---
_id: '34816'
abstract:
- lang: eng
text: ZusammenfassungFrühe mathematische Bildung
findet in der Kindertagesstätte insbesondere in spontanen Alltagssituationen statt.
Damit diese Alltagssituationen zu natürlichen Lernsituationen für die Kinder werden,
müssen (angehende) frühpädagogische Fachkräfte zunächst das mathematische Potenzial
in diesen Situationen erkennen. Diese Fähigkeit zur situativen Beobachtung
und Wahrnehmung ist bisher unzureichend erforscht, was unter anderem
auf begrenzte Methoden zur standardisierten Erfassung dieses Konstrukts zurückzuführen
ist. Um diesem Bedarf zu begegnen, wurde das videobasierte Testinstrument Vimas_num
zur Erfassung der Fähigkeit zur situativen Beobachtung und Wahrnehmung angehender
frühpädagogischer Fachpersonen im Bereich Mengen und Zahlen entwickelt. Auf der
Grundlage von drei aufeinander aufbauenden Studien wird die Validität verschiedener
Aspekte der Testwertinterpretation untersucht. Die Ergebnisse geben Hinweise auf
die Validität der Testwertinterpretation in Bezug auf den Testinhalt, die interne
Struktur des Tests und die Zusammenhänge mit theoretisch verbundenen Konstrukten.
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Carolin
full_name: Strahl, Carolin
last_name: Strahl
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: Bruns J, Strahl C, Gasteiger H. Situative Beobachtung und Wahrnehmung angehender
frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung
eines Testinstruments. Unterrichtswissenschaft. 2020;49(3):345-371. doi:10.1007/s42010-020-00091-7
apa: Bruns, J., Strahl, C., & Gasteiger, H. (2020). Situative Beobachtung und
Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik –
Entwicklung und Validierung eines Testinstruments. Unterrichtswissenschaft,
49(3), 345–371. https://doi.org/10.1007/s42010-020-00091-7
bibtex: '@article{Bruns_Strahl_Gasteiger_2020, title={Situative Beobachtung und
Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik –
Entwicklung und Validierung eines Testinstruments}, volume={49}, DOI={10.1007/s42010-020-00091-7},
number={3}, journal={Unterrichtswissenschaft}, publisher={Springer Science and
Business Media LLC}, author={Bruns, Julia and Strahl, Carolin and Gasteiger, Hedwig},
year={2020}, pages={345–371} }'
chicago: 'Bruns, Julia, Carolin Strahl, and Hedwig Gasteiger. “Situative Beobachtung
und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik
– Entwicklung und Validierung eines Testinstruments.” Unterrichtswissenschaft
49, no. 3 (2020): 345–71. https://doi.org/10.1007/s42010-020-00091-7.'
ieee: 'J. Bruns, C. Strahl, and H. Gasteiger, “Situative Beobachtung und Wahrnehmung
angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung
und Validierung eines Testinstruments,” Unterrichtswissenschaft, vol. 49,
no. 3, pp. 345–371, 2020, doi: 10.1007/s42010-020-00091-7.'
mla: Bruns, Julia, et al. “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer
Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments.”
Unterrichtswissenschaft, vol. 49, no. 3, Springer Science and Business
Media LLC, 2020, pp. 345–71, doi:10.1007/s42010-020-00091-7.
short: J. Bruns, C. Strahl, H. Gasteiger, Unterrichtswissenschaft 49 (2020) 345–371.
date_created: 2022-12-22T09:18:04Z
date_updated: 2023-06-20T19:04:46Z
department:
- _id: '611'
- _id: '97'
doi: 10.1007/s42010-020-00091-7
intvolume: ' 49'
issue: '3'
keyword:
- Education
language:
- iso: ger
page: 345-371
publication: Unterrichtswissenschaft
publication_identifier:
issn:
- 0340-4099
- 2520-873X
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen
im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments
type: journal_article
user_id: '49063'
volume: 49
year: '2020'
...
---
_id: '45180'
author:
- first_name: Christoph
full_name: Kulgemeyer, Christoph
id: '84533'
last_name: Kulgemeyer
- first_name: Andreas
full_name: Borowski, Andreas
last_name: Borowski
- first_name: David
full_name: Buschhüter, David
last_name: Buschhüter
- first_name: Patrick
full_name: Enkrott, Patrick
last_name: Enkrott
- first_name: Maren
full_name: Kempin, Maren
last_name: Kempin
- first_name: Peter
full_name: Reinhold, Peter
id: '416'
last_name: Reinhold
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Horst
full_name: Schecker, Horst
last_name: Schecker
- first_name: Jan
full_name: Schröder, Jan
last_name: Schröder
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
orcid: 0000-0002-5804-1855
citation:
ama: 'Kulgemeyer C, Borowski A, Buschhüter D, et al. Professional knowledge affects
action-related skills: The development of preservice physics teachers’ explaining
skills during a field experience. Journal of Research in Science Teaching.
2020;57:1-29. doi:10.1002/tea.21632'
apa: 'Kulgemeyer, C., Borowski, A., Buschhüter, D., Enkrott, P., Kempin, M., Reinhold,
P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2020). Professional
knowledge affects action-related skills: The development of preservice physics
teachers’ explaining skills during a field experience. Journal of Research
in Science Teaching, 57, 1–29. https://doi.org/10.1002/tea.21632'
bibtex: '@article{Kulgemeyer_Borowski_Buschhüter_Enkrott_Kempin_Reinhold_Riese_Schecker_Schröder_Vogelsang_2020,
title={Professional knowledge affects action-related skills: The development of
preservice physics teachers’ explaining skills during a field experience}, volume={57},
DOI={10.1002/tea.21632}, journal={Journal
of Research in Science Teaching}, publisher={Wiley}, author={Kulgemeyer, Christoph
and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Kempin, Maren
and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and
Vogelsang, Christoph}, year={2020}, pages={1–29} }'
chicago: 'Kulgemeyer, Christoph, Andreas Borowski, David Buschhüter, Patrick Enkrott,
Maren Kempin, Peter Reinhold, Josef Riese, Horst Schecker, Jan Schröder, and Christoph
Vogelsang. “Professional Knowledge Affects Action-Related Skills: The Development
of Preservice Physics Teachers’ Explaining Skills during a Field Experience.”
Journal of Research in Science Teaching 57 (2020): 1–29. https://doi.org/10.1002/tea.21632.'
ieee: 'C. Kulgemeyer et al., “Professional knowledge affects action-related
skills: The development of preservice physics teachers’ explaining skills during
a field experience,” Journal of Research in Science Teaching, vol. 57,
pp. 1–29, 2020, doi: 10.1002/tea.21632.'
mla: 'Kulgemeyer, Christoph, et al. “Professional Knowledge Affects Action-Related
Skills: The Development of Preservice Physics Teachers’ Explaining Skills during
a Field Experience.” Journal of Research in Science Teaching, vol. 57,
Wiley, 2020, pp. 1–29, doi:10.1002/tea.21632.'
short: C. Kulgemeyer, A. Borowski, D. Buschhüter, P. Enkrott, M. Kempin, P. Reinhold,
J. Riese, H. Schecker, J. Schröder, C. Vogelsang, Journal of Research in Science
Teaching 57 (2020) 1–29.
date_created: 2023-05-20T10:25:46Z
date_updated: 2025-12-03T09:06:52Z
department:
- _id: '299'
- _id: '33'
doi: 10.1002/tea.21632
intvolume: ' 57'
keyword:
- Education
language:
- iso: eng
page: 1-29
publication: Journal of Research in Science Teaching
publication_identifier:
issn:
- 0022-4308
- 1098-2736
publication_status: published
publisher: Wiley
quality_controlled: '1'
status: public
title: 'Professional knowledge affects action-related skills: The development of preservice
physics teachers’ explaining skills during a field experience'
type: journal_article
user_id: '4245'
volume: 57
year: '2020'
...
---
_id: '23747'
author:
- first_name: Thomas
full_name: Witte, Thomas
last_name: Witte
- first_name: Stefan
full_name: Hanemann, Stefan
last_name: Hanemann
- first_name: Herbert
full_name: Sommerfeld, Herbert
last_name: Sommerfeld
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
ama: Witte T, Hanemann S, Sommerfeld H, Temmen K, Fechner S. Selbstbau eines digitalen
Low-Cost-Fotometers für den Chemieunterricht. CHEMKON. 2020;27(4):193-198.
doi:10.1002/ckon.201900026
apa: Witte, T., Hanemann, S., Sommerfeld, H., Temmen, K., & Fechner, S. (2020).
Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht. CHEMKON,
27(4), 193–198. https://doi.org/10.1002/ckon.201900026
bibtex: '@article{Witte_Hanemann_Sommerfeld_Temmen_Fechner_2020, title={Selbstbau
eines digitalen Low-Cost-Fotometers für den Chemieunterricht}, volume={27}, DOI={10.1002/ckon.201900026}, number={4},
journal={CHEMKON}, author={Witte, Thomas and Hanemann, Stefan and Sommerfeld,
Herbert and Temmen, Katrin and Fechner, Sabine}, year={2020}, pages={193–198}
}'
chicago: 'Witte, Thomas, Stefan Hanemann, Herbert Sommerfeld, Katrin Temmen, and
Sabine Fechner. “Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht.”
CHEMKON 27, no. 4 (2020): 193–98. https://doi.org/10.1002/ckon.201900026.'
ieee: 'T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, and S. Fechner, “Selbstbau
eines digitalen Low-Cost-Fotometers für den Chemieunterricht,” CHEMKON,
vol. 27, no. 4, pp. 193–198, 2020, doi: 10.1002/ckon.201900026.'
mla: Witte, Thomas, et al. “Selbstbau eines digitalen Low-Cost-Fotometers für den
Chemieunterricht.” CHEMKON, vol. 27, no. 4, 2020, pp. 193–98, doi:10.1002/ckon.201900026.
short: T. Witte, S. Hanemann, H. Sommerfeld, K. Temmen, S. Fechner, CHEMKON 27 (2020)
193–198.
date_created: 2021-09-03T12:06:44Z
date_updated: 2025-12-11T13:40:07Z
department:
- _id: '386'
- _id: '300'
- _id: '33'
doi: 10.1002/ckon.201900026
intvolume: ' 27'
issue: '4'
keyword:
- digital
- technology
- teacher education
language:
- iso: ger
page: 193-198
publication: CHEMKON
publication_identifier:
issn:
- 0944-5846
- 1521-3730
publication_status: published
quality_controlled: '1'
status: public
title: Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht
type: journal_article
user_id: '54823'
volume: 27
year: '2020'
...
---
_id: '24462'
abstract:
- lang: eng
text: "This article offers new insight into students’ responses to Womens’\r\nand
Gender Studies (WGS) classes by overcoming the self-selection\r\nbias hitherto
inherent in the field. Exploring the experiences of 1406\r\nstudents (770 women,
636 men) of a university with a WGS\r\nrequirement across all study programmes,
we examine the\r\nprevailing discourses on WGS, participants’ (dis)agreement as
well\r\nas personal and professional benefits gained through WGS.\r\nAdditionally,
we evaluate the perceived value of WGS for\r\nthemselves, in society, and of WGS
opportunities in higher\r\neducation. Findings reveal a gender bias regarding
discourses,\r\nexperience, benefit, and value, with 70.1% women and 32.4% men\r\nsupporting
the idea of WGS as a mandatory subject. Women’s\r\nsupport indicates a need for
tools to negotiate gender issues,\r\nwhile men’s resistance serves to defend male
privileges. We\r\nconclude that a requirement of WGS classes amplifies the\r\npotential
for both – resistance and change."
author:
- first_name: Ilona
full_name: Horwath, Ilona
last_name: Horwath
- first_name: Christian
full_name: Diabl, Christian
last_name: Diabl
citation:
ama: Horwath I, Diabl C. Liberating or indoctrinating? Surveying students’ perceptions
of a Womens’ and Gender Studies requirement. Gender and Education. Published
online 2019:1109-1126. doi:10.1080/09540253.2019.1608355
apa: Horwath, I., & Diabl, C. (2019). Liberating or indoctrinating? Surveying
students’ perceptions of a Womens’ and Gender Studies requirement. Gender and
Education, 1109–1126. https://doi.org/10.1080/09540253.2019.1608355
bibtex: '@article{Horwath_Diabl_2019, title={Liberating or indoctrinating? Surveying
students’ perceptions of a Womens’ and Gender Studies requirement}, DOI={10.1080/09540253.2019.1608355},
journal={Gender and Education}, author={Horwath, Ilona and Diabl, Christian},
year={2019}, pages={1109–1126} }'
chicago: Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying
Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender
and Education, 2019, 1109–26. https://doi.org/10.1080/09540253.2019.1608355.
ieee: 'I. Horwath and C. Diabl, “Liberating or indoctrinating? Surveying students’
perceptions of a Womens’ and Gender Studies requirement,” Gender and Education,
pp. 1109–1126, 2019, doi: 10.1080/09540253.2019.1608355.'
mla: Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying
Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender
and Education, 2019, pp. 1109–26, doi:10.1080/09540253.2019.1608355.
short: I. Horwath, C. Diabl, Gender and Education (2019) 1109–1126.
date_created: 2021-09-14T21:05:30Z
date_updated: 2022-04-21T18:11:32Z
ddc:
- '300'
department:
- _id: '603'
doi: 10.1080/09540253.2019.1608355
file:
- access_level: closed
content_type: application/pdf
creator: innem
date_created: 2021-09-14T21:07:03Z
date_updated: 2021-09-14T21:07:03Z
file_id: '24463'
file_name: Horwath_Diabl_2019.pdf
file_size: 1495079
relation: main_file
success: 1
file_date_updated: 2021-09-14T21:07:03Z
has_accepted_license: '1'
keyword:
- Education policy
- equality
- higher education
- critical pedagogies
- gender mainstreaming
- curriculum
language:
- iso: eng
page: 1109-1126
publication: Gender and Education
publication_identifier:
issn:
- 0954-0253
- 1360-0516
publication_status: published
quality_controlled: '1'
status: public
title: Liberating or indoctrinating? Surveying students’ perceptions of a Womens’
and Gender Studies requirement
type: journal_article
user_id: '83744'
year: '2019'
...
---
_id: '33438'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Carmen
full_name: Zurbriggen, Carmen
last_name: Zurbriggen
- first_name: Martin
full_name: Venetz, Martin
last_name: Venetz
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Markus
full_name: Gebhardt, Markus
last_name: Gebhardt
citation:
ama: Knickenberg M, Zurbriggen C, Venetz M, Schwab S, Gebhardt M. Assessing dimensions
of inclusion from students’ perspective – measurement invariance across students
with learning disabilities in different educational settings. European Journal
of Special Needs Education. 2019;35(3):287-302. doi:10.1080/08856257.2019.1646958
apa: Knickenberg, M., Zurbriggen, C., Venetz, M., Schwab, S., & Gebhardt, M.
(2019). Assessing dimensions of inclusion from students’ perspective – measurement
invariance across students with learning disabilities in different educational
settings. European Journal of Special Needs Education, 35(3), 287–302.
https://doi.org/10.1080/08856257.2019.1646958
bibtex: '@article{Knickenberg_Zurbriggen_Venetz_Schwab_Gebhardt_2019, title={Assessing
dimensions of inclusion from students’ perspective – measurement invariance across
students with learning disabilities in different educational settings}, volume={35},
DOI={10.1080/08856257.2019.1646958},
number={3}, journal={European Journal of Special Needs Education}, publisher={Informa
UK Limited}, author={Knickenberg, Margarita and Zurbriggen, Carmen and Venetz,
Martin and Schwab, Susanne and Gebhardt, Markus}, year={2019}, pages={287–302}
}'
chicago: 'Knickenberg, Margarita, Carmen Zurbriggen, Martin Venetz, Susanne Schwab,
and Markus Gebhardt. “Assessing Dimensions of Inclusion from Students’ Perspective
– Measurement Invariance across Students with Learning Disabilities in Different
Educational Settings.” European Journal of Special Needs Education 35,
no. 3 (2019): 287–302. https://doi.org/10.1080/08856257.2019.1646958.'
ieee: 'M. Knickenberg, C. Zurbriggen, M. Venetz, S. Schwab, and M. Gebhardt, “Assessing
dimensions of inclusion from students’ perspective – measurement invariance across
students with learning disabilities in different educational settings,” European
Journal of Special Needs Education, vol. 35, no. 3, pp. 287–302, 2019, doi:
10.1080/08856257.2019.1646958.'
mla: Knickenberg, Margarita, et al. “Assessing Dimensions of Inclusion from Students’
Perspective – Measurement Invariance across Students with Learning Disabilities
in Different Educational Settings.” European Journal of Special Needs Education,
vol. 35, no. 3, Informa UK Limited, 2019, pp. 287–302, doi:10.1080/08856257.2019.1646958.
short: M. Knickenberg, C. Zurbriggen, M. Venetz, S. Schwab, M. Gebhardt, European
Journal of Special Needs Education 35 (2019) 287–302.
date_created: 2022-09-17T09:28:32Z
date_updated: 2022-09-17T09:39:22Z
doi: 10.1080/08856257.2019.1646958
extern: '1'
intvolume: ' 35'
issue: '3'
keyword:
- Developmental and Educational Psychology
- Health Professions (miscellaneous)
- Education
language:
- iso: eng
page: 287-302
publication: European Journal of Special Needs Education
publication_identifier:
issn:
- 0885-6257
- 1469-591X
publication_status: published
publisher: Informa UK Limited
status: public
title: Assessing dimensions of inclusion from students’ perspective – measurement
invariance across students with learning disabilities in different educational settings
type: journal_article
user_id: '74211'
volume: 35
year: '2019'
...
