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