---
_id: '65167'
abstract:
- lang: eng
text: "Through the Reformation, the Bible and education gained central importance.
The Reformation principle that the Bible as Holy Scripture should be the only
basis and norm for faith (sola Scriptura) emphasized the importance of reading
and writing. The Reformers wanted children and laypeople to become independent
church members. Teaching material was needed for school lessons, and study Bibles
with pictures were produced; Martin Luther’s Little Prayer Book (1529) served
as a prototype. The Lay Bible (1540) by Wendelin Rihel was a continuation of Luther’s
Little Prayer Book. This innovative period laid the foundation for later children’s
Bible traditions.\r\n"
author:
- first_name: Marion
full_name: Keuchen, Marion
id: '251'
last_name: Keuchen
orcid: https://orcid.org/0009-0000-9904-6479
citation:
ama: 'Keuchen M. Children’s Bibles in the Reformation: Martin Luther‘s „Passional“
(1529) and Wendelin Rihel‘s „Leienbibel (1540). In: Powell McNutt J, Selderhuis
H, eds. The Oxford Handbook of the Bible and the Reformation. Oxford University
Press; 2025:171-185. doi:10.1093/oxfordhb/9780198753186.013.13'
apa: 'Keuchen, M. (2025). Children’s Bibles in the Reformation: Martin Luther‘s
„Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540). In J. Powell McNutt
& H. Selderhuis (Eds.), The Oxford Handbook of the Bible and the Reformation
(pp. 171–185). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198753186.013.13'
bibtex: '@inbook{Keuchen_2025, place={Oxford}, title={Children’s Bibles in the Reformation:
Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540)}, DOI={10.1093/oxfordhb/9780198753186.013.13},
booktitle={The Oxford Handbook of the Bible and the Reformation}, publisher={Oxford
University Press}, author={Keuchen, Marion}, editor={Powell McNutt, Jennifer and
Selderhuis, Herman}, year={2025}, pages={171–185} }'
chicago: 'Keuchen, Marion. “Children’s Bibles in the Reformation: Martin Luther‘s
„Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540).” In The Oxford
Handbook of the Bible and the Reformation, edited by Jennifer Powell McNutt
and Herman Selderhuis, 171–85. Oxford: Oxford University Press, 2025. https://doi.org/10.1093/oxfordhb/9780198753186.013.13.'
ieee: 'M. Keuchen, “Children’s Bibles in the Reformation: Martin Luther‘s „Passional“
(1529) and Wendelin Rihel‘s „Leienbibel (1540),” in The Oxford Handbook of
the Bible and the Reformation, J. Powell McNutt and H. Selderhuis, Eds. Oxford:
Oxford University Press, 2025, pp. 171–185.'
mla: 'Keuchen, Marion. “Children’s Bibles in the Reformation: Martin Luther‘s „Passional“
(1529) and Wendelin Rihel‘s „Leienbibel (1540).” The Oxford Handbook of the
Bible and the Reformation, edited by Jennifer Powell McNutt and Herman Selderhuis,
Oxford University Press, 2025, pp. 171–85, doi:10.1093/oxfordhb/9780198753186.013.13.'
short: 'M. Keuchen, in: J. Powell McNutt, H. Selderhuis (Eds.), The Oxford Handbook
of the Bible and the Reformation, Oxford University Press, Oxford, 2025, pp. 171–185.'
date_created: 2026-03-27T08:42:23Z
date_updated: 2026-03-27T08:50:14Z
department:
- _id: '36'
- _id: '20'
- _id: '500'
doi: 10.1093/oxfordhb/9780198753186.013.13
editor:
- first_name: Jennifer
full_name: Powell McNutt, Jennifer
last_name: Powell McNutt
- first_name: Herman
full_name: Selderhuis, Herman
last_name: Selderhuis
keyword:
- Reformation children’s Bibles
- Bible illustrations
- lay Bible
- passional
- Martin Luther
- Wendelin Rihel
- religious education of children
language:
- iso: eng
main_file_link:
- url: https://academic.oup.com/edited-volume/58970/chapter-abstract/494430492?redirectedFrom=fulltext
page: 171-185
place: Oxford
publication: The Oxford Handbook of the Bible and the Reformation
publication_identifier:
eisbn:
- '9780191814914'
isbn:
- ' 9780198753186'
publication_status: published
publisher: Oxford University Press
quality_controlled: '1'
related_material:
link:
- relation: confirmation
url: https://academic.oup.com/edited-volume/58970/chapter-abstract/494430492?redirectedFrom=fulltext
status: public
title: 'Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and
Wendelin Rihel‘s „Leienbibel (1540)'
type: book_chapter
user_id: '251'
year: '2025'
...
---
_id: '53417'
abstract:
- lang: eng
text: "Abstract\r\n Remote-controlled
telescopes in education provide the opportunity to obtain high quality astronomy
images for a broad variety of users. The Stellarium Gornergrat is such a telescope.
In addition to pure observation, it offers a user-friendly interface and teaching
modules so that astronomical and astrophysical projects can be integrated into
everyday school life without any special prior knowledge and without requiring
a lot of time. This contribution presents the Stellarium project and a provides
an overview of several teaching activities."
article_number: '012011'
author:
- first_name: Stéphane
full_name: Gschwind, Stéphane
last_name: Gschwind
- first_name: Sascha
full_name: Hohmann, Sascha
id: '94328'
last_name: Hohmann
orcid: 0000-0001-6145-3466
- first_name: Andreas
full_name: Müller, Andreas
last_name: Müller
- first_name: Jeffrey
full_name: Nordine, Jeffrey
last_name: Nordine
- first_name: Timm-Emanuel
full_name: Riesen, Timm-Emanuel
last_name: Riesen
citation:
ama: 'Gschwind S, Hohmann S, Müller A, Nordine J, Riesen T-E. The Stellarium Gornergrat:
Astrophysics with your own Data. Journal of Physics: Conference Series.
2024;2727(1). doi:10.1088/1742-6596/2727/1/012011'
apa: 'Gschwind, S., Hohmann, S., Müller, A., Nordine, J., & Riesen, T.-E. (2024).
The Stellarium Gornergrat: Astrophysics with your own Data. Journal of Physics:
Conference Series, 2727(1), Article 012011. https://doi.org/10.1088/1742-6596/2727/1/012011'
bibtex: '@article{Gschwind_Hohmann_Müller_Nordine_Riesen_2024, title={The Stellarium
Gornergrat: Astrophysics with your own Data}, volume={2727}, DOI={10.1088/1742-6596/2727/1/012011},
number={1012011}, journal={Journal of Physics: Conference Series}, publisher={IOP
Publishing}, author={Gschwind, Stéphane and Hohmann, Sascha and Müller, Andreas
and Nordine, Jeffrey and Riesen, Timm-Emanuel}, year={2024} }'
chicago: 'Gschwind, Stéphane, Sascha Hohmann, Andreas Müller, Jeffrey Nordine, and
Timm-Emanuel Riesen. “The Stellarium Gornergrat: Astrophysics with Your Own Data.”
Journal of Physics: Conference Series 2727, no. 1 (2024). https://doi.org/10.1088/1742-6596/2727/1/012011.'
ieee: 'S. Gschwind, S. Hohmann, A. Müller, J. Nordine, and T.-E. Riesen, “The Stellarium
Gornergrat: Astrophysics with your own Data,” Journal of Physics: Conference
Series, vol. 2727, no. 1, Art. no. 012011, 2024, doi: 10.1088/1742-6596/2727/1/012011.'
mla: 'Gschwind, Stéphane, et al. “The Stellarium Gornergrat: Astrophysics with Your
Own Data.” Journal of Physics: Conference Series, vol. 2727, no. 1, 012011,
IOP Publishing, 2024, doi:10.1088/1742-6596/2727/1/012011.'
short: 'S. Gschwind, S. Hohmann, A. Müller, J. Nordine, T.-E. Riesen, Journal of
Physics: Conference Series 2727 (2024).'
conference:
end_date: 2021-12-16
location: Hanoi
name: 3rd World Conference on Physics Education
start_date: 2021-12-13
date_created: 2024-04-11T12:37:49Z
date_updated: 2024-04-12T11:34:19Z
doi: 10.1088/1742-6596/2727/1/012011
intvolume: ' 2727'
issue: '1'
keyword:
- Computer Science Applications
- History
- Education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://iopscience.iop.org/article/10.1088/1742-6596/2727/1/012011/pdf
oa: '1'
publication: 'Journal of Physics: Conference Series'
publication_identifier:
issn:
- 1742-6588
- 1742-6596
publication_status: published
publisher: IOP Publishing
quality_controlled: '1'
status: public
title: 'The Stellarium Gornergrat: Astrophysics with your own Data'
type: journal_article
user_id: '94328'
volume: 2727
year: '2024'
...
---
_id: '53567'
abstract:
- lang: eng
text: "ZusammenfassungIn den letzten Jahren wurde
das Professionswissen (angehender) Lehrkräfte intensiv untersucht. Neben Aussagen
zur inneren Struktur liegen auch Ergebnisse über den Zusammenhang zwischen Professionswissen,
Performanz in prototypischen Handlungssituationen sowie Unterrichtserfolg vor.
