[{"keyword":["Scaffolding","Sprache und Fach","Grounded Theory Methodology","Lesen in der Sekundarstufe I","Sprachsensibler Geschichtsunterricht","Durchgängige Sprachbildung"],"type":"dissertation","date_created":"2026-04-30T07:52:15Z","place":"Wiesbaden","abstract":[{"text":"Wie verläuft der Leseprozess im Geschichtsunterricht für Schüler:innen, die neu in das deutsche Bildungssystem einsteigen – und welche Faktoren beeinflussen ihr Verstehen? Diese Studie untersucht an der Schnittstelle von Deutsch als Zweitsprache und Geschichtsdidaktik die Bedingungen des Lesens im Geschichtsunterricht. Im Fokus stehen die Erfahrungen von Seiteneinsteiger:innen sowie die Perspektiven der Lehrkräfte, die im Rahmen einer qualitativ‑explorativen Untersuchung mithilfe von Unterrichtshospitationen, Interviews und Materialanalysen erhoben wurden. Methodisch ist die Arbeit in der Grounded Theory Methodology nach Strauss und Corbin (1996) verankert, anhand derer die komplexen Einflussfaktoren historischer Leseprozesse systematisch herausgearbeitet werden.\r\n\r\nDie Ergebnisse zeigen drei zentrale Einflussdimensionen: sprachliche, sozial‑affektive und geschichtsspezifische Faktoren. Zudem wird deutlich, dass Unterstützungsmaßnahmen stets zwischen kurzfristiger Hilfe und dem langfristigen Aufbau von Disciplinary Literacy ausbalanciert werden müssen. Ihre Wirksamkeit hängt wesentlich von der bewussten Auswahl und Zugänglichkeit durch die Lehrkraft sowie von den Möglichkeiten der Lernenden ab, Unterstützung gezielt einzufordern. Lernwirksam wird Geschichtsunterricht besonders dann, wenn hohe fachliche Anforderungen mit reflektierter sprachlicher Unterstützung verbunden werden. Die Studie leistet damit einen Beitrag zur Forschung zu sprachbewusstem Fachunterricht und bietet Impulse für eine kritisch‑reflexive Sprachsensibilität in schulischen Bildungsprozessen.","lang":"ger"}],"citation":{"ieee":"J. Müller, <i>Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht</i>. Wiesbaden: Springer Spektrum, 2026.","apa":"Müller, J. (2026). <i>Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht</i>. Springer Spektrum. <a href=\"https://doi.org/10.1007/978-3-658-51420-4\">https://doi.org/10.1007/978-3-658-51420-4</a>","chicago":"Müller, Jennifer. <i>Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht</i>. Sprachsensibilität in Bildungsprozessen. Wiesbaden: Springer Spektrum, 2026. <a href=\"https://doi.org/10.1007/978-3-658-51420-4\">https://doi.org/10.1007/978-3-658-51420-4</a>.","short":"J. Müller, Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht, Springer Spektrum, Wiesbaden, 2026.","mla":"Müller, Jennifer. <i>Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht</i>. Springer Spektrum, 2026, doi:<a href=\"https://doi.org/10.1007/978-3-658-51420-4\">10.1007/978-3-658-51420-4</a>.","bibtex":"@book{Müller_2026, place={Wiesbaden}, series={Sprachsensibilität in Bildungsprozessen}, title={Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-51420-4\">10.1007/978-3-658-51420-4</a>}, publisher={Springer Spektrum}, author={Müller, Jennifer}, year={2026}, collection={Sprachsensibilität in Bildungsprozessen} }","ama":"Müller J. <i>Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht</i>. Springer Spektrum; 2026. doi:<a href=\"https://doi.org/10.1007/978-3-658-51420-4\">10.1007/978-3-658-51420-4</a>"},"user_id":"108285","doi":"10.1007/978-3-658-51420-4","main_file_link":[{"url":"https://link.springer.com/book/9783658514198"}],"language":[{"iso":"ger"}],"_id":"65522","series_title":"Sprachsensibilität in Bildungsprozessen","publisher":"Springer Spektrum","publication_status":"published","date_updated":"2026-07-15T15:34:05Z","status":"public","title":"Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht","year":"2026","publication_identifier":{"eisbn":["978-3-658-51420-4"]},"author":[{"full_name":"Müller, Jennifer","last_name":"Müller","first_name":"Jennifer","id":"108285"}]},{"oa":"1","project":[{"_id":"123","name":"TRR 318 - B5: TRR 318 - Subproject B5"}],"file_date_updated":"2025-09-17T13:36:09Z","citation":{"apa":"Beierling, H., Beierling, R., &#38; Vollmer, A.-L. (2025). The power of combined modalities in interactive robot learning. <i>Frontiers in Robotics and AI</i>, <i>12</i>.","ieee":"H. Beierling, R. Beierling, and A.