING, SVEN and SCHULTE, CARSTEN}, year={2022} }","mla":"PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>.","ieee":"S. PODWORNY, S. HÜSING, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>, vol. 21, no. 2, Art. no. 6, 2022, doi: <a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>.","chicago":"PODWORNY, SUSANNE, SVEN HÜSING, and CARSTEN SCHULTE. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” <i>STATISTICS EDUCATION RESEARCH JOURNAL</i> 21, no. 2 (2022). <a href=\"https://doi.org/10.52041/serj.v21i2.46\">https://doi.org/10.52041/serj.v21i2.46</a>.","ama":"PODWORNY S, HÜSING S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. <i>STATISTICS EDUCATION RESEARCH JOURNAL</i>. 2022;21(2). doi:<a href=\"https://doi.org/10.52041/serj.v21i2.46\">10.52041/serj.v21i2.46</a>"},"intvolume":"        21","publication_status":"published","publication_identifier":{"issn":["1570-1824"]},"issue":"2","title":"A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING","doi":"10.52041/serj.v21i2.46","date_updated":"2023-10-17T06:01:58Z","publisher":"International Association for Statistical Education","author":[{"full_name":"PODWORNY, SUSANNE","last_name":"PODWORNY","first_name":"SUSANNE"},{"full_name":"HÜSING, SVEN","last_name":"HÜSING","first_name":"SVEN"},{"first_name":"CARSTEN","last_name":"SCHULTE","full_name":"SCHULTE, CARSTEN"}],"date_created":"2023-10-17T05:59:38Z","volume":21},{"date_created":"2023-10-10T10:04:38Z","publisher":"SAGE Publications","title":"Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting","issue":"3","year":"2022","language":[{"iso":"eng"}],"keyword":["Strategy and Management","Industrial relations","Education","Business and International Management"],"publication":"Strategic Organization","abstract":[{"text":"<jats:p> Integrated reporting has widely been promoted as the next evolutionary step in corporate disclosure, which would soon replace traditional reporting practices. Embedded in a zeitgeist that favors sustainability, this outlook would suggest high integrated reporting adoption rates among reporting organizations. Our analysis of integrated reporting in Germany from 2008 to 2019 shows, however, that organizations approached integrated reporting with a wait-and-see mentality. This approach cannot be described adequately by the existing conceptualizations of (partial) practice adoption. We therefore develop the notion of wait-and-see-ism, defined as the deliberate and potentially long-lasting postponement of a decision to adopt a practice while its further development is monitored silently. We see limited, though continuous, efforts to prepare for the prospect of adopting the practice of integrated reporting quickly at a later stage. Wait-and-see-ism expands on prior work on partial adoption by emphasizing its temporal dimension. This adds an important yet undertheorized option that organizations can employ to respond to ambiguous institutional demands, thus explaining the stalling of promising management practices. </jats:p>","lang":"eng"}],"volume":21,"author":[{"full_name":"Endenich, Christoph","last_name":"Endenich","first_name":"Christoph"},{"last_name":"Hahn","full_name":"Hahn, Rüdiger","first_name":"Rüdiger"},{"last_name":"Reimsbach","id":"100169","full_name":"Reimsbach, Daniel","first_name":"Daniel"},{"full_name":"Wickert, Christopher","last_name":"Wickert","first_name":"Christopher"}],"date_updated":"2023-10-30T11:36:10Z","doi":"10.1177/14761270221078605","publication_identifier":{"issn":["1476-1270","1741-315X"]},"publication_status":"published","intvolume":"        21","page":"566-595","citation":{"ieee":"C. Endenich, R. Hahn, D. Reimsbach, and C. Wickert, “Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting,” <i>Strategic Organization</i>, vol. 21, no. 3, pp. 566–595, 2022, doi: <a href=\"https://doi.org/10.1177/14761270221078605\">10.1177/14761270221078605</a>.","chicago":"Endenich, Christoph, Rüdiger Hahn, Daniel Reimsbach, and Christopher Wickert. “Wait-and-See-Ism as Partial Adoption of Management Practices: The Rise and Stall of Integrated Reporting.” <i>Strategic Organization</i> 21, no. 3 (2022): 566–95. <a href=\"https://doi.org/10.1177/14761270221078605\">https://doi.org/10.1177/14761270221078605</a>.","ama":"Endenich C, Hahn R, Reimsbach D, Wickert C. Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting. <i>Strategic Organization</i>. 2022;21(3):566-595. doi:<a href=\"https://doi.org/10.1177/14761270221078605\">10.1177/14761270221078605</a>","mla":"Endenich, Christoph, et al. “Wait-and-See-Ism as Partial Adoption of Management Practices: The Rise and Stall of Integrated Reporting.” <i>Strategic Organization</i>, vol. 21, no. 3, SAGE Publications, 2022, pp. 566–95, doi:<a href=\"https://doi.org/10.1177/14761270221078605\">10.1177/14761270221078605</a>.","bibtex":"@article{Endenich_Hahn_Reimsbach_Wickert_2022, title={Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting}, volume={21}, DOI={<a href=\"https://doi.org/10.1177/14761270221078605\">10.1177/14761270221078605</a>}, number={3}, journal={Strategic Organization}, publisher={SAGE Publications}, author={Endenich, Christoph and Hahn, Rüdiger and Reimsbach, Daniel and Wickert, Christopher}, year={2022}, pages={566–595} }","short":"C. Endenich, R. Hahn, D. Reimsbach, C. Wickert, Strategic Organization 21 (2022) 566–595.","apa":"Endenich, C., Hahn, R., Reimsbach, D., &#38; Wickert, C. (2022). Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting. <i>Strategic Organization</i>, <i>21</i>(3), 566–595. <a href=\"https://doi.org/10.1177/14761270221078605\">https://doi.org/10.1177/14761270221078605</a>"},"department":[{"_id":"186"},{"_id":"815"}],"user_id":"21810","_id":"47923","type":"journal_article","status":"public"},{"keyword":["Forschendes Lernen","Lehrer:innenausbildung","Praxissemester","Professionalisierung / Research-based learning","teacher education","internships","professionalization"],"language":[{"iso":"ger"}],"publication":"die hochschullehre","abstract":[{"lang":"ger","text":"Forschendes Lernen in der Lehrer:innenbildung ist seit der Ausweitung schulpraktischer Anteile bzw. der Einführung des sogenannten Praxissemesters eng verwoben mit der Lehrer:innenausbildung. Gleichzeitig wird bisher weitestgehend different beantwortet, was Forschendes Lernen ist und sein kann sowie warum es wie hochschuldidaktisch gerahmt wird und werden sollte. Der Beitrag widmet sich dieser Frage. Dabei zeigt sich einerseits, dass hochschuldidaktische Zugänge zur Realisierung Forschenden Lernens in der Lehrer:innenbildung erst vor dem Hintergrund theoretischer Annahmen zur Entwicklung von Lehrpersonen und deren Professionalität sowie zur Gestalt - gemeint ist hier der Beitrag zu dieser Entwicklung sowie der Anteil an Professionalität - Forschenden Lernens entwickelt werden können, eine solche Fundierung aber oftmals ausbleibt. Andererseits wird herausgearbeitet, inwiefern eine Differenz zwischen wissenschaftlicher Forschung und Forschung im Forschenden Lernen besteht. Daran anschließend wird eine habitustheoretische Fundierung Forschenden Lernens vorgestellt und es werden exemplarisch deren Implikationen für die Gestaltung Forschenden Lernens benannt. Abschließend wird anhand empirischer Rekonstruktionen beispielhaft eine praktische Umsetzung diskutiert."},{"text":"Research-based learning in teacher education has been closely interwoven with teacher education since the introduction of the so-called Praxissemester. Nonetheless research has so far largely an- swered differently what research-based learning is and how it should be framed in university learn- ing opportunities. This article addresses the question. On the one hand, it shows that university learning opportunities which would realize research-based learning in teacher education can only be developed against the background of theoretical assumptions about teacher professionalism and its development as well as the form of research-based learning. On the other hand, it is worked out to what extent there is a difference between scientific research and research in research-based learning. Subsequently, a