In diesen Analysen hat sich gezeigt, dass insbesondere dem fachdidaktischen Wissen
eine zentrale Rolle zukommt. Es mangelt bisher jedoch an empirisch fundierten
Beschreibungen von Niveaustufen des fachdidaktischen Wissens. Zwar liegen einzelne
Vorschläge vor, diese sind jedoch entweder empirisch nicht fundiert oder post
hoc generiert, so dass unklar ist, inwieweit die Beschreibung der Ausprägungen
auch außerhalb der jeweiligen Projektkontexte anwendbar ist. Der vorliegende Artikel
stellt eine projektübergreifende Analyse des fachdidaktischen Wissens mithilfe
zweier Ansätze zur Bildung von Niveaustufen vor. Dazu werden Niveaumodelle mit
Daten zum fachdidaktischen Wissen aus zwei Projekten ($$N=427$$\r\n N\r\n
\ =\r\n 427\r\n
\ und $$N=779$$\r\n N\r\n
\ =\r\n 779\r\n
\ ) mithilfe
des Scale-Anchoring-Verfahrens sowie eines regressionsanalytischen Ansatzes auf
Basis eines Modells hierarchischer Komplexität erstellt. Das Scale-Anchoring-Verfahren
liefert Niveaubeschreibungen, die sich zwar bezüglich fachlicher und fachdidaktischer
Inhalte unterschieden, aber Parallelen bezüglich lernpsychologisch interpretierbarer
Operatoren zeigten. Projektübergreifend deuteten die Ergebnisse daraufhin, dass
sich das fachdidaktische Wissen in niedrigen Ausprägungen auf reproduktive Aspekte
beschränkt, in höheren Ausprägungen aber kreative und evaluierende Elemente hinzukommen.
Das Modell hierarchischer Komplexität zeigte sich nur für einen der Datensätze
als geeignet, um ein Niveaumodell abzuleiten und konnte daher für projektübergreifende
Analysen nicht weiter genutzt werden. Nichtsdestotrotz lieferte die projektübergreifende
Analyse mithilfe des Scale-Anchoring-Verfahrens kontextunabhängige Beschreibungen
von Ausprägungen des fachdidaktischen Wissens und ermöglicht so erste Schritte
in Richtung eines empirisch fundierten, inhaltlich reichhaltigen Assessments,
welches über eine Einordnung mittels eines Scores hinaus geht."
alternative_title:
- 'Cross-project empirical and criteria-oriented analysis of pre-service physics teachers’
pedagogical content knowledge: What content structures emerge in the context of
different models?'
author:
- first_name: Jannis
full_name: Zeller, Jannis
id: '99022'
last_name: Zeller
orcid: 0000-0002-1834-5520
- first_name: Dustin
full_name: Schiering, Dustin
last_name: Schiering
- first_name: Christoph
full_name: Kulgemeyer, Christoph
last_name: Kulgemeyer
- first_name: Knut
full_name: Neumann, Knut
last_name: Neumann
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Stefan
full_name: Sorge, Stefan
last_name: Sorge
citation:
ama: 'Zeller J, Schiering D, Kulgemeyer C, Neumann K, Riese J, Sorge S. Empirisch-kriterienorientierte
Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen
Strukturen zeigen sich über unterschiedliche Projekte hinweg? Unterrichtswissenschaft.
Published online 2024. doi:10.1007/s42010-024-00200-w'
apa: 'Zeller, J., Schiering, D., Kulgemeyer, C., Neumann, K., Riese, J., & Sorge,
S. (2024). Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens
angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche
Projekte hinweg? Unterrichtswissenschaft. https://doi.org/10.1007/s42010-024-00200-w'
bibtex: '@article{Zeller_Schiering_Kulgemeyer_Neumann_Riese_Sorge_2024, title={Empirisch-kriterienorientierte
Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen
Strukturen zeigen sich über unterschiedliche Projekte hinweg?}, DOI={10.1007/s42010-024-00200-w},
journal={Unterrichtswissenschaft}, publisher={Springer Science and Business Media
LLC}, author={Zeller, Jannis and Schiering, Dustin and Kulgemeyer, Christoph and
Neumann, Knut and Riese, Josef and Sorge, Stefan}, year={2024} }'
chicago: 'Zeller, Jannis, Dustin Schiering, Christoph Kulgemeyer, Knut Neumann,
Josef Riese, and Stefan Sorge. “Empirisch-kriterienorientierte Analyse des fachdidaktischen
Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich
über unterschiedliche Projekte hinweg?” Unterrichtswissenschaft, 2024.
https://doi.org/10.1007/s42010-024-00200-w.'
ieee: 'J. Zeller, D. Schiering, C. Kulgemeyer, K. Neumann, J. Riese, and S. Sorge,
“Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender
Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche
Projekte hinweg?,” Unterrichtswissenschaft, 2024, doi: 10.1007/s42010-024-00200-w.'
mla: 'Zeller, Jannis, et al. “Empirisch-kriterienorientierte Analyse des fachdidaktischen
Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich
über unterschiedliche Projekte hinweg?” Unterrichtswissenschaft, Springer
Science and Business Media LLC, 2024, doi:10.1007/s42010-024-00200-w.'
short: J. Zeller, D. Schiering, C. Kulgemeyer, K. Neumann, J. Riese, S. Sorge, Unterrichtswissenschaft
(2024).
date_created: 2024-04-18T10:28:15Z
date_updated: 2024-08-19T12:44:06Z
department:
- _id: '299'
doi: 10.1007/s42010-024-00200-w
keyword:
- Education
language:
- iso: ger
publication: Unterrichtswissenschaft
publication_identifier:
issn:
- 0340-4099
- 2520-873X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender
Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche
Projekte hinweg?'
type: journal_article
user_id: '99022'
year: '2024'
...
---
_id: '49655'
abstract:
- lang: eng
text: In today's digital world, data-driven digital artefacts pose challenges for
education, as many students lack an understanding of data and feel powerless when
interacting with them. This article addresses these challenges and introduces
the data awareness framework. It focuses on understanding data-driven technologies
and reflecting on the role of data in everyday life. The paper also presents an
empirical study on young school students' data awareness. The study involves a
teaching unit on data awareness framed by a pretest-posttest design using a questionnaire
on students' awareness and understanding of and reflection on data practices of
data-driven digital artefacts. The study's findings indicate that the data awareness
framework supports students in understanding data practices of data-driven digital
artefacts. The findings also suggest that the framework encourages students to
reflect on these data practices and think about their daily behaviour. Students
learn a model about interactions with data-driven digital artefacts and use it
to analyse data-driven applications. This approach appears to enable students
to understand these artefacts from everyday life and reflect on these interactions.
The work contributes to research on data and AI literacies and suggests a way
to support students in developing self-determination and agency during interactions
with data-driven digital artefacts.
article_type: original
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: Höper L, Schulte C. The data awareness framework as part of data literacies
in K-12 education. Information and Learning Sciences. 2024;125(7/8):491-512.
doi:10.1108/ils-06-2023-0075
apa: Höper, L., & Schulte, C. (2024). The data awareness framework as part of
data literacies in K-12 education. Information and Learning Sciences, 125(7/8),
491–512. https://doi.org/10.1108/ils-06-2023-0075
bibtex: '@article{Höper_Schulte_2024, title={The data awareness framework as part
of data literacies in K-12 education}, volume={125}, DOI={10.1108/ils-06-2023-0075},
number={7/8}, journal={Information and Learning Sciences}, publisher={Emerald},
author={Höper, Lukas and Schulte, Carsten}, year={2024}, pages={491–512} }'
chicago: 'Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part
of Data Literacies in K-12 Education.” Information and Learning Sciences
125, no. 7/8 (2024): 491–512. https://doi.org/10.1108/ils-06-2023-0075.'
ieee: 'L. Höper and C. Schulte, “The data awareness framework as part of data literacies
in K-12 education,” Information and Learning Sciences, vol. 125, no. 7/8,
pp. 491–512, 2024, doi: 10.1108/ils-06-2023-0075.'
mla: Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of
Data Literacies in K-12 Education.” Information and Learning Sciences,
vol. 125, no. 7/8, Emerald, 2024, pp. 491–512, doi:10.1108/ils-06-2023-0075.
short: L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512.
date_created: 2023-12-15T07:41:04Z
date_updated: 2024-10-11T12:01:06Z
ddc:
- '370'
department:
- _id: '67'
doi: 10.1108/ils-06-2023-0075
file:
- access_level: open_access
content_type: application/pdf
creator: hoeper
date_created: 2024-10-11T11:59:50Z
date_updated: 2024-10-11T12:01:05Z
file_id: '56597'
file_name: Höper und Schulte - Data Awareness Framework as part of Data Literacies
- ILS - AAM version.pdf
file_size: 981234
relation: main_file
file_date_updated: 2024-10-11T12:01:05Z
has_accepted_license: '1'
intvolume: ' 125'
issue: 7/8
keyword:
- Library and Information Sciences
- Computer Science Applications
- Education
language:
- iso: eng
oa: '1'
page: 491-512
publication: Information and Learning Sciences
publication_identifier:
issn:
- 2398-5348
- 2398-5348
publication_status: published
publisher: Emerald
quality_controlled: '1'
status: public
title: The data awareness framework as part of data literacies in K-12 education
type: journal_article
user_id: '58041'
volume: 125
year: '2024'
...
---
_id: '53622'
abstract:
- lang: eng
text: In K-12 computing education, there is a need to identify and teach
concepts that are relevant to understanding machine learning technologies. Studies
of teaching approaches often evaluate whether students have learned the concepts.