-L. Vollmer, “The power of combined modalities in interactive robot learning,” <i>Frontiers in Robotics and AI</i>, vol. 12, 2025.","chicago":"Beierling, Helen, Robin  Beierling, and Anna-Lisa Vollmer. “The Power of Combined Modalities in Interactive Robot Learning.” <i>Frontiers in Robotics and AI</i> 12 (2025).","short":"H. Beierling, R. Beierling, A.-L. Vollmer, Frontiers in Robotics and AI 12 (2025).","mla":"Beierling, Helen, et al. “The Power of Combined Modalities in Interactive Robot Learning.” <i>Frontiers in Robotics and AI</i>, vol. 12, Frontiers , 2025.","ama":"Beierling H, Beierling R, Vollmer A-L. The power of combined modalities in interactive robot learning. <i>Frontiers in Robotics and AI</i>. 2025;12.","bibtex":"@article{Beierling_Beierling_Vollmer_2025, title={The power of combined modalities in interactive robot learning}, volume={12}, journal={Frontiers in Robotics and AI}, publisher={Frontiers }, author={Beierling, Helen and Beierling, Robin  and Vollmer, Anna-Lisa}, year={2025} }"},"ddc":["004"],"user_id":"50995","volume":12,"publisher":"Frontiers ","_id":"55400","funded_apc":"1","has_accepted_license":"1","status":"public","keyword":["human-robot interaction","human-in-the-loop learning","reinforcement learning","interactive robot learning","multi-modal feedback","learning from demonstration","preference-based learning","scaffolding in robot learning"],"type":"journal_article","file":[{"creator":"helebeen","date_created":"2025-09-17T13:36:09Z","file_name":"frobt-12-1598968.pdf","access_level":"closed","file_size":36978223,"relation":"main_file","date_updated":"2025-09-17T13:36:09Z","file_id":"61331","content_type":"application/pdf","success":1}],"date_created":"2024-07-26T08:35:24Z","abstract":[{"lang":"eng","text":"This study contributes to the evolving field of robot learning in interaction\r\nwith humans, examining the impact of diverse input modalities on learning\r\noutcomes. It introduces the concept of \"meta-modalities\" which encapsulate\r\nadditional forms of feedback beyond the traditional preference and scalar\r\nfeedback mechanisms. Unlike prior research that focused on individual\r\nmeta-modalities, this work evaluates their combined effect on learning\r\noutcomes. Through a study with human participants, we explore user preferences\r\nfor these modalities and their impact on robot learning performance. Our\r\nfindings reveal that while individual modalities are perceived differently,\r\ntheir combination significantly improves learning behavior and usability. This\r\nresearch not only provides valuable insights into the optimization of\r\nhuman-robot interactive task learning but also opens new avenues for enhancing\r\nthe interactive freedom and scaffolding capabilities provided to users in such\r\nsettings."}],"extern":"1","publication":"Frontiers in Robotics and AI","main_file_link":[{"open_access":"1","url":"https://pmc.ncbi.nlm.nih.gov/articles/PMC12312635/"}],"language":[{"iso":"eng"}],"date_updated":"2025-09-17T13:38:18Z","publication_status":"published","intvolume":"        12","article_type":"original","title":"The power of combined modalities in interactive robot learning","year":"2025","author":[{"full_name":"Beierling, Helen","first_name":"Helen","last_name":"Beierling"},{"first_name":"Robin ","last_name":"Beierling","full_name":"Beierling, Robin "},{"last_name":"Vollmer","first_name":"Anna-Lisa","full_name":"Vollmer, Anna-Lisa"}]},{"doi":"10.1145/3686215.3689202","language":[{"iso":"eng"}],"date_updated":"2024-11-06T10:56:34Z","author":[{"id":"91018","orcid":"0000-0002-7789-1521","first_name":"Amit","last_name":"Singh","full_name":"Singh, Amit"},{"id":"50352","full_name":"Rohlfing, Katharina J.","first_name":"Katharina J.","last_name":"Rohlfing"}],"year":"2024","title":"Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue","department":[{"_id":"749"},{"_id":"660"}],"type":"conference","keyword":["Explanation","Scaffolding","Eyetracking","Partner Model","HRI"],"date_created":"2024-10-17T09:35:32Z","abstract":[{"text":"In a successful dialogue in general and a successful explanation in specific, partners need to account for both, the