---
_id: '36375'
alternative_title:
- 'by Mike Zapp, Marcelo Marques, and Justin J.W. Powell, with contributions by Gert
Biesta and Jo B. Helgetun, Oxford, Symposium Books, 2018, 254 pp., £42.00 (paperback),
ISBN: 978-1-910744-02-4'
author:
- first_name: Andreas
full_name: Pöllmann, Andreas
last_name: Pöllmann
citation:
ama: 'Pöllmann A. European educational research (re)constructed: institutional change
in Germany, the United Kingdom, Norway, and the European Union. Compare: A
Journal of Comparative and International Education. 2019;50(8):1222-1223.
doi:10.1080/03057925.2019.1665260'
apa: 'Pöllmann, A. (2019). European educational research (re)constructed: institutional
change in Germany, the United Kingdom, Norway, and the European Union. In Compare:
A Journal of Comparative and International Education (Vol. 50, Issue 8, pp.
1222–1223). Informa UK Limited. https://doi.org/10.1080/03057925.2019.1665260'
bibtex: '@article{Pöllmann_2019, title={European educational research (re)constructed:
institutional change in Germany, the United Kingdom, Norway, and the European
Union}, volume={50}, DOI={10.1080/03057925.2019.1665260},
number={8}, journal={Compare: A Journal of Comparative and International Education},
publisher={Informa UK Limited}, author={Pöllmann, Andreas}, year={2019}, pages={1222–1223}
}'
chicago: 'Pöllmann, Andreas. “European Educational Research (Re)Constructed: Institutional
Change in Germany, the United Kingdom, Norway, and the European Union.” Compare:
A Journal of Comparative and International Education. Informa UK Limited,
2019. https://doi.org/10.1080/03057925.2019.1665260.'
ieee: 'A. Pöllmann, “European educational research (re)constructed: institutional
change in Germany, the United Kingdom, Norway, and the European Union,” Compare:
A Journal of Comparative and International Education, vol. 50, no. 8. Informa
UK Limited, pp. 1222–1223, 2019, doi: 10.1080/03057925.2019.1665260.'
mla: 'Pöllmann, Andreas. “European Educational Research (Re)Constructed: Institutional
Change in Germany, the United Kingdom, Norway, and the European Union.” Compare:
A Journal of Comparative and International Education, vol. 50, no. 8, Informa
UK Limited, 2019, pp. 1222–23, doi:10.1080/03057925.2019.1665260.'
short: 'A. Pöllmann, Compare: A Journal of Comparative and International Education
50 (2019) 1222–1223.'
date_created: 2023-01-12T10:28:34Z
date_updated: 2023-01-12T10:47:01Z
department:
- _id: '453'
doi: 10.1080/03057925.2019.1665260
intvolume: ' 50'
issue: '8'
keyword:
- Education
language:
- iso: eng
page: 1222-1223
publication: 'Compare: A Journal of Comparative and International Education'
publication_identifier:
issn:
- 0305-7925
- 1469-3623
publication_status: published
publisher: Informa UK Limited
status: public
title: 'European educational research (re)constructed: institutional change in Germany,
the United Kingdom, Norway, and the European Union'
type: review
user_id: '77437'
volume: 50
year: '2019'
...
---
_id: '46156'
abstract:
- lang: eng
text: AbstractAlthough the teaching of vocabulary
in mathematics lessons is requested in content- and language-integrated lesson
designs, the clarification of the specific lexical language demands is still an
open question for many mathematical topics. In a content- and language-integrated
lesson design towards understanding the concept of equivalent fractions, the vocabulary
(words and phrases) used by 17 students has been analyzed with qualitative means
of data analysis. The qualitative in-depth analyses underline the importance of
meaning-related vocabulary for making structural relations between the fractions
in view explicit. Quantitative analyses of inventoried vocabulary for the four
categories “self-initiated by students,” “triggered by teaching material,” “triggered
by teacher,” or “triggered by peers” show the relations of collective and autonomous
vocabularies from which the students retrieve their lexical means in oral and
written language production.
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: Wessel L. Vocabulary in learning processes towards conceptual understanding
of equivalent fractions—specifying students’ language demands on the basis of
lexical trace analyses. Mathematics Education Research Journal. 2019;32(4):653-681.
doi:10.1007/s13394-019-00284-z
apa: Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding
of equivalent fractions—specifying students’ language demands on the basis of
lexical trace analyses. Mathematics Education Research Journal, 32(4),
653–681. https://doi.org/10.1007/s13394-019-00284-z
bibtex: '@article{Wessel_2019, title={Vocabulary in learning processes towards conceptual
understanding of equivalent fractions—specifying students’ language demands on
the basis of lexical trace analyses}, volume={32}, DOI={10.1007/s13394-019-00284-z},
number={4}, journal={Mathematics Education Research Journal}, publisher={Springer
Science and Business Media LLC}, author={Wessel, Lena}, year={2019}, pages={653–681}
}'
chicago: 'Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
Lexical Trace Analyses.” Mathematics Education Research Journal 32, no.
4 (2019): 653–81. https://doi.org/10.1007/s13394-019-00284-z.'
ieee: 'L. Wessel, “Vocabulary in learning processes towards conceptual understanding
of equivalent fractions—specifying students’ language demands on the basis of
lexical trace analyses,” Mathematics Education Research Journal, vol. 32,
no. 4, pp. 653–681, 2019, doi: 10.1007/s13394-019-00284-z.'
mla: Wessel, Lena. “Vocabulary in Learning Processes towards Conceptual Understanding
of Equivalent Fractions—Specifying Students’ Language Demands on the Basis of
Lexical Trace Analyses.” Mathematics Education Research Journal, vol. 32,
no. 4, Springer Science and Business Media LLC, 2019, pp. 653–81, doi:10.1007/s13394-019-00284-z.
short: L. Wessel, Mathematics Education Research Journal 32 (2019) 653–681.
date_created: 2023-07-26T10:03:33Z
date_updated: 2024-04-18T09:01:40Z
department:
- _id: '643'
doi: 10.1007/s13394-019-00284-z
intvolume: ' 32'
issue: '4'
keyword:
- Education
- General Mathematics
language:
- iso: eng
page: 653-681
publication: Mathematics Education Research Journal
publication_identifier:
issn:
- 1033-2170
- 2211-050X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Vocabulary in learning processes towards conceptual understanding of equivalent
fractions—specifying students’ language demands on the basis of lexical trace analyses
type: journal_article
user_id: '37888'
volume: 32
year: '2019'
...
---
_id: '48409'
article_number: hal-02409325
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: 'Wessel L. How theories of language-responsive mathematics can inform teaching
designs for vocational mathematics. In: Jankvist UT, van den Heuvel-Panhuizen
M, Veldhuis M, eds. Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11). Vol TWG07. Proceedings of the Eleventh
Congress of the European Society for Research in Mathematics Education (CERME11).