However, scant research has examined whether such concepts support understanding
digital artefacts from everyday life and developing agency in a digital world.
This paper presents a qualitative study that explores students’ perspectives on
the relevance of learning concepts of data-driven technologies for navigating
the digital world. The underlying approach of the study is data awareness, which
aims to support students in understanding and reflecting on such technologies
to develop agency in a data-driven world. This approach teaches students an explanatory
model encompassing several concepts of the role of data in data-driven technologies.
We developed an intervention and conducted retrospective interviews with students.
Findings from the analysis of the interviews indicate that students can analyse
and understand data-driven technologies from their everyday lives according to
the central role of data. In addition, students’ answers revealed four areas of
how learning about data-driven technologies becomes relevant to them. The paper
concludes with a preliminary model suggesting how computing education can make
concepts of data-driven technologies meaningful for students to understand and
navigate the digital world.
author:
- first_name: Lukas
full_name: Höper, Lukas
id: '58041'
last_name: Höper
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Höper L, Schulte C. Empowering Students for the Data-Driven World: A Qualitative
Study of the Relevance of Learning about Data-Driven Technologies. Informatics
in Education. Published online 2024. doi:10.15388/infedu.2024.19'
apa: 'Höper, L., & Schulte, C. (2024). Empowering Students for the Data-Driven
World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.
Informatics in Education. https://doi.org/10.15388/infedu.2024.19'
bibtex: '@article{Höper_Schulte_2024, title={Empowering Students for the Data-Driven
World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies},
DOI={10.15388/infedu.2024.19},
journal={Informatics in Education}, publisher={Vilnius University Press}, author={Höper,
Lukas and Schulte, Carsten}, year={2024} }'
chicago: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven
World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.”
Informatics in Education, 2024. https://doi.org/10.15388/infedu.2024.19.'
ieee: 'L. Höper and C. Schulte, “Empowering Students for the Data-Driven World:
A Qualitative Study of the Relevance of Learning about Data-Driven Technologies,”
Informatics in Education, 2024, doi: 10.15388/infedu.2024.19.'
mla: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven
World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.”
Informatics in Education, Vilnius University Press, 2024, doi:10.15388/infedu.2024.19.'
short: L. Höper, C. Schulte, Informatics in Education (2024).
date_created: 2024-04-23T09:26:08Z
date_updated: 2024-11-19T07:24:30Z
ddc:
- '000'
- '370'
department:
- _id: '67'
doi: 10.15388/infedu.2024.19
file:
- access_level: closed
content_type: application/pdf
creator: hoeper
date_created: 2024-11-19T07:24:14Z
date_updated: 2024-11-19T07:24:14Z
file_id: '57214'
file_name: infedu.2024.19.pdf
file_size: 2343612
relation: main_file
success: 1
file_date_updated: 2024-11-19T07:24:14Z
has_accepted_license: '1'
keyword:
- Computer Science Applications
- Communication
- Education
- General Engineering
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://infedu.vu.lt/journal/INFEDU/article/784/info
oa: '1'
publication: Informatics in Education
publication_identifier:
issn:
- 1648-5831
- 2335-8971
publication_status: published
publisher: Vilnius University Press
quality_controlled: '1'
status: public
title: 'Empowering Students for the Data-Driven World: A Qualitative Study of the
Relevance of Learning about Data-Driven Technologies'
type: journal_article
user_id: '58041'
year: '2024'
...
---
_id: '65163'
abstract:
- lang: ger
text: "Dieser Beitrag untersucht aktuelle pädagogische und hermeneutische Ansätze
der\r\njüdischen, christlichen und muslimischen Religionspädagogik in Kindertora,
Kinderbibel\r\nund Kinderkoran. Er betont die Notwendigkeit für Lehrkräfte, sich
mit den spezifischen\r\npädagogischen und hermeneutischen Ansätzen der drei monotheistischen
Religionen\r\nvertraut zu machen, um die didaktischen Heiligen Schriften im Unterricht
angemessen\r\nnutzen zu können. Beispiele aus dem aktuellen Religionsunterricht
zeigen\r\nMissverständnisse und Überraschungen auf, die durch unzureichendes Wissen
entstehen.\r\nDer Artikel hebt die Bedeutung einer jüdischen Identitätsbildung,
einer christlichen\r\ndiversitätssensiblen Perspektive und von muslimischen normativen
Diskursen in den\r\nverschiedenen Religionspädagogiken hervor und diskutiert die
Herausforderungen und\r\nChancen, die mit der Nutzung didaktisierter Heiliger
Schriften verbunden sind.\r\n"
- lang: eng
text: "This article examines current pedagogical and hermeneutical approaches to
Jewish,\r\nChristian and Muslim religious education in the Children’s Torah, Children’s
Bible and\r\nChildren’s Quran. It emphasizes the need for teachers to familiarize
themselves with the\r\nspecific pedagogical and hermeneutical approaches of the
three monotheistic religions in\r\norder to be able to use the didactic Holy Scriptures
appropriately in the classroom.\r\nExamples from current religious education lessons
show misunderstandings and\r\nsurprises that arise due to insufficient knowledge.
The article emphasizes the importance\r\nof Jewish identity formation, a Christian
diversity-sensitive perspective and Muslim\r\nnormative discourses in the various
religious pedagogies and discusses the challenges\r\nand opportunities associated
with the use of didactic Holy Scriptures.\r\n"
article_type: original
author:
- first_name: Marion
full_name: Keuchen, Marion
id: '251'
last_name: Keuchen
orcid: https://orcid.org/0009-0000-9904-6479
citation:
ama: 'Keuchen M. Aktuelle pädagogische und hermeneutische Ansätze aus Judentum,
Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung,
diversitätssensible Religionspädagogik und normative Diskurse. TheoWeb Zeitschrift
für Religionspädagogik. 2024;2:224-237. doi:10.23770/tw0360'
apa: 'Keuchen, M. (2024). Aktuelle pädagogische und hermeneutische Ansätze aus Judentum,
Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung,
diversitätssensible Religionspädagogik und normative Diskurse. TheoWeb. Zeitschrift
für Religionspädagogik, 2, 224–237. https://doi.org/10.23770/tw0360'
bibtex: '@article{Keuchen_2024, title={Aktuelle pädagogische und hermeneutische
Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran:
Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse},
volume={2}, DOI={10.23770/tw0360},
journal={TheoWeb. Zeitschrift für Religionspädagogik}, author={Keuchen, Marion},
year={2024}, pages={224–237} }'
chicago: 'Keuchen, Marion. “Aktuelle pädagogische und hermeneutische Ansätze aus
Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung,
diversitätssensible Religionspädagogik und normative Diskurse.” TheoWeb. Zeitschrift
für Religionspädagogik 2 (2024): 224–37. https://doi.org/10.23770/tw0360.'
ieee: 'M. Keuchen, “Aktuelle pädagogische und hermeneutische Ansätze aus Judentum,
Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung,
diversitätssensible Religionspädagogik und normative Diskurse,” TheoWeb. Zeitschrift
für Religionspädagogik, vol. 2, pp. 224–237, 2024, doi: 10.23770/tw0360.'
mla: 'Keuchen, Marion. “Aktuelle pädagogische und hermeneutische Ansätze aus Judentum,
Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung,
diversitätssensible Religionspädagogik und normative Diskurse.” TheoWeb. Zeitschrift
für Religionspädagogik, vol. 2, 2024, pp. 224–37, doi:10.23770/tw0360.'
short: M. Keuchen, TheoWeb. Zeitschrift für Religionspädagogik 2 (2024) 224–237.
date_created: 2026-03-27T08:06:54Z
date_updated: 2026-03-27T18:41:17Z
ddc:
- '200'
department:
- _id: '20'
- _id: '500'
doi: 10.23770/tw0360
file:
- access_level: closed
content_type: application/pdf
creator: keuchen
date_created: 2026-03-27T08:04:06Z
date_updated: 2026-03-27T08:04:06Z
file_id: '65164'
file_name: aktuelle-paedagogische-und-hermeneutische-ansaetze-aus-judentum-christentum-und-islam-in-kindertora-kinderbibel-und-kinderkoran-identitaetsbildung-diversitaetssensible-religionspaedagogik-und-normative-diskurse.pdf
file_size: 223437
relation: main_file
success: 1
file_date_updated: 2026-03-27T08:04:06Z
has_accepted_license: '1'
intvolume: ' 2'
keyword:
- Heilige Schriften
- interreligiöses Lernen
- Schrifthermeneutik
- Identität
- diversitätssensible Religionspädagogik
- jüdische Religionspädagogik
- muslimische Religionspädagogik
- christliche Religionspädagogik
- Holy scriptures
- interreligious learning
- hermeneutics of scripture
- identity
- diversity-sensitive religious education
- Jewish religious education
- Muslim religious education
- Christian religious education
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.theo-web.de/fileadmin/user_upload/theo-web/pdfs/23-jahrgang-2024-heft-2/aktuelle-paedagogische-und-hermeneutische-ansaetze-aus-judentum-christentum-und-islam-in-kindertora-kinderbibel-und-kinderkoran-identitaetsbildung-diversitaetssensible-religionspaedagogik-und-normative-diskurse.pdf
oa: '1'
page: 224-237
publication: TheoWeb. Zeitschrift für Religionspädagogik
publication_status: published
quality_controlled: '1'
related_material:
link:
- relation: confirmation
url: https://www.theo-web.de/fileadmin/user_upload/theo-web/pdfs/23-jahrgang-2024-heft-2/aktuelle-paedagogische-und-hermeneutische-ansaetze-aus-judentum-christentum-und-islam-in-kindertora-kinderbibel-und-kinderkoran-identitaetsbildung-diversitaetssensible-religionspaedagogik-und-normative-diskurse.pdf
status: public
title: 'Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum
und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible
Religionspädagogik und normative Diskurse'
type: journal_article
user_id: '251'
volume: 2
year: '2024'
...
