[{"publisher":"Linköping University Electronic Press","_id":"66093","volume":218,"user_id":"71764","status":"public","oa":"1","citation":{"ama":"Schröer F, Tenberge C. “They Really Need to Handle, Inspect, and Experience Things.” In: <i>Linköping Electronic Conference Proceedings</i>. Vol 218. Linköping University Electronic Press; 2026. doi:<a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>","bibtex":"@inproceedings{Schröer_Tenberge_2026, title={“They Really Need to Handle, Inspect, and Experience Things”}, volume={218}, DOI={<a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>}, booktitle={Linköping Electronic Conference Proceedings}, publisher={Linköping University Electronic Press}, author={Schröer, Franz and Tenberge, Claudia}, year={2026} }","mla":"Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect, and Experience Things.’” <i>Linköping Electronic Conference Proceedings</i>, vol. 218, Linköping University Electronic Press, 2026, doi:<a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>.","chicago":"Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect, and Experience Things.’” In <i>Linköping Electronic Conference Proceedings</i>, Vol. 218. Linköping University Electronic Press, 2026. <a href=\"https://doi.org/10.3384/ecp213.1455\">https://doi.org/10.3384/ecp213.1455</a>.","short":"F. Schröer, C. Tenberge, in: Linköping Electronic Conference Proceedings, Linköping University Electronic Press, 2026.","apa":"Schröer, F., &#38; Tenberge, C. (2026). “They Really Need to Handle, Inspect, and Experience Things.” <i>Linköping Electronic Conference Proceedings</i>, <i>218</i>. <a href=\"https://doi.org/10.3384/ecp213.1455\">https://doi.org/10.3384/ecp213.1455</a>","ieee":"F. Schröer and C. Tenberge, “‘They Really Need to Handle, Inspect, and Experience Things,’” in <i>Linköping Electronic Conference Proceedings</i>, 2026, vol. 218, doi: <a href=\"https://doi.org/10.3384/ecp213.1455\">10.3384/ecp213.1455</a>."},"quality_controlled":"1","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://ecp.ep.liu.se/index.php/patt/article/view/1455"}],"alternative_title":["On Teachers’ Practices and Strategies to Teach Technology Inclusively at Primary Level"],"doi":"10.3384/ecp213.1455","author":[{"full_name":"Schröer, Franz","first_name":"Franz","last_name":"Schröer"},{"full_name":"Tenberge, Claudia","last_name":"Tenberge","first_name":"Claudia"}],"publication_identifier":{"issn":["1650-3686","1650-3740"]},"year":"2026","title":"“They Really Need to Handle, Inspect, and Experience Things”","intvolume":"       218","date_updated":"2026-06-30T13:09:02Z","publication_status":"published","date_created":"2026-06-30T13:04:31Z","department":[{"_id":"588"}],"type":"conference","keyword":["Technology Education","Inclusion","Basic Needs","Robotics","Mixed Methods","Teachers' Abilities"],"publication":"Linköping Electronic Conference Proceedings","abstract":[{"lang":"eng","text":"Taking pupils’ diverse needs into account is considered a central requirement of inclusive education (Booth & Ainscow, 2016). These needs are—according to Ainscow’s (2007) inclusive turn—not primarily ‘special educational needs’, but diverse needs of all learners. For the rather segregated German educational system, this endeavour applies especially to primary education, where needs are still developing and pupils are not yet assigned to different types of schooling according to their needs and abilities.\r\n\r\nDespite a substantial amount of research on pupils’ basic psychological needs for autonomy, competence and social relatedness (Ryan et al., 2022), strategies that technology education teachers apply in this regard are not yet well understood. Besides interventional studies on technology education, indicating effectiveness of self‑directed and action‑oriented teaching and learning, there is a dearth of research on how teachers address different needs as a routine.\r\n\r\nThe purpose of the presented study is therefore to investigate and systematize actions and strategies teachers apply, and to specify how pupils' needs are considered when teaching technology education on a given topic.