Freudenthal Group; 2019.'
apa: Wessel, L. (2019). How theories of language-responsive mathematics can inform
teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen,
& M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11) (hal-02409325; Vol. TWG07, Issue 12). Freudenthal
Group.
bibtex: '@inproceedings{Wessel_2019, place={Utrecht, Netherlands}, series={Proceedings
of the Eleventh Congress of the European Society for Research in Mathematics Education
(CERME11)}, title={How theories of language-responsive mathematics can inform
teaching designs for vocational mathematics}, volume={TWG07}, number={12hal-02409325},
booktitle={Eleventh Congress of the European Society for Research in Mathematics
Education (CERME11)}, publisher={Freudenthal Group}, author={Wessel, Lena}, editor={Jankvist,
Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}, year={2019},
collection={Proceedings of the Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11)} }'
chicago: 'Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform
Teaching Designs for Vocational Mathematics.” In Eleventh Congress of the European
Society for Research in Mathematics Education (CERME11), edited by Uffe Thomas
Jankvist, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis, Vol. TWG07. Proceedings
of the Eleventh Congress of the European Society for Research in Mathematics Education
(CERME11). Utrecht, Netherlands: Freudenthal Group, 2019.'
ieee: L. Wessel, “How theories of language-responsive mathematics can inform teaching
designs for vocational mathematics,” in Eleventh Congress of the European Society
for Research in Mathematics Education (CERME11), 2019, vol. TWG07, no. 12.
mla: Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching
Designs for Vocational Mathematics.” Eleventh Congress of the European Society
for Research in Mathematics Education (CERME11), edited by Uffe Thomas Jankvist
et al., vol. TWG07, no. 12, hal-02409325, Freudenthal Group, 2019.
short: 'L. Wessel, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.),
Eleventh Congress of the European Society for Research in Mathematics Education
(CERME11), Freudenthal Group, Utrecht, Netherlands, 2019.'
date_created: 2023-10-24T07:56:11Z
date_updated: 2024-04-18T09:19:16Z
department:
- _id: '643'
editor:
- first_name: Uffe Thomas
full_name: Jankvist, Uffe Thomas
last_name: Jankvist
- first_name: Marja
full_name: van den Heuvel-Panhuizen, Marja
last_name: van den Heuvel-Panhuizen
- first_name: Michiel
full_name: Veldhuis, Michiel
last_name: Veldhuis
issue: '12'
keyword:
- Vocational education
- language
- percentages
- scaffolding
- design research
language:
- iso: eng
main_file_link:
- url: https://hal.science/hal-02409325/
place: Utrecht, Netherlands
publication: Eleventh Congress of the European Society for Research in Mathematics
Education (CERME11)
publisher: Freudenthal Group
series_title: Proceedings of the Eleventh Congress of the European Society for Research
in Mathematics Education (CERME11)
status: public
title: How theories of language-responsive mathematics can inform teaching designs
for vocational mathematics
type: conference
user_id: '37888'
volume: TWG07
year: '2019'
...
---
_id: '48324'
author:
- first_name: Richard
full_name: Barwell, Richard
last_name: Barwell
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Aldo
full_name: Parra, Aldo
last_name: Parra
citation:
ama: 'Barwell R, Wessel L, Parra A. Language diversity and mathematics education:
new developments. Research in Mathematics Education. 2019;21(2):113-118.
doi:10.1080/14794802.2019.1638824'
apa: 'Barwell, R., Wessel, L., & Parra, A. (2019). Language diversity and mathematics
education: new developments. Research in Mathematics Education, 21(2),
113–118. https://doi.org/10.1080/14794802.2019.1638824'
bibtex: '@article{Barwell_Wessel_Parra_2019, title={Language diversity and mathematics
education: new developments}, volume={21}, DOI={10.1080/14794802.2019.1638824},
number={2}, journal={Research in Mathematics Education}, publisher={Informa UK
Limited}, author={Barwell, Richard and Wessel, Lena and Parra, Aldo}, year={2019},
pages={113–118} }'
chicago: 'Barwell, Richard, Lena Wessel, and Aldo Parra. “Language Diversity and
Mathematics Education: New Developments.” Research in Mathematics Education
21, no. 2 (2019): 113–18. https://doi.org/10.1080/14794802.2019.1638824.'
ieee: 'R. Barwell, L. Wessel, and A. Parra, “Language diversity and mathematics
education: new developments,” Research in Mathematics Education, vol. 21,
no. 2, pp. 113–118, 2019, doi: 10.1080/14794802.2019.1638824.'
mla: 'Barwell, Richard, et al. “Language Diversity and Mathematics Education: New
Developments.” Research in Mathematics Education, vol. 21, no. 2, Informa
UK Limited, 2019, pp. 113–18, doi:10.1080/14794802.2019.1638824.'
short: R. Barwell, L. Wessel, A. Parra, Research in Mathematics Education 21 (2019)
113–118.
date_created: 2023-10-19T09:32:44Z
date_updated: 2024-04-18T09:18:58Z
department:
- _id: '643'
doi: 10.1080/14794802.2019.1638824
intvolume: ' 21'
issue: '2'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 113-118
publication: Research in Mathematics Education
publication_identifier:
issn:
- 1479-4802
- 1754-0178
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Language diversity and mathematics education: new developments'
type: journal_article
user_id: '37888'
volume: 21
year: '2019'
...
---
_id: '34121'
abstract:
- lang: eng
text: "The first impression is important in many aspects of human decision-making.
In mobile apps, this impression can be influenced by an onboarding process. In
addition, not only the user experience (UX) can be improved via onboarding, but
also the user can get a very good didactical introduction to a new topic or different
functionalities of an app.\r\nTherefore, this study examines different onboarding
types and develops an onboarding process into an Augmented Reality (AR) based
mobile application (app) that teaches students how to use and operate electro-technical
laboratory equipment. This onboarding process is then assessed by students through
a subsequent questionnaire in terms of attractiveness, functionality, and novelty.
The results of this field study serve to examine this first prototype for possible
optimizations and to further develop the app accordingly."
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: 'Alptekin M, Temmen K. Teaching an Oscilloscope through Progressive Onboarding
in an Augmented Reality Based Virtual Laboratory. In: 2019 IEEE Global Engineering
Education Conference (EDUCON). ; 2019:1047-1054. doi:10.1109/EDUCON.2019.8725038'
apa: Alptekin, M., & Temmen, K. (2019). Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory. 2019 IEEE Global
Engineering Education Conference (EDUCON), 1047–1054. https://doi.org/10.1109/EDUCON.2019.8725038
bibtex: '@inproceedings{Alptekin_Temmen_2019, title={Teaching an Oscilloscope through
Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}, DOI={10.1109/EDUCON.2019.8725038},
booktitle={2019 IEEE Global Engineering Education Conference (EDUCON)}, author={Alptekin,
Mesut and Temmen, Katrin}, year={2019}, pages={1047–1054} }'
chicago: Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory.” In 2019 IEEE
Global Engineering Education Conference (EDUCON), 1047–54, 2019. https://doi.org/10.1109/EDUCON.2019.8725038.
ieee: 'M. Alptekin and K. Temmen, “Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory,” in 2019 IEEE
Global Engineering Education Conference (EDUCON), Dubai, UAE, 2019, pp. 1047–1054,
doi: 10.1109/EDUCON.2019.8725038.'
mla: Alptekin, Mesut, and Katrin Temmen. “Teaching an Oscilloscope through Progressive
Onboarding in an Augmented Reality Based Virtual Laboratory.” 2019 IEEE Global
Engineering Education Conference (EDUCON), 2019, pp. 1047–54, doi:10.1109/EDUCON.2019.8725038.
short: 'M. Alptekin, K. Temmen, in: 2019 IEEE Global Engineering Education Conference
(EDUCON), 2019, pp. 1047–1054.'
conference:
end_date: 2019-04-11
location: Dubai, UAE
name: IEEE Global Engineering Education Conference (EDUCON)
start_date: 2019-04-09
date_created: 2022-11-22T11:23:19Z
date_updated: 2023-01-18T14:32:33Z
department:
- _id: '34'
- _id: '300'
doi: 10.1109/EDUCON.2019.8725038
keyword:
- Augmented Reality
- Laboratory Training
- Engineering Education
- Progressive Onboarding
language:
- iso: eng
page: 1047-1054
publication: 2019 IEEE Global Engineering Education Conference (EDUCON)
publication_status: published
status: public
title: Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality
Based Virtual Laboratory
type: conference
user_id: '11763'
year: '2019'
...
---
_id: '34123'
abstract:
- lang: eng
text: Through technological progress during recent years, Augmented Reality (AR)
technology can be used on ordinary smartphones with applications (Apps) in many
formal and informal learning environments and educational institutions (e.g. [1,
2]). It is emerging as a suitable technology for teaching psychomotor skills.
Simultaneously, gamification has become increasingly popular in the teaching field,
providing famous examples, such as Duolingo (for the acquisition of foreign languages)
or Codecademy (for learning programming languages) [3]. Many papers have already
highlighted the beneficial aspects of gamification and AR for education and teaching
(e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation
and engagement, AR can be applied to teach them operational skills without any
time, costs and place constraints. Hence, this opens up numerous possibilities
and forms to combine these two aspects (AR and gamification) for higher education
teaching. However, there has been less research focusing on how gamification and
AR can be combined in a useful manner to keep up students’ initial motivation
aroused through novelty effects of AR learning environments. Accordingly, this
paper will present such a gamification concept for an AR based virtual preparation
laboratory training to overcome the risk of demotivation, once AR will settle
as a mainstream technology such as learning videos. The focus of the AR-App –
presently being developed at the University of Paderborn – is to remedy the students’
lack of practical skills when operating electro-technical laboratory equipment
during their compulsory laboratory training.
author:
- first_name: Mesut
full_name: Alptekin, Mesut
id: '11763'
last_name: Alptekin
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: 'Alptekin M, Temmen K. Gamification in an Augmented Reality Based Virtual Preparation
Laboratory Training. In: The Challenges of the Digital Transformation in Education.