---
_id: '49116'
author:
- first_name: Jonas Maximilian
full_name: Hüster, Jonas Maximilian
id: '61443'
last_name: Hüster
citation:
ama: 'Hüster JM. Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen
Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8.
333 Seiten. Religionspädagogische Beiträge. 2023;46(1):127-129. doi:10.20377/rpb-263'
apa: 'Hüster, J. M. (2023). Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation
des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart:
Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten. In Religionspädagogische Beiträge
(Vol. 46, Issue 1, pp. 127–129). Universitatsbibliothek Bamberg. https://doi.org/10.20377/rpb-263'
bibtex: '@article{Hüster_2023, title={Riegel, Ulrich / Zimmermann, Mirjam (2022).
Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen.
Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.}, volume={46}, DOI={10.20377/rpb-263}, number={1}, journal={Religionspädagogische
Beiträge}, publisher={Universitatsbibliothek Bamberg}, author={Hüster, Jonas Maximilian},
year={2023}, pages={127–129} }'
chicago: 'Hüster, Jonas Maximilian. “Riegel, Ulrich / Zimmermann, Mirjam (2022).
Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen.
Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.” Religionspädagogische
Beiträge. Universitatsbibliothek Bamberg, 2023. https://doi.org/10.20377/rpb-263.'
ieee: 'J. M. Hüster, “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des
konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart:
Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.,” Religionspädagogische Beiträge,
vol. 46, no. 1. Universitatsbibliothek Bamberg, pp. 127–129, 2023, doi: 10.20377/rpb-263.'
mla: 'Hüster, Jonas Maximilian. “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation
des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart:
Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.” Religionspädagogische Beiträge,
vol. 46, no. 1, Universitatsbibliothek Bamberg, 2023, pp. 127–29, doi:10.20377/rpb-263.'
short: J.M. Hüster, Religionspädagogische Beiträge 46 (2023) 127–129.
date_created: 2023-11-22T08:52:49Z
date_updated: 2023-12-19T14:04:52Z
doi: 10.20377/rpb-263
intvolume: ' 46'
issue: '1'
keyword:
- Religious studies
- Education
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://rpb-journal.de/index.php/rpb/article/view/263/285
oa: '1'
page: 127-129
publication: Religionspädagogische Beiträge
publication_identifier:
issn:
- 0173-0339
publication_status: published
publisher: Universitatsbibliothek Bamberg
status: public
title: 'Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen
Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8.
333 Seiten.'
type: review
user_id: '61443'
volume: 46
year: '2023'
...
---
_id: '52806'
author:
- first_name: H.
full_name: Gilbert, H.
last_name: Gilbert
- first_name: M.
full_name: Schürmann, M.
last_name: Schürmann
- first_name: M.
full_name: Liebendörfer, M.
last_name: Liebendörfer
- first_name: D.
full_name: Lawson, D.
last_name: Lawson
- first_name: M.
full_name: Hodds, M.
last_name: Hodds
citation:
ama: 'Gilbert H, Schürmann M, Liebendörfer M, Lawson D, Hodds M. Post-pandemic online
mathematics and statistics support: Practitioners’ opinions in Germany and Great
Britain & Ireland. International Journal of Mathematical Education
in Science and Technology. Published online 2023:1-26. doi:10.1080/0020739x.2023.2184282'
apa: 'Gilbert, H., Schürmann, M., Liebendörfer, M., Lawson, D., & Hodds, M.
(2023). Post-pandemic online mathematics and statistics support: Practitioners’
opinions in Germany and Great Britain & Ireland. International Journal
of Mathematical Education in Science and Technology, 1–26. https://doi.org/10.1080/0020739x.2023.2184282'
bibtex: '@article{Gilbert_Schürmann_Liebendörfer_Lawson_Hodds_2023, title={Post-pandemic
online mathematics and statistics support: Practitioners’ opinions in Germany
and Great Britain & Ireland}, DOI={10.1080/0020739x.2023.2184282},
journal={International Journal of Mathematical Education in Science and Technology},
publisher={Informa UK Limited}, author={Gilbert, H. and Schürmann, M. and Liebendörfer,
M. and Lawson, D. and Hodds, M.}, year={2023}, pages={1–26} }'
chicago: 'Gilbert, H., M. Schürmann, M. Liebendörfer, D. Lawson, and M. Hodds. “Post-Pandemic
Online Mathematics and Statistics Support: Practitioners’ Opinions in Germany
and Great Britain & Ireland.” International Journal of Mathematical
Education in Science and Technology, 2023, 1–26. https://doi.org/10.1080/0020739x.2023.2184282.'
ieee: 'H. Gilbert, M. Schürmann, M. Liebendörfer, D. Lawson, and M. Hodds, “Post-pandemic
online mathematics and statistics support: Practitioners’ opinions in Germany
and Great Britain & Ireland,” International Journal of Mathematical
Education in Science and Technology, pp. 1–26, 2023, doi: 10.1080/0020739x.2023.2184282.'
mla: 'Gilbert, H., et al. “Post-Pandemic Online Mathematics and Statistics Support:
Practitioners’ Opinions in Germany and Great Britain & Ireland.” International
Journal of Mathematical Education in Science and Technology, Informa UK Limited,
2023, pp. 1–26, doi:10.1080/0020739x.2023.2184282.'
short: H. Gilbert, M. Schürmann, M. Liebendörfer, D. Lawson, M. Hodds, International
Journal of Mathematical Education in Science and Technology (2023) 1–26.
date_created: 2024-03-25T10:02:09Z
date_updated: 2024-03-25T10:09:21Z
department:
- _id: '10'
- _id: '625'
- _id: '34'
- _id: '97'
- _id: '98'
doi: 10.1080/0020739x.2023.2184282
keyword:
- Applied Mathematics
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 1-26
publication: International Journal of Mathematical Education in Science and Technology
publication_identifier:
issn:
- 0020-739X
- 1464-5211
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Post-pandemic online mathematics and statistics support: Practitioners’ opinions
in Germany and Great Britain & Ireland'
type: journal_article
user_id: '30933'
year: '2023'
...
---
_id: '45786'
abstract:
- lang: eng
text: Intending to counteract Klein’s second discontinuity in teacher education,
we explored and applied the innovation of “interface ePortfolio” in the context
of a geometry course for preservice teachers (PSTs). The tool offers the possibility
of implementing the design principle of profession orientation. In the article,
we theoretically clarify what we understand by this principle and locate our innovative
concept against this theoretical background. We empirically investigate the extent
to which counteraction against the second discontinuity is successful by analyzing
reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives.
Our qualitative content analysis shows that most of them perceive the innovation
as helpful in the intended sense and indicates that the course concept, in general,
and the interface ePortfolio, in particular, have helped establish relevant links
between the course content and their later work as teachers.
article_type: original
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Hoffmann M, Biehler R. Implementing profession orientation as a design principle
for overcoming Klein’s second discontinuity – preservice teacher’s perspectives
on interface activities in the context of a geometry course. ZDM – Mathematics
Education. Published online 2023. doi:10.1007/s11858-023-01505-3
apa: Hoffmann, M., & Biehler, R. (2023). Implementing profession orientation
as a design principle for overcoming Klein’s second discontinuity – preservice
teacher’s perspectives on interface activities in the context of a geometry course.
ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01505-3
bibtex: '@article{Hoffmann_Biehler_2023, title={Implementing profession orientation
as a design principle for overcoming Klein’s second discontinuity – preservice
teacher’s perspectives on interface activities in the context of a geometry course},
DOI={10.1007/s11858-023-01505-3},
journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann,
Max and Biehler, Rolf}, year={2023} }'
chicago: Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as
a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s
Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM
– Mathematics Education, 2023. https://doi.org/10.1007/s11858-023-01505-3.
ieee: 'M. Hoffmann and R. Biehler, “Implementing profession orientation as a design
principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives
on interface activities in the context of a geometry course,” ZDM – Mathematics
Education, 2023, doi: 10.1007/s11858-023-01505-3.'
mla: Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a
Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s
Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM
– Mathematics Education, Springer, 2023, doi:10.1007/s11858-023-01505-3.
short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).
date_created: 2023-06-27T11:45:25Z
date_updated: 2024-04-18T09:01:29Z
ddc:
- '510'
- '370'
department:
- _id: '643'
doi: 10.1007/s11858-023-01505-3
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2023-07-13T09:40:02Z
date_updated: 2023-07-13T09:40:02Z
file_id: '46041'
file_name: s11858-023-01505-3.pdf
file_size: 1460246
relation: main_file
success: 1
file_date_updated: 2023-07-13T09:40:02Z
has_accepted_license: '1'
keyword:
- General Mathematics
- Education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/article/10.1007/s11858-023-01505-3
oa: '1'
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: Implementing profession orientation as a design principle for overcoming Klein’s
second discontinuity – preservice teacher’s perspectives on interface activities
in the context of a geometry course
type: journal_article
user_id: '37888'
year: '2023'
...