task model (what is relevant for the task) and the partner model (what one can con- tribute). The phenomenon of coupling between task and the partner model becomes especially interesting in the context of Human– Robot Interaction where humans have to deal with unknown ca- pabilities of the robot, which can momentarily be perceived when the robot is unable to contribute to the task. Following research on the path over manner prominence in an action [31–33], a robot ex- plained actions to a human by emphasizing two aspects – the path (\"where\" component) and the manner (\"how\" component). On criti- cal trials, the robot occasionally omitted one of these components where participants sought missing information for the path or the manner. Participants’ information-seeking and gaze behaviour were analysed. Analysis confirms the initial predictions for, a) task model (path over manner prominence), i.e., earlier information-seeking for path-missing than manner-missing trials, and b) partner model, i.e., while information-seeking is predominantly tied to the attention on the robot’s face, when robot fails to provide resolution, attention shifts more often towards its torso – a behavior likely to indicate an exploration of the robot’s capabilities. An individual-level anal- ysis further confirms that the intra-individual variation in the task model is partly influenced by the perceived capability of the robot.","lang":"eng"}],"publication":"Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)","ddc":["410"],"user_id":"91018","_id":"56660","has_accepted_license":"1","conference":{"name":"26th ACM International Conference on Multimodal Interaction (ICMI 2024)","location":"San Jose, Costa Rica"},"status":"public","project":[{"grant_number":"438445824","_id":"115","name":"TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)"}],"citation":{"bibtex":"@inproceedings{Singh_Rohlfing_2024, title={Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue}, DOI={<a href=\"https://doi.org/10.1145/3686215.3689202\">10.1145/3686215.3689202</a>}, booktitle={Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2024} }","ama":"Singh A, Rohlfing KJ. Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue. In: <i>Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)</i>. ; 2024. doi:<a href=\"https://doi.org/10.1145/3686215.3689202\">10.1145/3686215.3689202</a>","mla":"Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue.” <i>Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)</i>, 2024, doi:<a href=\"https://doi.org/10.1145/3686215.3689202\">10.1145/3686215.3689202</a>.","short":"A. Singh, K.J. Rohlfing, in: Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024), 2024.","chicago":"Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue.” In <i>Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)</i>, 2024. <a href=\"https://doi.org/10.1145/3686215.3689202\">https://doi.org/10.1145/3686215.3689202</a>.","ieee":"A. Singh and K. J. Rohlfing, “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue,” presented at the 26th ACM International Conference on Multimodal Interaction (ICMI 2024), San Jose, Costa Rica, 2024, doi: <a href=\"https://doi.org/10.1145/3686215.3689202\">10.1145/3686215.3689202</a>.","apa":"Singh, A., &#38; Rohlfing, K. J. (2024). Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue. <i>Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)</i>. 26th ACM International Conference on Multimodal Interaction (ICMI 2024), San Jose, Costa Rica. <a href=\"https://doi.org/10.1145/3686215.3689202\">https://doi.org/10.1145/3686215.3689202</a>"}},{"date_created":"2023-10-24T07:56:11Z","department":[{"_id":"643"}],"keyword":["Vocational education","language","percentages","scaffolding","design research"],"type":"conference","issue":"12","publication":"Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","language":[{"iso":"eng"}],"series_title":"Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)","article_number":"hal-02409325","main_file_link":[{"url":"https://hal.science/hal-02409325/"}],"author":[{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"}],"year":"2019","title":"How theories of language-responsive mathematics can inform teaching designs