Springer International Publishing; 2019. doi:10.1007/978-3-030-11932-4_54'
apa: Alptekin, M., & Temmen, K. (2019). Gamification in an Augmented Reality
Based Virtual Preparation Laboratory Training. In The Challenges of the Digital
Transformation in Education. International Conference on Interactive Collaborative
Learning and Engineering Pedagogy (ICL) 2018, Kos Island, Greece. Springer International
Publishing. https://doi.org/10.1007/978-3-030-11932-4_54
bibtex: '@inbook{Alptekin_Temmen_2019, place={Cham}, title={Gamification in an Augmented
Reality Based Virtual Preparation Laboratory Training}, DOI={10.1007/978-3-030-11932-4_54},
booktitle={The Challenges of the Digital Transformation in Education}, publisher={Springer
International Publishing}, author={Alptekin, Mesut and Temmen, Katrin}, year={2019}
}'
chicago: 'Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality
Based Virtual Preparation Laboratory Training.” In The Challenges of the Digital
Transformation in Education. Cham: Springer International Publishing, 2019.
https://doi.org/10.1007/978-3-030-11932-4_54.'
ieee: 'M. Alptekin and K. Temmen, “Gamification in an Augmented Reality Based Virtual
Preparation Laboratory Training,” in The Challenges of the Digital Transformation
in Education, Cham: Springer International Publishing, 2019.'
mla: Alptekin, Mesut, and Katrin Temmen. “Gamification in an Augmented Reality Based
Virtual Preparation Laboratory Training.” The Challenges of the Digital Transformation
in Education, Springer International Publishing, 2019, doi:10.1007/978-3-030-11932-4_54.
short: 'M. Alptekin, K. Temmen, in: The Challenges of the Digital Transformation
in Education, Springer International Publishing, Cham, 2019.'
conference:
end_date: 2018-09-28
location: Kos Island, Greece
name: International Conference on Interactive Collaborative Learning and Engineering
Pedagogy (ICL) 2018
start_date: 2018-09-25
date_created: 2022-11-22T11:32:35Z
date_updated: 2024-12-29T11:09:43Z
ddc:
- '000'
department:
- _id: '34'
- _id: '300'
doi: 10.1007/978-3-030-11932-4_54
file:
- access_level: closed
content_type: application/pdf
creator: mesutalp
date_created: 2024-12-29T11:07:54Z
date_updated: 2024-12-29T11:07:54Z
file_id: '57865'
file_name: fullpaper_camera_ready.pdf
file_size: 366224
relation: main_file
success: 1
file_date_updated: 2024-12-29T11:07:54Z
has_accepted_license: '1'
keyword:
- Augmented Reality
- Laboratory Training
- Engineering Education
- Gamification
language:
- iso: eng
place: Cham
publication: The Challenges of the Digital Transformation in Education
publication_identifier:
isbn:
- '9783030119317'
- '9783030119324'
issn:
- 2194-5357
- 2194-5365
publication_status: published
publisher: Springer International Publishing
status: public
title: Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training
type: book_chapter
user_id: '11763'
year: '2019'
...
---
_id: '57886'
abstract:
- lang: eng
text: 'The research and development project Postdigital Popular Music Pedagogy (PPP)
aims at the development of a music pedagogical program oriented towards informal
learning in bands. Using the actor network theory, and thus investigating songwriting
as a sociomaterial process, we present, exemplify, and discuss the results of
the exploration of informal practices. The song as an actor network transforms
through several spaces and phases. The starting point is the socio-technical constellation
in which the events and the maturation of ideas as organisms are made probable.
From there, an iteration of adaptation to musical-aesthetic standards and physical
ability begins: The recording, internal publishing, and rehearsing phases, translate
the idea from the workpiece to the object of dispatch into technical requirements.
This is completed by the publication phase, in which the song idea is presented
as a standardized product in several online and offline contexts. (DIPF/Orig.)'
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
- first_name: Matthias
full_name: Haenisch, Matthias
last_name: Haenisch
citation:
ama: 'Godau M, Haenisch M. How popular musicians learn in the postdigital age. Ergebnisse
einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten.
In: Weidner V, Rolle C, eds. Praxen Und Diskurse Aus Sicht Musikpädagogischer
Forschung. Musikpädagogische Forschung. Waxmann; 2019:51–67.'
apa: Godau, M., & Haenisch, M. (2019). How popular musicians learn in the postdigital
age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands
in informellen Kontexten. In V. Weidner & C. Rolle (Eds.), Praxen und Diskurse
aus Sicht musikpädagogischer Forschung (pp. 51–67). Waxmann.
bibtex: '@inbook{Godau_Haenisch_2019, place={Münster, New York}, series={Musikpädagogische
Forschung}, title={How popular musicians learn in the postdigital age. Ergebnisse
einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten},
booktitle={Praxen und Diskurse aus Sicht musikpädagogischer Forschung}, publisher={Waxmann},
author={Godau, Marc and Haenisch, Matthias}, editor={Weidner, Verena and Rolle,
Christian}, year={2019}, pages={51–67}, collection={Musikpädagogische Forschung}
}'
chicago: 'Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the
Postdigital Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings
von Bands in Informellen Kontexten.” In Praxen Und Diskurse Aus Sicht Musikpädagogischer
Forschung, edited by Verena Weidner and Christian Rolle, 51–67. Musikpädagogische
Forschung. Münster, New York: Waxmann, 2019.'
ieee: 'M. Godau and M. Haenisch, “How popular musicians learn in the postdigital
age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands
in informellen Kontexten,” in Praxen und Diskurse aus Sicht musikpädagogischer
Forschung, V. Weidner and C. Rolle, Eds. Münster, New York: Waxmann, 2019,
pp. 51–67.'
mla: Godau, Marc, and Matthias Haenisch. “How Popular Musicians Learn in the Postdigital
Age. Ergebnisse Einer Studie Zur Soziomaterialität Des Songwritings von Bands
in Informellen Kontexten.” Praxen Und Diskurse Aus Sicht Musikpädagogischer
Forschung, edited by Verena Weidner and Christian Rolle, Waxmann, 2019, pp.
51–67.
short: 'M. Godau, M. Haenisch, in: V. Weidner, C. Rolle (Eds.), Praxen Und Diskurse
Aus Sicht Musikpädagogischer Forschung, Waxmann, Münster, New York, 2019, pp.
51–67.'
date_created: 2024-12-30T14:42:35Z
date_updated: 2025-02-06T10:51:52Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Verena
full_name: Weidner, Verena
last_name: Weidner
- first_name: Christian
full_name: Rolle, Christian
last_name: Rolle
extern: '1'
keyword:
- Praxeologie
- Informal learning
- Informelles Lernen
- Komponieren
- Learning
- Lernen
- Musical Composition
- Musical education
- Musician
- Musiker
- Musikpädagogik
- Pop music
- Popmusik
- Popular Music
- Prozess
- Studie
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 51–67
place: Münster, New York
publication: Praxen und Diskurse aus Sicht musikpädagogischer Forschung
publisher: Waxmann
series_title: Musikpädagogische Forschung
status: public
title: How popular musicians learn in the postdigital age. Ergebnisse einer Studie
zur Soziomaterialität des Songwritings von Bands in informellen Kontexten
type: book_chapter
user_id: '99991'
year: '2019'
...
---
_id: '24468'
abstract:
- lang: eng
text: "Inter- and transdisciplinary research are new demands in Higher Education.