---
_id: '46569'
abstract:
- lang: eng
text: 'AbstractExternal visualization (i.e., physically
embodied visualization) is central to the teaching and learning of mathematics.
As external visualization is an important part of mathematics at all levels of
education, it is diverse, and research on external visualization has become a
wide and complex field. The aim of this scoping review is to characterize external
visualizations in recent mathematics education research in order to develop a
common ground and guide future research. A qualitative content analysis of the
full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive
coding procedure to assess four dimensions: visualization product or process,
type of visualization, media, and purpose. The analysis revealed different types
of external visualizations including visualizations with physical resemblance
ranging from pictorial to abstract visualizations as well as three types of visualizations
with structural resemblance: length, area, and relational visualizations. Future
research should include measures of visualization products or processes to help
explain the demands and affordances that different types of visualizations present
to learners and teachers.'
author:
- first_name: Johanna
full_name: Schoenherr, Johanna
last_name: Schoenherr
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
citation:
ama: 'Schoenherr J, Schukajlow S. Characterizing external visualization in mathematics
education research: a scoping review. ZDM – Mathematics Education. Published
online 2023. doi:10.1007/s11858-023-01494-3'
apa: 'Schoenherr, J., & Schukajlow, S. (2023). Characterizing external visualization
in mathematics education research: a scoping review. ZDM – Mathematics Education.
https://doi.org/10.1007/s11858-023-01494-3'
bibtex: '@article{Schoenherr_Schukajlow_2023, title={Characterizing external visualization
in mathematics education research: a scoping review}, DOI={10.1007/s11858-023-01494-3},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Schoenherr, Johanna and Schukajlow, Stanislaw}, year={2023}
}'
chicago: 'Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External
Visualization in Mathematics Education Research: A Scoping Review.” ZDM – Mathematics
Education, 2023. https://doi.org/10.1007/s11858-023-01494-3.'
ieee: 'J. Schoenherr and S. Schukajlow, “Characterizing external visualization in
mathematics education research: a scoping review,” ZDM – Mathematics Education,
2023, doi: 10.1007/s11858-023-01494-3.'
mla: 'Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization
in Mathematics Education Research: A Scoping Review.” ZDM – Mathematics Education,
Springer Science and Business Media LLC, 2023, doi:10.1007/s11858-023-01494-3.'
short: J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023).
date_created: 2023-08-17T10:11:45Z
date_updated: 2024-04-30T13:43:22Z
department:
- _id: '913'
doi: 10.1007/s11858-023-01494-3
keyword:
- General Mathematics
- Education
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Characterizing external visualization in mathematics education research: a
scoping review'
type: journal_article
user_id: '99409'
year: '2023'
...
---
_id: '39976'
abstract:
- lang: eng
text: "The context of the study is the increasing digitalisation of the living environment
of primary school students, which is to be introduced into primary schools according
to theoretical and educational policy guidelines. In this regard, further teacher\r\ntraining
on digital media in classrooms are particularly relevant, on the one hand to promote
teachers’ digital-related pedagogical knowledge and content knowledge (DPaCK).
On the other hand, studies also reveal positive correlations among teacher training,
teaching activities, and students’ learning outcomes. In-service teacher training
courses with adaptive support by a trainer in particular have\r\nproven to be
effective. Against the background of various research studies on professional
development of teachers, a corresponding model of tripartite learning outcomes
has been established and serves as a broad theoretical framework. However, the
specific relationship between in-service teacher training with adaptive support,
DPaCK, and computational thinking of primary school students in the context of
the German primary school subject Sachunterricht has not been sufficiently studied.
Therefore, the following research questions can be derived: (1) To what extent
does training with adaptive support on the topic of learning robots contribute
to the development of teachers’ DPaCK? (2) Which effects can be ascertained on
the students’ computational thinking in technology-related Sachunterricht? To
investigate this relationship, an intervention study in a pre-post design with
an experimental group, a control group, and a baseline is appropriate. As results
are not yet available at this point, the present paper focuses on the presentation
of the theoretical background and empirical approaches."
article_type: original
author:
- first_name: Nicole
full_name: Janicki, Nicole
id: '50915'
last_name: Janicki
- first_name: Claudia
full_name: Tenberge, Claudia
id: '67302'
last_name: Tenberge
citation:
ama: Janicki N, Tenberge C. Technology education in elementary school using the
example of “learning robots” – development and evaluation of an in-service teacher
training concept. Australasian Journal of Technology Education. 2023;9.
doi:https://doi.org/10.15663/ajte.v9.i0.103
apa: Janicki, N., & Tenberge, C. (2023). Technology education in elementary
school using the example of “learning robots” – development and evaluation of
an in-service teacher training concept. Australasian Journal of Technology
Education, 9. https://doi.org/10.15663/ajte.v9.i0.103
bibtex: '@article{Janicki_Tenberge_2023, title={Technology education in elementary
school using the example of “learning robots” – development and evaluation of
an in-service teacher training concept}, volume={9}, DOI={https://doi.org/10.15663/ajte.v9.i0.103},
journal={Australasian Journal of Technology Education}, author={Janicki, Nicole
and Tenberge, Claudia}, year={2023} }'
chicago: Janicki, Nicole, and Claudia Tenberge. “Technology Education in Elementary
School Using the Example of ‘learning Robots’ – Development and Evaluation of
an in-Service Teacher Training Concept.” Australasian Journal of Technology
Education 9 (2023). https://doi.org/10.15663/ajte.v9.i0.103.
ieee: 'N. Janicki and C. Tenberge, “Technology education in elementary school using
the example of ‘learning robots’ – development and evaluation of an in-service
teacher training concept,” Australasian Journal of Technology Education,
vol. 9, 2023, doi: https://doi.org/10.15663/ajte.v9.i0.103.'
mla: Janicki, Nicole, and Claudia Tenberge. “Technology Education in Elementary
School Using the Example of ‘learning Robots’ – Development and Evaluation of
an in-Service Teacher Training Concept.” Australasian Journal of Technology
Education, vol. 9, 2023, doi:https://doi.org/10.15663/ajte.v9.i0.103.
short: N. Janicki, C. Tenberge, Australasian Journal of Technology Education 9 (2023).
date_created: 2023-01-25T11:50:07Z
date_updated: 2024-05-31T09:22:58Z
department:
- _id: '588'
doi: https://doi.org/10.15663/ajte.v9.i0.103
intvolume: ' 9'
keyword:
- technology education
- teacher professionalisation
- Computational Thinking
- digitalization
- learning robots
language:
- iso: eng
publication: Australasian Journal of Technology Education
publication_status: published
status: public
title: Technology education in elementary school using the example of 'learning robots'
– development and evaluation of an in-service teacher training concept
type: journal_article
user_id: '50915'
volume: 9
year: '2023'
...
---
_id: '47085'
article_number: '104900'
author:
- first_name: Thomas
full_name: Schubatzky, Thomas
last_name: Schubatzky
- first_name: Jan-Philipp
full_name: Burde, Jan-Philipp
last_name: Burde
- first_name: Rike Isabel
full_name: Große-Heilmann, Rike Isabel
id: '99511'
last_name: Große-Heilmann
orcid: 0000-0001-8713-3014
- first_name: Claudia
full_name: Haagen-Schützenhöfer, Claudia
last_name: Haagen-Schützenhöfer
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: David
full_name: Weiler, David
last_name: Weiler
citation:
ama: 'Schubatzky T, Burde J-P, Große-Heilmann RI, Haagen-Schützenhöfer C, Riese
J, Weiler D. Predicting the development of digital media PCK/TPACK: The role of
PCK, motivation to use digital media, interest in and previous experience with
digital media. Computers & Education. 2023;206. doi:10.1016/j.compedu.2023.104900'
apa: 'Schubatzky, T., Burde, J.-P., Große-Heilmann, R. I., Haagen-Schützenhöfer,
C., Riese, J., & Weiler, D. (2023). Predicting the development of digital
media PCK/TPACK: The role of PCK, motivation to use digital media, interest in
and previous experience with digital media. Computers & Education,
206, Article 104900. https://doi.org/10.1016/j.compedu.2023.104900'
bibtex: '@article{Schubatzky_Burde_Große-Heilmann_Haagen-Schützenhöfer_Riese_Weiler_2023,
title={Predicting the development of digital media PCK/TPACK: The role of PCK,
motivation to use digital media, interest in and previous experience with digital
media}, volume={206}, DOI={10.1016/j.compedu.2023.104900},
number={104900}, journal={Computers & Education}, publisher={Elsevier BV},
author={Schubatzky, Thomas and Burde, Jan-Philipp and Große-Heilmann, Rike Isabel
and Haagen-Schützenhöfer, Claudia and Riese, Josef and Weiler, David}, year={2023}
}'
chicago: 'Schubatzky, Thomas, Jan-Philipp Burde, Rike Isabel Große-Heilmann, Claudia
Haagen-Schützenhöfer, Josef Riese, and David Weiler. “Predicting the Development
of Digital Media PCK/TPACK: The Role of PCK, Motivation to Use Digital Media,
Interest in and Previous Experience with Digital Media.” Computers & Education
206 (2023). https://doi.org/10.1016/j.compedu.2023.104900.'