habitus-theoretical foundation of research-based learning will be pre-\r\n300 Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung sented and their implications for the design of research-based learning will be named as examples,\r\nand empirical reconstructions will be used to discuss a practical implementation as an example.","lang":"eng"}],"publisher":"wbv ","date_created":"2023-01-02T13:38:50Z","title":"Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung","issue":"21","year":"2022","_id":"35111","user_id":"86519","alternative_title":[" Fragen, Erwägungen und Rekonstruktionen"],"type":"journal_article","status":"public","date_updated":"2024-03-27T20:02:14Z","volume":8,"author":[{"first_name":"Thiemo","orcid":"0000-0002-2215-2924","last_name":"Bloh","full_name":"Bloh, Thiemo","id":"69383"},{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina","id":"23123"}],"doi":"10.3278/HSL2221W","publication_identifier":{"issn":["2199-8825"]},"publication_status":"published","page":"299–312","intvolume":"         8","citation":{"ama":"Bloh T, Caruso C. Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. <i>die hochschullehre</i>. 2022;8(21):299–312. doi:<a href=\"https://doi.org/10.3278/HSL2221W\">10.3278/HSL2221W</a>","chicago":"Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” <i>die hochschullehre</i> 8, no. 21 (2022): 299–312. <a href=\"https://doi.org/10.3278/HSL2221W\">https://doi.org/10.3278/HSL2221W</a>.","ieee":"T. Bloh and C. Caruso, “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung,” <i>die hochschullehre</i>, vol. 8, no. 21, pp. 299–312, 2022, doi: <a href=\"https://doi.org/10.3278/HSL2221W\">10.3278/HSL2221W</a>.","bibtex":"@article{Bloh_Caruso_2022, title={Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung}, volume={8}, DOI={<a href=\"https://doi.org/10.3278/HSL2221W\">10.3278/HSL2221W</a>}, number={21}, journal={die hochschullehre}, publisher={wbv }, author={Bloh, Thiemo and Caruso, Carina}, year={2022}, pages={299–312} }","short":"T. Bloh, C. Caruso, die hochschullehre 8 (2022) 299–312.","mla":"Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” <i>die hochschullehre</i>, vol. 8, no. 21, wbv , 2022, pp. 299–312, doi:<a href=\"https://doi.org/10.3278/HSL2221W\">10.3278/HSL2221W</a>.","apa":"Bloh, T., &#38; Caruso, C. (2022). Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. <i>die hochschullehre</i>, <i>8</i>(21), 299–312. <a href=\"https://doi.org/10.3278/HSL2221W\">https://doi.org/10.3278/HSL2221W</a>"}},{"title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation","date_created":"2023-05-09T14:03:15Z","publisher":"Springer","year":"2022","issue":"S1","quality_controlled":"1","language":[{"iso":"eng"}],"keyword":["General Mathematics","Education"],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>Even in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed.</jats:p>"}],"publication":"International Journal of Science and Mathematics Education","doi":"10.1007/s10763-022-10309-y","author":[{"full_name":"Rezat, Sebastian","id":"31132","last_name":"Rezat","first_name":"Sebastian"},{"first_name":"Sara Naseem","full_name":"Malik, Sara Naseem","id":"38640","last_name":"Malik"},{"first_name":"Markus","last_name":"Leifeld","full_name":"Leifeld, Markus"}],"volume":20,"date_updated":"2024-04-18T08:22:47Z","citation":{"mla":"Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","bibtex":"@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }","short":"S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236.","apa":"Rezat, S., Malik, S. N., &#38; Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>, <i>20</i>(S1), 215–236. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>","ama":"Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. <i>International Journal of Science and Mathematics Education</i>. 