Aiming to enhance the social relevance, usability and sustainability of technological
products and solutions, society and public institutions such as research funding
organizations increasingly expect engineers to include inter- and transdisciplinary
approaches into the development of new technologies. Engineering research and
education, however, are particularly challenging areas to realize inter- and transdisciplinary
collaborations, for manifold reasons.\r\nThis contribution presents methods and
results of an inter- and transdisciplinary research and education strategy designed
to meet the particular requirements of engineers and engineering students. It
starts with a brief discussion of typical challenges regarding inter- and transdisciplinary
approaches in engineering (research topics, research culture, skills, time, and
barriers of lay people to involve in technology development). Secondly, it presents
the methods developed to overcome those challenges within the context of the NRW
Fortschrittskolleg \"Light - Efficient - Mobile\" (FK LEM). Founded in 2014, the
FK LEM is a PhD programm focuses on lightweight construction, but with a special
emphasis on how lightweight technologies are connected to different areas of society,
to societal actors and technology users, and to the needs of a diversity of social
groups. In order to explore these connections, we organized three workshops to
bring public service, civil society, industry, practitioners and engineers together
to discuss the perceived needs in those areas, and the potential of lightweight
solutions. Topically, the workshops were dedicated to the fields of Rescue & Security
Services; Care, Mobility & Assisted Living; and Sustainable Ressources & Climate
Protection. Methodologically, we applied a pragmatic but valid approach to focus
groups and discourse analysis. Results of the workshops in terms of directions
for future research, epistemological and ethical dimensions of lightweight engineering
are presented in the third part of our contribution. Finally, we discuss how our
method and experience can be transferred into other engineering and educational
contexts. With other words, how empowering students, engineers and the public
to involve in inter- and transdisciplinary engineering processes can be achieved,
and how this empowerment supports the development of innovative technologies as
well as engineers’ skills to design technology in line with societies’ needs and
challenges."
author:
- first_name: Ilona
full_name: Horwath, Ilona
last_name: Horwath
- first_name: Silvia
full_name: Dohmeier-Fischer, Silvia
last_name: Dohmeier-Fischer
- first_name: Nathalie
full_name: Weiß-Borkowski, Nathalie
last_name: Weiß-Borkowski
- first_name: Thomas
full_name: Tröster, Thomas
last_name: Tröster
citation:
ama: 'Horwath I, Dohmeier-Fischer S, Weiß-Borkowski N, Tröster T. FROM EMPOWERMENT
TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.
In: INTED2018 Proceedings. ; 2018. doi:10.21125/inted.2018.1651'
apa: 'Horwath, I., Dohmeier-Fischer, S., Weiß-Borkowski, N., & Tröster, T. (2018).
FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS
IN LIGHTWEIGHT ENGINEERING. INTED2018 Proceedings. https://doi.org/10.21125/inted.2018.1651'
bibtex: '@inproceedings{Horwath_Dohmeier-Fischer_Weiß-Borkowski_Tröster_2018, title={FROM
EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT
ENGINEERING}, DOI={10.21125/inted.2018.1651},
booktitle={INTED2018 Proceedings}, author={Horwath, Ilona and Dohmeier-Fischer,
Silvia and Weiß-Borkowski, Nathalie and Tröster, Thomas}, year={2018} }'
chicago: 'Horwath, Ilona, Silvia Dohmeier-Fischer, Nathalie Weiß-Borkowski, and
Thomas Tröster. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY
RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” In INTED2018 Proceedings,
2018. https://doi.org/10.21125/inted.2018.1651.'
ieee: 'I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, and T. Tröster, “FROM
EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT
ENGINEERING,” 2018, doi: 10.21125/inted.2018.1651.'
mla: 'Horwath, Ilona, et al. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY
RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” INTED2018 Proceedings, 2018,
doi:10.21125/inted.2018.1651.'
short: 'I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, T. Tröster, in: INTED2018
Proceedings, 2018.'
date_created: 2021-09-14T21:30:25Z
date_updated: 2022-04-21T18:18:23Z
ddc:
- '620'
department:
- _id: '603'
doi: 10.21125/inted.2018.1651
file:
- access_level: closed
content_type: application/pdf
creator: innem
date_created: 2021-09-14T21:31:21Z
date_updated: 2021-09-14T21:31:21Z
file_id: '24469'
file_name: Horwath_etal_2018.pdf
file_size: 259154
relation: main_file
success: 1
file_date_updated: 2021-09-14T21:31:21Z
has_accepted_license: '1'
keyword:
- Lightweight Design
- Interdisciplinarity
- Transdisciplinarity
- Higher Education
- Research Methods
language:
- iso: eng
publication: INTED2018 Proceedings
publication_status: published
quality_controlled: '1'
status: public
title: 'FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS
IN LIGHTWEIGHT ENGINEERING'
type: conference
user_id: '83744'
year: '2018'
...
---
_id: '34498'
abstract:
- lang: eng
text: "Ample empirical research from regular school settings documents reciprocal
effects between academic performance and academic self-concept of ability (ASC),
supporting what is known as a reciprocal effects model (REM). The present article
investigates a REM in the domain of reading performance in a sample of elementary
students with special educational needs in learning (SEN-L) who received special
educational support in exclusive versus inclusive settings (N = 446). In exclusive
settings, SEN-L students attend special schools and are completely separated from
regular students. By contrast, SEN-L students in inclusive settings attend regular
schools and are educated in classes with regular students. In both settings, SEN-L
students are not graded and taught based on individual learning goals, which may
affect reciprocal effects between ASC and reading performance. In addition, given
that special education for SEN-L students relies heavily on individual reference
standards to evaluate performance, we tested individual performance growth of
SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across
3rd and 4th grade revealed some cross-lagged effects and an effect of performance
growth on ASC in exclusive settings in particular. The discussion focuses on the
role of individualized instruction, grades, peer groups, and individual versus
social reference standards for reciprocal effects between ASC and performance
as well as practical implications.\r\n"
author:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Elke
full_name: Wild, Elke
last_name: Wild
- first_name: Daniela
full_name: Stranghöner, Daniela
last_name: Stranghöner
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
ama: 'Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects
between self-concept of ability and performance: A longitudinal study of children
with learning disabilities in inclusive versus exclusive elementary education.
Learning and Individual Differences. 2018;61:11-20. doi:10.1016/j.lindif.2017.11.005'
apa: 'Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & Lütje-Klose, B.
(2018). Reciprocal effects between self-concept of ability and performance: A
longitudinal study of children with learning disabilities in inclusive versus
exclusive elementary education. Learning and Individual Differences, 61,
11–20. https://doi.org/10.1016/j.lindif.2017.11.005'
bibtex: '@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal
effects between self-concept of ability and performance: A longitudinal study
of children with learning disabilities in inclusive versus exclusive elementary
education}, volume={61}, DOI={10.1016/j.lindif.2017.11.005},
journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges,
Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose,
Birgit}, year={2018}, pages={11–20} }'
chicago: 'Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit
Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance:
A Longitudinal Study of Children with Learning Disabilities in Inclusive versus
Exclusive Elementary Education.” Learning and Individual Differences 61
(2018): 11–20. https://doi.org/10.1016/j.lindif.2017.11.005.'
ieee: 'J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal
effects between self-concept of ability and performance: A longitudinal study
of children with learning disabilities in inclusive versus exclusive elementary
education,” Learning and Individual Differences, vol. 61, pp. 11–20, 2018,
doi: 10.1016/j.lindif.2017.11.005.'
mla: 'Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability
and Performance: A Longitudinal Study of Children with Learning Disabilities in
Inclusive versus Exclusive Elementary Education.” Learning and Individual Differences,
vol. 61, Elsevier BV, 2018, pp. 11–20, doi:10.1016/j.lindif.2017.11.005.'
short: J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning
and Individual Differences 61 (2018) 11–20.
date_created: 2022-12-17T13:20:47Z
date_updated: 2023-01-10T19:42:56Z
department:
- _id: '479'
doi: 10.1016/j.lindif.2017.11.005
extern: '1'
intvolume: ' 61'
keyword:
- BiLieF
- Special educational needs
- Learning disability
- Academic selfconcept of ability
- Reciprocal effects model
- Inclusive education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.sciencedirect.com/science/article/pii/S1041608017302030
oa: '1'
page: 11-20
publication: Learning and Individual Differences
publication_identifier:
issn:
- 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: 'Reciprocal effects between self-concept of ability and performance: A longitudinal
study of children with learning disabilities in inclusive versus exclusive elementary
education'
type: journal_article
user_id: '95559'
volume: 61
year: '2018'
...