ieee: 'T. Schubatzky, J.-P. Burde, R. I. Große-Heilmann, C. Haagen-Schützenhöfer,
J. Riese, and D. Weiler, “Predicting the development of digital media PCK/TPACK:
The role of PCK, motivation to use digital media, interest in and previous experience
with digital media,” Computers & Education, vol. 206, Art. no. 104900,
2023, doi: 10.1016/j.compedu.2023.104900.'
mla: 'Schubatzky, Thomas, et al. “Predicting the Development of Digital Media PCK/TPACK:
The Role of PCK, Motivation to Use Digital Media, Interest in and Previous Experience
with Digital Media.” Computers & Education, vol. 206, 104900, Elsevier
BV, 2023, doi:10.1016/j.compedu.2023.104900.'
short: T. Schubatzky, J.-P. Burde, R.I. Große-Heilmann, C. Haagen-Schützenhöfer,
J. Riese, D. Weiler, Computers & Education 206 (2023).
date_created: 2023-09-15T12:57:53Z
date_updated: 2024-08-21T08:57:00Z
ddc:
- '370'
department:
- _id: '299'
doi: 10.1016/j.compedu.2023.104900
file:
- access_level: closed
content_type: application/pdf
creator: riejon
date_created: 2024-08-21T08:56:23Z
date_updated: 2024-08-21T08:56:23Z
file_id: '55665'
file_name: 1-s2.0-S036013152300177X-main.pdf
file_size: 4364880
relation: main_file
success: 1
file_date_updated: 2024-08-21T08:56:23Z
has_accepted_license: '1'
intvolume: ' 206'
keyword:
- Education
- General Computer Science
language:
- iso: eng
publication: Computers & Education
publication_identifier:
issn:
- 0360-1315
publication_status: published
publisher: Elsevier BV
status: public
title: 'Predicting the development of digital media PCK/TPACK: The role of PCK, motivation
to use digital media, interest in and previous experience with digital media'
type: journal_article
user_id: '429'
volume: 206
year: '2023'
...
---
_id: '49196'
author:
- first_name: Simone
full_name: Seitz, Simone
last_name: Seitz
- first_name: Uta
full_name: Häsel-Weide, Uta
id: '60267'
last_name: Häsel-Weide
- first_name: Yannik
full_name: Wilke, Yannik
last_name: Wilke
- first_name: Melina
full_name: Wallner, Melina
last_name: Wallner
citation:
ama: 'Seitz S, Häsel-Weide U, Wilke Y, Wallner M. Expertise and professionalism
for inclusive (mathematics) teaching and learning: reflections on findings from
interdisciplinary professionalisation research. Teachers and Teaching.
Published online 2023:1-16. doi:10.1080/13540602.2023.2284876'
apa: 'Seitz, S., Häsel-Weide, U., Wilke, Y., & Wallner, M. (2023). Expertise
and professionalism for inclusive (mathematics) teaching and learning: reflections
on findings from interdisciplinary professionalisation research. Teachers and
Teaching, 1–16. https://doi.org/10.1080/13540602.2023.2284876'
bibtex: '@article{Seitz_Häsel-Weide_Wilke_Wallner_2023, title={Expertise and professionalism
for inclusive (mathematics) teaching and learning: reflections on findings from
interdisciplinary professionalisation research}, DOI={10.1080/13540602.2023.2284876},
journal={Teachers and Teaching}, publisher={Informa UK Limited}, author={Seitz,
Simone and Häsel-Weide, Uta and Wilke, Yannik and Wallner, Melina}, year={2023},
pages={1–16} }'
chicago: 'Seitz, Simone, Uta Häsel-Weide, Yannik Wilke, and Melina Wallner. “Expertise
and Professionalism for Inclusive (Mathematics) Teaching and Learning: Reflections
on Findings from Interdisciplinary Professionalisation Research.” Teachers
and Teaching, 2023, 1–16. https://doi.org/10.1080/13540602.2023.2284876.'
ieee: 'S. Seitz, U. Häsel-Weide, Y. Wilke, and M. Wallner, “Expertise and professionalism
for inclusive (mathematics) teaching and learning: reflections on findings from
interdisciplinary professionalisation research,” Teachers and Teaching,
pp. 1–16, 2023, doi: 10.1080/13540602.2023.2284876.'
mla: 'Seitz, Simone, et al. “Expertise and Professionalism for Inclusive (Mathematics)
Teaching and Learning: Reflections on Findings from Interdisciplinary Professionalisation
Research.” Teachers and Teaching, Informa UK Limited, 2023, pp. 1–16, doi:10.1080/13540602.2023.2284876.'
short: S. Seitz, U. Häsel-Weide, Y. Wilke, M. Wallner, Teachers and Teaching (2023)
1–16.
date_created: 2023-11-24T16:10:51Z
date_updated: 2024-09-01T19:43:51Z
doi: 10.1080/13540602.2023.2284876
keyword:
- Arts and Humanities (miscellaneous)
- Education
language:
- iso: eng
page: 1-16
publication: Teachers and Teaching
publication_identifier:
issn:
- 1354-0602
- 1470-1278
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Expertise and professionalism for inclusive (mathematics) teaching and learning:
reflections on findings from interdisciplinary professionalisation research'
type: journal_article
user_id: '45445'
year: '2023'
...
---
_id: '45484'
abstract:
- lang: eng
text: AbstractGraffiti is an urban phenomenon that
is increasingly attracting the interest of the sciences. To the best of our knowledge,
no suitable data corpora are available for systematic research until now. The
Information System Graffiti in Germany project (Ingrid) closes
this gap by dealing with graffiti image collections that have been made available
to the project for public use. Within Ingrid, the graffiti
images are collected, digitized and annotated. With this work, we aim to support
the rapid access to a comprehensive data source on Ingrid targeted
especially by researchers. In particular, we present IngridKG,
an RDF knowledge graph of annotated graffiti, abides by the Linked Data and FAIR
principles. We weekly update IngridKG by augmenting the new
annotated graffiti to our knowledge graph. Our generation pipeline applies RDF
data conversion, link discovery and data fusion approaches to the original data.
The current version of IngridKG contains 460,640,154 triples
and is linked to 3 other knowledge graphs by over 200,000 links. In our use case
studies, we demonstrate the usefulness of our knowledge graph for different applications.
article_number: '318'
author:
- first_name: Mohamed Ahmed
full_name: Sherif, Mohamed Ahmed
last_name: Sherif
- first_name: Ana Alexandra Morim
full_name: da Silva, Ana Alexandra Morim
last_name: da Silva
- first_name: Svetlana
full_name: Pestryakova, Svetlana
last_name: Pestryakova
- first_name: Abdullah Fathi
full_name: Ahmed, Abdullah Fathi
last_name: Ahmed
- first_name: Sven
full_name: Niemann, Sven
last_name: Niemann
- first_name: Axel-Cyrille Ngonga
full_name: Ngomo, Axel-Cyrille Ngonga
last_name: Ngomo
citation:
ama: 'Sherif MA, da Silva AAM, Pestryakova S, Ahmed AF, Niemann S, Ngomo A-CN. IngridKG:
A FAIR Knowledge Graph of Graffiti. Scientific Data. 2023;10(1). doi:10.1038/s41597-023-02199-8'
apa: 'Sherif, M. A., da Silva, A. A. M., Pestryakova, S., Ahmed, A. F., Niemann,
S., & Ngomo, A.-C. N. (2023). IngridKG: A FAIR Knowledge Graph of Graffiti.
Scientific Data, 10(1), Article 318. https://doi.org/10.1038/s41597-023-02199-8'
bibtex: '@article{Sherif_da Silva_Pestryakova_Ahmed_Niemann_Ngomo_2023, title={IngridKG:
A FAIR Knowledge Graph of Graffiti}, volume={10}, DOI={10.1038/s41597-023-02199-8},
number={1318}, journal={Scientific Data}, publisher={Springer Science and Business
Media LLC}, author={Sherif, Mohamed Ahmed and da Silva, Ana Alexandra Morim and
Pestryakova, Svetlana and Ahmed, Abdullah Fathi and Niemann, Sven and Ngomo, Axel-Cyrille
Ngonga}, year={2023} }'
chicago: 'Sherif, Mohamed Ahmed, Ana Alexandra Morim da Silva, Svetlana Pestryakova,
Abdullah Fathi Ahmed, Sven Niemann, and Axel-Cyrille Ngonga Ngomo. “IngridKG:
A FAIR Knowledge Graph of Graffiti.” Scientific Data 10, no. 1 (2023).
https://doi.org/10.1038/s41597-023-02199-8.'
ieee: 'M. A. Sherif, A. A. M. da Silva, S. Pestryakova, A. F. Ahmed, S. Niemann,
and A.-C. N. Ngomo, “IngridKG: A FAIR Knowledge Graph of Graffiti,” Scientific
Data, vol. 10, no. 1, Art. no. 318, 2023, doi: 10.1038/s41597-023-02199-8.'
mla: 'Sherif, Mohamed Ahmed, et al. “IngridKG: A FAIR Knowledge Graph of Graffiti.”