2022;20(S1):215-236. doi:<a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>","ieee":"S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” <i>International Journal of Science and Mathematics Education</i>, vol. 20, no. S1, pp. 215–236, 2022, doi: <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">10.1007/s10763-022-10309-y</a>.","chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” <i>International Journal of Science and Mathematics Education</i> 20, no. S1 (2022): 215–36. <a href=\"https://doi.org/10.1007/s10763-022-10309-y\">https://doi.org/10.1007/s10763-022-10309-y</a>."},"intvolume":"        20","page":"215-236","publication_status":"published","publication_identifier":{"issn":["1571-0068","1573-1774"]},"user_id":"31132","department":[{"_id":"360"}],"_id":"44689","status":"public","type":"journal_article"},{"publication_status":"published","publication_identifier":{"issn":["1570-1824"]},"issue":"2","year":"2022","citation":{"apa":"Biehler, R., De Veaux, R., Engel, J., Kazak, S., &#38; Frischemeier, D. (2022). Editorial: Research on Data Science Education. <i>Statistics Education Research Journal</i>, <i>21</i>(2), Article 1. <a href=\"https://doi.org/10.52041/serj.v21i2.606\">https://doi.org/10.52041/serj.v21i2.606</a>","bibtex":"@article{Biehler_De Veaux_Engel_Kazak_Frischemeier_2022, title={Editorial: Research on Data Science Education}, volume={21}, DOI={<a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>}, number={21}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Biehler, Rolf and De Veaux, Richard and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}, year={2022} }","mla":"Biehler, Rolf, et al. “Editorial: Research on Data Science Education.” <i>Statistics Education Research Journal</i>, vol. 21, no. 2, 1, International Association for Statistical Education, 2022, doi:<a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>.","short":"R. Biehler, R. De Veaux, J. Engel, S. Kazak, D. Frischemeier, Statistics Education Research Journal 21 (2022).","chicago":"Biehler, Rolf, Richard De Veaux, Joachim Engel, Sibel Kazak, and Daniel Frischemeier. “Editorial: Research on Data Science Education.” <i>Statistics Education Research Journal</i> 21, no. 2 (2022). <a href=\"https://doi.org/10.52041/serj.v21i2.606\">https://doi.org/10.52041/serj.v21i2.606</a>.","ieee":"R. Biehler, R. De Veaux, J. Engel, S. Kazak, and D. Frischemeier, “Editorial: Research on Data Science Education,” <i>Statistics Education Research Journal</i>, vol. 21, no. 2, Art. no. 1, 2022, doi: <a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>.","ama":"Biehler R, De Veaux R, Engel J, Kazak S, Frischemeier D. Editorial: Research on Data Science Education. <i>Statistics Education Research Journal</i>. 2022;21(2). doi:<a href=\"https://doi.org/10.52041/serj.v21i2.606\">10.52041/serj.v21i2.606</a>"},"intvolume":"        21","publisher":"International Association for Statistical Education","date_updated":"2024-04-18T09:45:53Z","author":[{"first_name":"Rolf","last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf"},{"first_name":"Richard","last_name":"De Veaux","full_name":"De Veaux, Richard"},{"last_name":"Engel","full_name":"Engel, Joachim","first_name":"Joachim"},{"full_name":"Kazak, Sibel","last_name":"Kazak","first_name":"Sibel"},{"last_name":"Frischemeier","full_name":"Frischemeier, Daniel","first_name":"Daniel"}],"date_created":"2022-12-23T11:20:39Z","volume":21,"title":"Editorial: Research on Data Science Education","doi":"10.52041/serj.v21i2.606","type":"journal_article","publication":"Statistics Education Research Journal","abstract":[{"text":"<jats:p>A very warm welcome to this Special Issue of the Statistics Education Research Journal (SERJ) on data science education. Our hope is to give an overview of selected theoretical thoughts and empirical studies on data science education from a statistics education research perspective. Data science education is rapidly developing but research into data science education is still in its infancy. The current issue presents a snapshot of this developing field.</jats:p>","lang":"eng"}],"status":"public","_id":"34920","user_id":"37888","department":[{"_id":"363"}],"article_number":"1","keyword":["Education","Statistics and Probability"],"language":[{"iso":"eng"}]}]