---
_id: '36400'
abstract:
- lang: eng
text: La provisión de oportunidades para el aprendizaje intercultural a
través del contacto con “lo extranjero” es fundamental para el bienestar cultural,
social y económico de los países multiculturales. El contexto mexicano es de particular
interés tanto por su extraordinaria diversidad sociocultural como por sus niveles
epidémicos de analfabetismo intercultural. Con base en una encuesta realizada
a 189 estudiantes de la Escuela Normal Superior de México, el presente artículo
explora (i) la importancia percibida del contacto con “lo extranjero” como parte
de la formación magisterial, (ii) el interés existente por la participación en
algún programa de intercambio internacional y (iii) el nivel de experiencias concretas
con “lo extranjero”. A partir de una serie de estadísticas descriptivas –que demuestran
las percepciones, intereses y experiencias de los futuros maestros de secundaria–
se manifiesta la importancia de un mayor compromiso institucional y gubernamental
con la formación intercultural del magisterio normalista.
article_number: '83'
author:
- first_name: Andreas
full_name: Pöllmann, Andreas
last_name: Pöllmann
citation:
ama: Pöllmann A. La formación intercultural de los futuros maestros mexicanos de
secundaria. Revista Electrónica de Investigación Educativa. 2018;20(1).
doi:10.24320/redie.2018.20.1.1461
apa: Pöllmann, A. (2018). La formación intercultural de los futuros maestros mexicanos
de secundaria. Revista Electrónica de Investigación Educativa, 20(1),
Article 83. https://doi.org/10.24320/redie.2018.20.1.1461
bibtex: '@article{Pöllmann_2018, title={La formación intercultural de los futuros
maestros mexicanos de secundaria}, volume={20}, DOI={10.24320/redie.2018.20.1.1461},
number={183}, journal={Revista Electrónica de Investigación Educativa}, publisher={Revista
Electronica de Investigacin Educativa}, author={Pöllmann, Andreas}, year={2018}
}'
chicago: Pöllmann, Andreas. “La formación intercultural de los futuros maestros
mexicanos de secundaria.” Revista Electrónica de Investigación Educativa
20, no. 1 (2018). https://doi.org/10.24320/redie.2018.20.1.1461.
ieee: 'A. Pöllmann, “La formación intercultural de los futuros maestros mexicanos
de secundaria,” Revista Electrónica de Investigación Educativa, vol. 20,
no. 1, Art. no. 83, 2018, doi: 10.24320/redie.2018.20.1.1461.'
mla: Pöllmann, Andreas. “La formación intercultural de los futuros maestros mexicanos
de secundaria.” Revista Electrónica de Investigación Educativa, vol. 20,
no. 1, 83, Revista Electronica de Investigacin Educativa, 2018, doi:10.24320/redie.2018.20.1.1461.
short: A. Pöllmann, Revista Electrónica de Investigación Educativa 20 (2018).
date_created: 2023-01-12T10:55:18Z
date_updated: 2023-01-12T10:57:14Z
department:
- _id: '453'
doi: 10.24320/redie.2018.20.1.1461
extern: '1'
intvolume: ' 20'
issue: '1'
keyword:
- Education
language:
- iso: spa
publication: Revista Electrónica de Investigación Educativa
publication_identifier:
issn:
- 1607-4041
publication_status: published
publisher: Revista Electronica de Investigacin Educativa
status: public
title: La formación intercultural de los futuros maestros mexicanos de secundaria
type: journal_article
user_id: '77437'
volume: 20
year: '2018'
...
---
_id: '48321'
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Kirstin
full_name: Erath, Kirstin
last_name: Erath
citation:
ama: Wessel L, Erath K. Theoretical frameworks for designing and analyzing language-responsive
mathematics teaching–learning arrangements. ZDM. 2018;50(6):1053-1064.
doi:10.1007/s11858-018-0980-y
apa: Wessel, L., & Erath, K. (2018). Theoretical frameworks for designing and
analyzing language-responsive mathematics teaching–learning arrangements. ZDM,
50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y
bibtex: '@article{Wessel_Erath_2018, title={Theoretical frameworks for designing
and analyzing language-responsive mathematics teaching–learning arrangements},
volume={50}, DOI={10.1007/s11858-018-0980-y},
number={6}, journal={ZDM}, publisher={Springer Science and Business Media LLC},
author={Wessel, Lena and Erath, Kirstin}, year={2018}, pages={1053–1064} }'
chicago: 'Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing
and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.”
ZDM 50, no. 6 (2018): 1053–64. https://doi.org/10.1007/s11858-018-0980-y.'
ieee: 'L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing
language-responsive mathematics teaching–learning arrangements,” ZDM, vol.
50, no. 6, pp. 1053–1064, 2018, doi: 10.1007/s11858-018-0980-y.'
mla: Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and
Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” ZDM,
vol. 50, no. 6, Springer Science and Business Media LLC, 2018, pp. 1053–64, doi:10.1007/s11858-018-0980-y.
short: L. Wessel, K. Erath, ZDM 50 (2018) 1053–1064.
date_created: 2023-10-19T09:28:27Z
date_updated: 2024-04-18T09:04:31Z
department:
- _id: '643'
doi: 10.1007/s11858-018-0980-y
intvolume: ' 50'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1053-1064
publication: ZDM
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Theoretical frameworks for designing and analyzing language-responsive mathematics
teaching–learning arrangements
type: journal_article
user_id: '37888'
volume: 50
year: '2018'
...
---
_id: '8575'
abstract:
- lang: eng
text: The transition from high school to university mathematics has proven to be
difficult for many students but especially for pre-service secondary teachers.
To support these students at mastering this transition, various universities have
introduced support measures of various kinds. The WiGeMath project developed a
taxonomy that makes it possible to describe and compare these measures concerning
their goals as well as their frame characteristics. We will exemplify the use
of the taxonomy in the description of one specific innovative measure that was
part of the WiGeMath evaluations. Moreover, we will present first results concerning
the goal-fulfilment of this measure concerning affective characteristics of the
student cohort and their predominant beliefs.
author:
- first_name: Christiane
full_name: Kuklinski, Christiane
last_name: Kuklinski
- first_name: Elena
full_name: Leis, Elena
last_name: Leis
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Silke
full_name: Neuhaus, Silke
last_name: Neuhaus
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
citation:
ama: 'Kuklinski C, Leis E, Liebendörfer M, et al. Evaluating Innovative Measures
in University Mathematics – The Case of Affective Outcomes in a Lecture focused
on Problem-Solving. In: Durand-Guerrier V, Hochmuth R, Goodchild S, Hogstad NM,
eds. Proceedings of the Second Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018).
INDRUM Network, University of Agder; 2018:527-536.'
apa: Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit,
E., Neuhaus, S., Schaper, N., & Schürmann, M. (2018). Evaluating Innovative
Measures in University Mathematics – The Case of Affective Outcomes in a Lecture
focused on Problem-Solving. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild,
& N. M. Hogstad (Eds.), Proceedings of the Second Conference of the International
Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April
2018) (pp. 527–536). INDRUM Network, University of Agder.
bibtex: '@inproceedings{Kuklinski_Leis_Liebendörfer_Hochmuth_Biehler_Lankeit_Neuhaus_Schaper_Schürmann_2018,
place={Kristiansand, Norway}, title={Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving},
booktitle={Proceedings of the Second Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}, publisher={INDRUM
Network, University of Agder}, author={Kuklinski, Christiane and Leis, Elena and
Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa
and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}, editor={Durand-Guerrier,
V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}, year={2018}, pages={527–536}
}'
chicago: 'Kuklinski, Christiane, Elena Leis, Michael Liebendörfer, Reinhard Hochmuth,
Rolf Biehler, Elisa Lankeit, Silke Neuhaus, Niclas Schaper, and Mirko Schürmann.
“Evaluating Innovative Measures in University Mathematics – The Case of Affective
Outcomes in a Lecture Focused on Problem-Solving.” In Proceedings of the Second
Conference of the International Network for Didactic Research in University Mathematics
(INDRUM 2018, 5-7 April 2018), edited by V. Durand-Guerrier, R. Hochmuth,
S. Goodchild, and N.M. Hogstad, 527–36. Kristiansand, Norway: INDRUM Network,
University of Agder, 2018.'
ieee: C. Kuklinski et al., “Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,”
in Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), 2018, pp.
527–536.
mla: Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.”
Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), edited by
V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36.
short: 'C. Kuklinski, E. Leis, M. Liebendörfer, R. Hochmuth, R. Biehler, E. Lankeit,
S. Neuhaus, N. Schaper, M. Schürmann, in: V. Durand-Guerrier, R. Hochmuth, S.
Goodchild, N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International
Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April
2018), INDRUM Network, University of Agder, Kristiansand, Norway, 2018, pp. 527–536.'
date_created: 2019-03-25T15:35:42Z
date_updated: 2023-01-17T23:36:13Z
department:
- _id: '10'
editor:
- first_name: V.
full_name: Durand-Guerrier, V.
last_name: Durand-Guerrier
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: S.
full_name: Goodchild, S.
last_name: Goodchild
- first_name: N.M.
full_name: Hogstad, N.M.
last_name: Hogstad
extern: '1'
keyword:
- Beliefs.