Scientific Data, vol. 10, no. 1, 318, Springer Science and Business Media
LLC, 2023, doi:10.1038/s41597-023-02199-8.'
short: M.A. Sherif, A.A.M. da Silva, S. Pestryakova, A.F. Ahmed, S. Niemann, A.-C.N.
Ngomo, Scientific Data 10 (2023).
date_created: 2023-06-06T09:12:39Z
date_updated: 2023-06-06T09:17:10Z
department:
- _id: '574'
- _id: '115'
doi: 10.1038/s41597-023-02199-8
intvolume: ' 10'
issue: '1'
keyword:
- Library and Information Sciences
- Statistics
- Probability and Uncertainty
- Computer Science Applications
- Education
- Information Systems
- Statistics and Probability
language:
- iso: eng
project:
- _id: '104'
grant_number: '289287267'
name: 'INGRID: INGRID: Informationssystem Graffiti in Deutschland'
publication: Scientific Data
publication_identifier:
issn:
- 2052-4463
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'IngridKG: A FAIR Knowledge Graph of Graffiti'
type: journal_article
user_id: '6593'
volume: 10
year: '2023'
...
---
_id: '46534'
abstract:
- lang: eng
text: We study the effect of education on health (hospital stays, number of diagnosed
conditions, self-rated poor health, and obesity) over the life-cycle in Germany,
using compulsory schooling reforms as a source of exogenous variation. Our results
suggest a positive correlation of health and education which increases over the
life-cycle. We do not, however, find any positive local average treatment effects
of an additional year of schooling on health or health care utilization for individuals
up to age 79. An exception is obesity, where positive effects of schooling start
to be visible around age 60 and become very large in age group 75-79. The results
in age group 75-79 need to be interpreted with caution, however, due to small
sample size and possible problems of attrition.
author:
- first_name: Hendrik
full_name: Schmitz, Hendrik
id: '48879'
last_name: Schmitz
- first_name: Beatrice Baaba
full_name: Tawiah, Beatrice Baaba
id: '70577'
last_name: Tawiah
citation:
ama: Schmitz H, Tawiah BB. Life-Cycle Health Effects of Compulsory Schooling.
Vol 1006. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen; 2023.
apa: Schmitz, H., & Tawiah, B. B. (2023). Life-cycle health effects of compulsory
schooling (Vol. 1006). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University
Bochum, TU Dortmund University, University of Duisburg-Essen.
bibtex: '@book{Schmitz_Tawiah_2023, series={ Ruhr Economic Papers}, title={Life-cycle
health effects of compulsory schooling}, volume={1006}, publisher={RWI - Leibniz-Institut
für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University
of Duisburg-Essen}, author={Schmitz, Hendrik and Tawiah, Beatrice Baaba}, year={2023},
collection={ Ruhr Economic Papers} }'
chicago: Schmitz, Hendrik, and Beatrice Baaba Tawiah. Life-Cycle Health Effects
of Compulsory Schooling. Vol. 1006. Ruhr Economic Papers. RWI - Leibniz-Institut
für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University
of Duisburg-Essen, 2023.
ieee: H. Schmitz and B. B. Tawiah, Life-cycle health effects of compulsory schooling,
vol. 1006. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen, 2023.
mla: Schmitz, Hendrik, and Beatrice Baaba Tawiah. Life-Cycle Health Effects of
Compulsory Schooling. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University
Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.
short: H. Schmitz, B.B. Tawiah, Life-Cycle Health Effects of Compulsory Schooling,
RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund
University, University of Duisburg-Essen, 2023.
date_created: 2023-08-16T09:51:10Z
date_updated: 2023-08-20T17:51:42Z
department:
- _id: '281'
- _id: '475'
intvolume: ' 1006'
keyword:
- Education
- health
- life-cycle effects
- compulsory schooling
language:
- iso: eng
publisher: RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen
series_title: ' Ruhr Economic Papers'
status: public
title: Life-cycle health effects of compulsory schooling
type: working_paper
user_id: '53779'
volume: 1006
year: '2023'
...
---
_id: '46536'
abstract:
- lang: eng
text: We study the effect of education on vaccination against COVID-19 and influenza
in Germany and Europe. Our identification strategy makes use of changes in compulsory
schooling laws and allows to estimate local average treatment effects for individuals
between 59 and 91 years of age. We find no significant effect of an additional
year of schooling on vaccination status in Germany. Pooling data from Europe,
we conclude that schooling increases the likelihood to vaccinate against COVID
by an economically negligible effect of one percentage point (zero for influenza).
However, we find indications that additional schooling increases fear of side
effects from COVID vaccination.
author:
- first_name: Daniel
full_name: Monsees, Daniel
last_name: Monsees
- first_name: Hendrik
full_name: Schmitz, Hendrik
id: '48879'
last_name: Schmitz
citation:
ama: Monsees D, Schmitz H. The Effect of Compulsory Schooling on Vaccination
against COVID and Influenza. Vol 1011. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen;
2023.
apa: Monsees, D., & Schmitz, H. (2023). The effect of compulsory schooling
on vaccination against COVID and Influenza (Vol. 1011). RWI - Leibniz-Institut
für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University
of Duisburg-Essen.
bibtex: '@book{Monsees_Schmitz_2023, series={ Ruhr Economic Papers}, title={The
effect of compulsory schooling on vaccination against COVID and Influenza}, volume={1011},
publisher={RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen}, author={Monsees, Daniel
and Schmitz, Hendrik}, year={2023}, collection={ Ruhr Economic Papers} }'
chicago: Monsees, Daniel, and Hendrik Schmitz. The Effect of Compulsory Schooling
on Vaccination against COVID and Influenza. Vol. 1011. Ruhr Economic Papers.
RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund
University, University of Duisburg-Essen, 2023.
ieee: D. Monsees and H. Schmitz, The effect of compulsory schooling on vaccination
against COVID and Influenza, vol. 1011. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2023.
mla: Monsees, Daniel, and Hendrik Schmitz. The Effect of Compulsory Schooling
on Vaccination against COVID and Influenza. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2023.
short: D. Monsees, H. Schmitz, The Effect of Compulsory Schooling on Vaccination
against COVID and Influenza, RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2023.
date_created: 2023-08-16T09:56:03Z
date_updated: 2023-08-20T17:59:18Z
department:
- _id: '281'
- _id: '475'
intvolume: ' 1011'
keyword:
- COVID
- influenza
- vaccination
- education
- compulsory schooling
language:
- iso: eng
publisher: RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen
series_title: ' Ruhr Economic Papers'
status: public
title: The effect of compulsory schooling on vaccination against COVID and Influenza
type: working_paper
user_id: '53779'
volume: 1011
year: '2023'
...
---
_id: '47065'
abstract:
- lang: eng
text: The reform of the European academic landscape with the introduction of bachelor's
and master's degree programs has brought about several profound changes for teaching
and assessment in higher education. With regard to the examination system, the
shift towards output-oriented teaching is still one of the most significant challenges.
Assessments have to be integrated into the teaching and learning arrangements
and consistently aligned towards the intended learning outcomes. In particular,
assessments should provide valid evidence that learners have acquired competences
that are relevant for a specific domain. However, it seems that this didactic
goal has not yet been fully achieved in modeling education in computer science.
The aim of this study is to investigate whether typical task material used in
exercises and exams in modeling education at selected German universities covers
relevant competences required for graphical modeling. For this purpose, typical
tasks in the field of modeling are first identified by means of a content-analytical
procedure. Subsequently, it is determined which competence facets relevant for
graphical modeling are addressed by the task types. By contrasting a competence
model for modeling with the competences addressed by the tasks, a gap was identified
between the required competences and the task material analyzed. In particular,
the gap analysis shows the neglect of transversal competence facets as well as
those related to the analysis and evaluation of models. The result of this paper
is a classification of task types for modeling education and a specification of
the competence facets addressed by these tasks. Recommendations for developing
and assessing student's competences comprehensively are given.
article_number: '7'
article_type: original
author:
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Soyka C, Ullrich M, Striewe M, Schaper N. Comparison of Required Competences
and Task Material in Modeling Education. Enterprise Modelling and Information
Systems Architectures. 2023;18. doi:10.18417/EMISA.18.7
apa: Soyka, C., Ullrich, M., Striewe, M., & Schaper, N. (2023). Comparison of
Required Competences and Task Material in Modeling Education. Enterprise Modelling
and Information Systems Architectures, 18, Article 7. https://doi.org/10.18417/EMISA.18.7
bibtex: '@article{Soyka_Ullrich_Striewe_Schaper_2023, title={Comparison of Required
Competences and Task Material in Modeling Education}, volume={18}, DOI={10.18417/EMISA.18.7},
number={7}, journal={Enterprise Modelling and Information Systems Architectures},
author={Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas},
year={2023} }'
chicago: Soyka, Chantal, Meike Ullrich, Michael Striewe, and Niclas Schaper. “Comparison
of Required Competences and Task Material in Modeling Education.” Enterprise
Modelling and Information Systems Architectures 18 (2023). https://doi.org/10.18417/EMISA.18.7.
ieee: 'C. Soyka, M. Ullrich, M. Striewe, and N. Schaper, “Comparison of Required
Competences and Task Material in Modeling Education,” Enterprise Modelling
and Information Systems Architectures, vol. 18, Art. no. 7, 2023, doi: 10.18417/EMISA.18.7.'