for vocational mathematics","date_updated":"2024-04-18T09:19:16Z","place":"Utrecht, Netherlands","citation":{"ieee":"L. Wessel, “How theories of language-responsive mathematics can inform teaching designs for vocational mathematics,” in <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, 2019, vol. TWG07, no. 12.","mla":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, edited by Uffe Thomas Jankvist et al., vol. TWG07, no. 12, hal-02409325, 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, &#38; M. Veldhuis (Eds.), <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i> (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)} }","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.","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. <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>. Vol TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Freudenthal Group; 2019.","chicago":"Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” In <i>Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)</i>, 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."},"_id":"48409","publisher":"Freudenthal Group","volume":"TWG07","editor":[{"first_name":"Uffe Thomas","last_name":"Jankvist","full_name":"Jankvist, Uffe Thomas"},{"first_name":"Marja","last_name":"van den Heuvel-Panhuizen","full_name":"van den Heuvel-Panhuizen, Marja"},{"full_name":"Veldhuis, Michiel","first_name":"Michiel","last_name":"Veldhuis"}],"user_id":"37888","status":"public"},{"main_file_link":[{"url":"https://hal.science/hal-01937137/"}],"page":"1388-1395","_id":"48411","publisher":"DCU Institute of Education and ERME.","language":[{"iso":"eng"}],"user_id":"37888","editor":[{"last_name":"Dooley","first_name":"T.","full_name":"Dooley, T."},{"first_name":"G.","last_name":"Gueudet","full_name":"Gueudet, G."}],"year":"2017","title":"How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses","status":"public","author":[{"full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel","id":"85190"}],"date_updated":"2024-04-18T09:19:24Z","place":"Dublin, Ireland","date_created":"2023-10-24T07:58:51Z","type":"book_chapter","keyword":["Academic language","relative frequency","scaffolding","design research","trace analysis"],"department":[{"_id":"643"}],"publication":"Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)","citation":{"bibtex":"@inbook{Wessel_2017, place={Dublin, Ireland}, title={How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses}, booktitle={Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}, publisher={DCU Institute of Education and ERME.}, author={Wessel, Lena}, editor={Dooley, T. and Gueudet, G.}, year={2017}, pages={1388–1395} }","ama":"Wessel L. How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses. In: Dooley T, Gueudet G, eds. <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>. DCU Institute of Education and ERME.; 2017:1388-1395.","mla":"Wessel, Lena. “How Do Students Develop Lexical Means for Understanding the Concept of Relative Frequency? Empirical Insights on the Basis of Trace Analyses.” <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>, edited by T. Dooley and G. Gueudet, DCU Institute of Education and ERME., 2017, pp. 1388–95.","chicago":"Wessel, Lena. “How Do Students Develop Lexical Means for Understanding the Concept of Relative Frequency? Empirical Insights on the Basis of Trace Analyses.” In <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>, edited by T. Dooley and G. Gueudet, 1388–95. Dublin, Ireland: DCU Institute of Education and ERME., 2017.","short":"L. Wessel, in: T. Dooley, G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017), DCU Institute of Education and ERME., Dublin, Ireland, 2017, pp. 1388–1395.","ieee":"L. Wessel, “How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses,” in <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i>, T. Dooley and G. Gueudet, Eds. Dublin, Ireland: DCU Institute of Education and ERME., 2017, pp. 1388–1395.","apa":"Wessel, L. (2017). How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses. In T. Dooley &#38; G. Gueudet (Eds.), <i>Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)</i> (pp. 1388–1395). DCU Institute of Education and ERME."}}]