- Motivational developments
- Novel approaches to teaching
- Teacher education
- Transition to and across university mathematics
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf
oa: '1'
page: 527-536
place: Kristiansand, Norway
publication: Proceedings of the Second Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)
publisher: INDRUM Network, University of Agder
quality_controlled: '1'
status: public
title: Evaluating Innovative Measures in University Mathematics – The Case of Affective
Outcomes in a Lecture focused on Problem-Solving
type: conference
user_id: '14931'
year: '2018'
...
---
_id: '45197'
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
citation:
ama: 'Kulgemeyer C, Riese J. From professional knowledge to professional performance:
The impact of CK and PCK on teaching quality in explaining situations. Journal
of Research in Science Teaching. 2018;55:1-26. doi:10.1002/tea.21457'
apa: 'Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations.
Journal of Research in Science Teaching, 55, 1–26. https://doi.org/10.1002/tea.21457'
bibtex: '@article{Kulgemeyer_Riese_2018, title={From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations},
volume={55}, DOI={10.1002/tea.21457},
journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Kulgemeyer,
Christoph and Riese, Josef}, year={2018}, pages={1–26} }'
chicago: 'Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to
Professional Performance: The Impact of CK and PCK on Teaching Quality in Explaining
Situations.” Journal of Research in Science Teaching 55 (2018): 1–26. https://doi.org/10.1002/tea.21457.'
ieee: 'C. Kulgemeyer and J. Riese, “From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations,”
Journal of Research in Science Teaching, vol. 55, pp. 1–26, 2018, doi:
10.1002/tea.21457.'
mla: 'Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to Professional
Performance: The Impact of CK and PCK on Teaching Quality in Explaining Situations.”
Journal of Research in Science Teaching, vol. 55, Wiley, 2018, pp. 1–26,
doi:10.1002/tea.21457.'
short: C. Kulgemeyer, J. Riese, Journal of Research in Science Teaching 55 (2018)
1–26.
date_created: 2023-05-22T15:35:02Z
date_updated: 2023-05-31T07:52:23Z
department:
- _id: '299'
doi: 10.1002/tea.21457
intvolume: ' 55'
keyword:
- Education
language:
- iso: eng
page: 1-26
publication: Journal of Research in Science Teaching
publication_identifier:
issn:
- 0022-4308
publication_status: published
publisher: Wiley
status: public
title: 'From professional knowledge to professional performance: The impact of CK
and PCK on teaching quality in explaining situations'
type: journal_article
user_id: '84746'
volume: 55
year: '2018'
...
---
_id: '57891'
abstract:
- lang: eng
text: 'This article provides an insight into a qualitative research project concerning
music educational practices with mobile music technologies. Based on social systems
theory, this grounded-theory study observes how groups in two extracurricular
music classes construct different technologies (e. g., iPads, mixers, ear phones)
within the emergence of (reflexive) expectations as social structures. The results
reveal five categories of technologies: technology as an instrument-toy-alternator
that supports motivation, as a medium for knowledge and learning, as an adjusting
device used for socio-aesthetic decision making, as a didactical tool for task-based
situations, and as an isolator for inner differentiation by focusing aural perception.
(DIPF/Orig.)'
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
citation:
ama: 'Godau M. Apps in der musikpädagogischen Praxis. Eine explorative Studie zur
kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich.
In: Cvetko AJ, Rolle C, eds. Musikpädagogik Und Kulturwissenschaft. Vol
38. Musikpädagogische Forschung. Waxmann; 2018:237–249.'
apa: Godau, M. (2018). Apps in der musikpädagogischen Praxis. Eine explorative Studie
zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich.
In A. J. Cvetko & C. Rolle (Eds.), Musikpädagogik und Kulturwissenschaft
(Vol. 38, pp. 237–249). Waxmann.
bibtex: '@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische
Forschung}, title={Apps in der musikpädagogischen Praxis. Eine explorative Studie
zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich},
volume={38}, booktitle={Musikpädagogik und Kulturwissenschaft}, publisher={Waxmann},
author={Godau, Marc}, editor={Cvetko, Alexander J. and Rolle, Christian}, year={2018},
pages={237–249}, collection={Musikpädagogische Forschung} }'
chicago: 'Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative
Studie Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen
Nachmittagsbereich.” In Musikpädagogik Und Kulturwissenschaft, edited by
Alexander J. Cvetko and Christian Rolle, 38:237–249. Musikpädagogische Forschung.
Münster, New York: Waxmann, 2018.'
ieee: 'M. Godau, “Apps in der musikpädagogischen Praxis. Eine explorative Studie
zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich,”
in Musikpädagogik und Kulturwissenschaft, vol. 38, A. J. Cvetko and C.
Rolle, Eds. Münster, New York: Waxmann, 2018, pp. 237–249.'
mla: Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative Studie
Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen Nachmittagsbereich.”
Musikpädagogik Und Kulturwissenschaft, edited by Alexander J. Cvetko and
Christian Rolle, vol. 38, Waxmann, 2018, pp. 237–249.
short: 'M. Godau, in: A.J. Cvetko, C. Rolle (Eds.), Musikpädagogik Und Kulturwissenschaft,
Waxmann, Münster, New York, 2018, pp. 237–249.'
date_created: 2024-12-30T14:43:51Z
date_updated: 2024-12-30T14:45:21Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Alexander J.
full_name: Cvetko, Alexander J.
last_name: Cvetko
- first_name: Christian
full_name: Rolle, Christian
last_name: Rolle
extern: '1'
intvolume: ' 38'
keyword:
- Musical education
- Musikpädagogik
- Musikunterricht
- Deployment of media
- Medien
- Medieneinsatz
- Mobile Computing
- Music lessons
- Qualitative Forschung
- Qualitative research
- Teaching of music
- Use of media
language:
- iso: eng
page: 237–249
place: Münster, New York
publication: Musikpädagogik und Kulturwissenschaft
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen
Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich
type: book_chapter
user_id: '99991'
volume: 38
year: '2018'
...
---
_id: '57889'
abstract:
- lang: eng
text: During the past decade, there has been an increase of pedagogical research
under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology.
Yet, there has not been much research on the materiality of music pedagogical
practices. This article introduces an ongoing grounded-theory study on the role
of things (e.g., music instruments, black board, or digital devices) within the
music classroom. Results from the analysis of group discussions and interviews
with student teachers show tensions between personal preferences, school conventions,
and material conventions within the process of introducing things into the classroom.
(DIPF/Orig.)
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
citation:
ama: 'Godau M. Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer
Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen
Handelns angehender Lehrkräfte. In: Clausen B, Dreßler S, eds. Soziale Aspekte
Des Musiklernens. Musikpädagogische Forschung. Waxmann; 2018:43–55.'
apa: Godau, M. (2018). Wie kommen die Dinge in den Musikunterricht? Zur Materialität
musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext
unterrichtsbezogenen Handelns angehender Lehrkräfte. In B. Clausen & S. Dreßler
(Eds.), Soziale Aspekte des Musiklernens (pp. 43–55). Waxmann.
bibtex: '@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische
Forschung}, title={Wie kommen die Dinge in den Musikunterricht? Zur Materialität
musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext
unterrichtsbezogenen Handelns angehender Lehrkräfte}, booktitle={Soziale Aspekte
des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen,
Bernd and Dreßler, Susanne}, year={2018}, pages={43–55}, collection={Musikpädagogische
Forschung} }'
chicago: 'Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität
Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext
Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” In Soziale Aspekte Des
Musiklernens, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische
Forschung. Münster, New York: Waxmann, 2018.'
ieee: 'M. Godau, “Wie kommen die Dinge in den Musikunterricht? Zur Materialität
musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext
unterrichtsbezogenen Handelns angehender Lehrkräfte,” in Soziale Aspekte des
Musiklernens, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann,
2018, pp. 43–55.'
mla: Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität
Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext
Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” Soziale Aspekte Des Musiklernens,
edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55.
short: 'M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens,
Waxmann, Münster, New York, 2018, pp. 43–55.'
date_created: 2024-12-30T14:43:14Z
date_updated: 2025-02-06T10:52:25Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Bernd
full_name: Clausen, Bernd
last_name: Clausen
- first_name: Susanne
full_name: Dreßler, Susanne
last_name: Dreßler
extern: '1'
keyword:
- Interview
- Lehrer
- Musical education
- Musikpädagogik
- Musikunterricht
- Teacher
- Music lessons
- Qualitative Forschung
- Qualitative research
- Teaching of music
- Object
- Objekt
- Ding
- Handlung
- Practice
- Praxis
- Probationary teacher training
- Referendariat
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 43–55
place: Münster, New York
publication: Soziale Aspekte des Musiklernens
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer
Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen
Handelns angehender Lehrkräfte
type: book_chapter
user_id: '99991'
year: '2018'
...