mla: Soyka, Chantal, et al. “Comparison of Required Competences and Task Material
in Modeling Education.” Enterprise Modelling and Information Systems Architectures,
vol. 18, 7, 2023, doi:10.18417/EMISA.18.7.
short: C. Soyka, M. Ullrich, M. Striewe, N. Schaper, Enterprise Modelling and Information
Systems Architectures 18 (2023).
date_created: 2023-09-14T12:24:03Z
date_updated: 2023-09-14T12:33:22Z
ddc:
- '006'
- '000'
- '006'
department:
- _id: '423'
doi: 10.18417/EMISA.18.7
file:
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:29:05Z
date_updated: 2023-09-14T12:29:05Z
file_id: '47068'
file_name: emisaj_18_7.pdf
file_size: 632368
relation: main_file
success: 1
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:30:14Z
date_updated: 2023-09-14T12:30:14Z
file_id: '47069'
file_name: Supplementary material_Competence facets and task types.pdf
file_size: 229381
relation: main_file
success: 1
- access_level: closed
content_type: application/pdf
creator: csoyka
date_created: 2023-09-14T12:30:14Z
date_updated: 2023-09-14T12:30:14Z
file_id: '47070'
file_name: Supplementary material_Competence-oriented Task catalog.pdf
file_size: 348555
relation: main_file
success: 1
file_date_updated: 2023-09-14T12:30:14Z
has_accepted_license: '1'
intvolume: ' 18'
keyword:
- conceptual modeling
- higher education
- competence-oriented assessment
- task analysis
- graphical modeling
language:
- iso: eng
publication: Enterprise Modelling and Information Systems Architectures
publication_status: published
quality_controlled: '1'
status: public
title: Comparison of Required Competences and Task Material in Modeling Education
type: journal_article
user_id: '83964'
volume: 18
year: '2023'
...
---
_id: '49153'
author:
- first_name: Gamze
full_name: Görel, Gamze
id: '13345'
last_name: Görel
- first_name: Katja
full_name: Franzen, Katja
id: '75124'
last_name: Franzen
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: Görel G, Franzen K, Hellmich F. Primary school teachers’ perspectives on the
quality of inclusive education. Teachers and Teaching. Published online
2023:1-14. doi:10.1080/13540602.2023.2252347
apa: Görel, G., Franzen, K., & Hellmich, F. (2023). Primary school teachers’
perspectives on the quality of inclusive education. Teachers and Teaching,
1–14. https://doi.org/10.1080/13540602.2023.2252347
bibtex: '@article{Görel_Franzen_Hellmich_2023, title={Primary school teachers’ perspectives
on the quality of inclusive education}, DOI={10.1080/13540602.2023.2252347},
journal={Teachers and Teaching}, publisher={Informa UK Limited}, author={Görel,
Gamze and Franzen, Katja and Hellmich, Frank}, year={2023}, pages={1–14} }'
chicago: Görel, Gamze, Katja Franzen, and Frank Hellmich. “Primary School Teachers’
Perspectives on the Quality of Inclusive Education.” Teachers and Teaching,
2023, 1–14. https://doi.org/10.1080/13540602.2023.2252347.
ieee: 'G. Görel, K. Franzen, and F. Hellmich, “Primary school teachers’ perspectives
on the quality of inclusive education,” Teachers and Teaching, pp. 1–14,
2023, doi: 10.1080/13540602.2023.2252347.'
mla: Görel, Gamze, et al. “Primary School Teachers’ Perspectives on the Quality
of Inclusive Education.” Teachers and Teaching, Informa UK Limited, 2023,
pp. 1–14, doi:10.1080/13540602.2023.2252347.
short: G. Görel, K. Franzen, F. Hellmich, Teachers and Teaching (2023) 1–14.
date_created: 2023-11-23T10:38:19Z
date_updated: 2024-10-06T20:10:15Z
doi: 10.1080/13540602.2023.2252347
keyword:
- Arts and Humanities (miscellaneous)
- Education
language:
- iso: eng
page: 1-14
publication: Teachers and Teaching
publication_identifier:
issn:
- 1354-0602
- 1470-1278
publication_status: published
publisher: Informa UK Limited
status: public
title: Primary school teachers’ perspectives on the quality of inclusive education
type: journal_article
user_id: '57672'
year: '2023'
...
---
_id: '40607'
abstract:
- lang: eng
text: AbstractTeachers’ in-depth diagnostic thinking
has been shown to be crucial for student-centered teaching as they need to perceive
and interpret students’ understanding for well-informed decision-making on adaptive
teaching practices. The paper presents a content-related approach to analyzing
diagnostic thinking processes with respect to the mathematical knowledge elements
that prospective teachers identify as students’ resources and obstacles. Prospective
teachers’ challenge is that some relevant knowledge elements first have to be
unpacked, because compact concepts (such as the place value concept) or procedures
(such as for multi-digit multiplication) comprise several smaller knowledge elements
(such as the positional property) that have to be made explicit for students to
foster their learning processes adequately. Our study examines what knowledge
elements prospective teachers perceive and interpret in a transcript vignettes
on multi-digit multiplication (of decimal and natural numbers) and its underlying
basic arithmetic concepts (place value understanding and meaning of multiplication)
in written diagnostic judgments on students’ resources and obstacles (N = 196).
A comparative design within the vignette is used to investigate how far the process
of perceiving can be supported by thematic cues. The analysis reveals that those
knowledge elements cued in the vignette by being already unpacked and explicitly
addressed are perceived and interpreted more often (but with lower correctness)
than those that are uncued and therefore have to be unpacked by the prospective
teachers themselves. This confirms the need to prepare prospective teachers for
unpacking mathematical concepts themselves.
author:
- first_name: Jennifer
full_name: Dröse, Jennifer
last_name: Dröse
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
citation:
ama: 'Dröse J, Prediger S. Prospective Teachers’ Diagnostic Thinking on Students’
Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking
of Knowledge Elements. Journal für Mathematik-Didaktik. Published online
2023. doi:10.1007/s13138-022-00214-w'
apa: 'Dröse, J., & Prediger, S. (2023). Prospective Teachers’ Diagnostic Thinking
on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis
on Unpacking of Knowledge Elements. Journal Für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00214-w'
bibtex: '@article{Dröse_Prediger_2023, title={Prospective Teachers’ Diagnostic Thinking
on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis
on Unpacking of Knowledge Elements}, DOI={10.1007/s13138-022-00214-w},
journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business
Media LLC}, author={Dröse, Jennifer and Prediger, Susanne}, year={2023} }'
chicago: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic
Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related
Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik,
2023. https://doi.org/10.1007/s13138-022-00214-w.'
ieee: 'J. Dröse and S. Prediger, “Prospective Teachers’ Diagnostic Thinking on Students’
Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking
of Knowledge Elements,” Journal für Mathematik-Didaktik, 2023, doi: 10.1007/s13138-022-00214-w.'
mla: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking
on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis
on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, Springer
Science and Business Media LLC, 2023, doi:10.1007/s13138-022-00214-w.'
short: J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2023).
date_created: 2023-01-27T18:47:24Z
date_updated: 2025-01-15T08:36:09Z
department:
- _id: '98'
doi: 10.1007/s13138-022-00214-w
keyword:
- Education
- General Mathematics
language:
- iso: eng
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit
Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements'
type: journal_article
user_id: '85820'
year: '2023'
...
---
_id: '46155'
article_number: '104270'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Maike
full_name: Hagena, Maike
last_name: Hagena
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators
in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?
Teaching and Teacher Education. 2023;132. doi:10.1016/j.tate.2023.104270'
apa: 'Bruns, J., Hagena, M., & Gasteiger, H. (2023). Professional Development
Enacted by Facilitators in the Context of Early Mathematics Education: Scaling
up or Dilution of Effects? Teaching and Teacher Education, 132,
Article 104270. https://doi.org/10.1016/j.tate.2023.104270'
bibtex: '@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted
by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution
of Effects?}, volume={132}, DOI={10.1016/j.tate.2023.104270},
number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier
BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023}
}'
chicago: 'Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development
Enacted by Facilitators in the Context of Early Mathematics Education: Scaling
up or Dilution of Effects?” Teaching and Teacher Education 132 (2023).
https://doi.org/10.1016/j.tate.2023.104270.'
ieee: 'J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted
by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution
of Effects?,” Teaching and Teacher Education, vol. 132, Art. no. 104270,
2023, doi: 10.1016/j.tate.2023.104270.'
mla: 'Bruns, Julia, et al. “Professional Development Enacted by Facilitators in
the Context of Early Mathematics Education: Scaling up or Dilution of Effects?”
Teaching and Teacher Education, vol. 132, 104270, Elsevier BV, 2023, doi:10.1016/j.tate.2023.104270.'
short: J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).
date_created: 2023-07-26T08:55:26Z
date_updated: 2025-06-02T12:59:11Z
department:
- _id: '611'
doi: 10.1016/j.tate.2023.104270
intvolume: ' 132'
keyword:
- Education
language:
- iso: eng
publication: Teaching and Teacher Education
publication_identifier:
issn:
- 0742-051X
publication_status: published
publisher: Elsevier BV
status: public
title: 'Professional Development Enacted by Facilitators in the Context of Early Mathematics
Education: Scaling up or Dilution of Effects?'
type: journal_article
user_id: '72183'
volume: 132
year: '2023'
...