\r\n\r\nThe overall study used a mixed-methods approach to the question how pupils’ needs are characterized by themselves and by their teachers, and how they were taken into account in a lesson adapted and delivered by the teachers. In the sub-study presented here, participating primary school teachers were interviewed about their consideration of pupils’ needs whilst planning and conducting a technology education unit on the functionality of robots.\r\n\r\nThe results gained from qualitative content analysis of the interviews indicate that although the anticipation of different needs is considered challenging, teachers possess a substantiate amount of practices and strategies to take them into account.\r\n\r\nThe paper systematizes the practices teachers described in structured interviews within strategies and discusses the contribution of taking basic needs into account for inclusive technology education."}]},{"date_created":"2023-08-16T10:02:17Z","type":"working_paper","keyword":["Cognitive abilities","retirement","event study","marginal treatment effects"],"department":[{"_id":"281"},{"_id":"475"}],"citation":{"ama":"Schmitz H, Westphal M. <i>The Dynamic and Heterogeneous Effects of Retirement on Cognitive Decline</i>. Vol 918. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen; 2021.","short":"H. Schmitz, M. Westphal, The Dynamic and Heterogeneous Effects of Retirement on Cognitive Decline, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.","chicago":"Schmitz, Hendrik, and Matthias Westphal. <i>The Dynamic and Heterogeneous Effects of Retirement on Cognitive Decline</i>. Vol. 918.  Ruhr Economic Papers. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.","bibtex":"@book{Schmitz_Westphal_2021, series={ Ruhr Economic Papers}, title={The dynamic and heterogeneous effects of retirement on cognitive decline}, volume={918}, publisher={RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}, author={Schmitz, Hendrik and Westphal, Matthias}, year={2021}, collection={ Ruhr Economic Papers} }","mla":"Schmitz, Hendrik, and Matthias Westphal. <i>The Dynamic and Heterogeneous Effects of Retirement on Cognitive Decline</i>. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.","apa":"Schmitz, H., &#38; Westphal, M. (2021). <i>The dynamic and heterogeneous effects of retirement on cognitive decline</i> (Vol. 918). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.","ieee":"H. Schmitz and M. Westphal, <i>The dynamic and heterogeneous effects of retirement on cognitive decline</i>, vol. 918. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021."},"abstract":[{"text":"We study effects of retirement on cognitive abilities (up to ten years after retirement) using data from 21 countries in Continental Europe, England, and the US, and exploiting early-retirement thresholds for identification. For this purpose, combines event-study estimations with the marginal treatment effect framework to allow for effect heterogeneity. This helps to decompose event-study estimates into true medium-run effects of retirement and effects driven by differential retirement preferences. Our results suggest considerable negative effects of retirement on cognitive abilities. We also detect substantial effect heterogeneity: Those who retire as early as possible are not affected while those who retire later exhibit negative effects.","lang":"eng"}],"publisher":"RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen","_id":"46537","language":[{"iso":"eng"}],"series_title":" Ruhr Economic Papers","user_id":"53779","volume":918,"title":"The dynamic and heterogeneous effects of retirement on cognitive decline","status":"public","year":"2021","author":[{"full_name":"Schmitz, Hendrik","last_name":"Schmitz","first_name":"Hendrik","id":"48879"},{"id":"64661","full_name":"Westphal, Matthias","first_name":"Matthias","last_name":"Westphal"}],"date_updated":"2023-08-20T17:54:49Z","intvolume":"       918"},{"project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"citation":{"bibtex":"@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}, volume={75}, DOI={<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>}, number={5}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={839–854} }","short":"C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017) 839–854.","ama":"Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>. 2017;75(5):839-854. doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>","chicago":"Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i> 75, no. 5 (2017): 839–54. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>.","ieee":"C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory,” <i>Higher Education</i>, vol. 75, no. 5, pp. 839–854, 2017, doi: <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>.","mla":"Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i>, vol. 75, no. 5, Springer Science and Business Media LLC, 2017, pp. 839–54, doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>.","apa":"Bohndick, C., Rosman, T., Kohlmeyer, S., &#38; Buhl, H. M. (2017). The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>, <i>75</i>(5), 839–854. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>"},"oa":"1","status":"public","user_id":"27152","volume":75,"page":"839-854","_id":"32535","publisher":"Springer Science and Business Media LLC","abstract":[{"lang":"eng","text":"In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities."}],"issue":"5","publication":"Higher Education","keyword":["Academic success","Person–environment fit theory","Demands–abilities fit","Higher education"],"type":"journal_article","department":[{"_id":"427"}],"date_created":"2022-08-03T01:12:49Z","publication_status":"published","date_updated":"2025-07-16T08:47:02Z","intvolume":"        75","title":"The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory","year":"2017","publication_identifier":{"issn":["0018-1560","1573-174X"]},"author":[{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"},{"full_name":"Rosman, Tom","last_name":"Rosman","first_name":"Tom"},{"last_name":"Kohlmeyer","first_name":"Susanne","full_name":"Kohlmeyer, Susanne"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"}],"doi":"10.1007/s10734-017-0173-6","main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf","open_access":"1"}],"language":[{"iso":"eng"}]},{"title":"Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis","status":"public","year":"2016","publication_identifier":{"issn":["17517583"]},"author":[{"full_name":"Müller, Oliver","first_name":"Oliver","last_name":"Müller","id":"72849"},{"first_name":"Theresa","last_name":"Schmiedel","full_name":"Schmiedel, Theresa"},{"last_name":"Gorbacheva","first_name":"Elena","full_name":"Gorbacheva, Elena"},{"last_name":"vom Brocke","first_name":"Jan","full_name":"vom Brocke, Jan"}],"date_updated":"2022-01-06T07:01:18Z","page":"50--80","language":[{"iso":"eng"}],"_id":"4692","user_id":"72849","doi":"10.1080/17517575.2014.923514","publication":"Enterprise Information Systems","issue":"1","citation":{"apa":"Müller, O., Schmiedel, T., Gorbacheva, E., &#38; vom Brocke, J. (2016). Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis. <i>Enterprise Information Systems</i>, (1), 50--80. <a href=\"https://doi.org/10.1080/17517575.2014.923514\">https://doi.org/10.1080/17517575.2014.923514</a>","ieee":"O. Müller, T. Schmiedel, E. Gorbacheva, and J. vom Brocke, “Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis,” <i>Enterprise Information Systems</i>, no. 1, pp. 50--80, 2016.","chicago":"Müller, Oliver, Theresa Schmiedel, Elena Gorbacheva, and Jan vom Brocke. “Towards a Typology of Business Process Management Professionals: Identifying Patterns of Competences through Latent Semantic Analysis.” <i>Enterprise Information Systems</i>, no. 1 (2016): 50--80. <a href=\"https://doi.org/10.1080/17517575.2014.923514\">https://doi.org/10.1080/17517575.2014.923514</a>.","short":"O. Müller, T. Schmiedel, E. Gorbacheva, J. vom Brocke, Enterprise Information Systems (2016) 50--80.","mla":"Müller, Oliver, et al. “Towards a Typology of Business Process Management Professionals: Identifying Patterns of Competences through Latent Semantic Analysis.” <i>Enterprise Information Systems</i>, no. 1, 2016, pp. 50--80, doi:<a href=\"https://doi.org/10.1080/17517575.2014.923514\">10.1080/17517575.2014.923514</a>.","ama":"Müller O, Schmiedel T, Gorbacheva E, vom Brocke J. Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis. <i>Enterprise Information Systems</i>. 2016;(1):50--80. doi:<a href=\"https://doi.org/10.1080/17517575.2014.923514\">10.1080/17517575.2014.923514</a>","bibtex":"@article{Müller_Schmiedel_Gorbacheva_vom Brocke_2016, title={Towards a typology of business process management professionals: identifying patterns of competences through latent semantic analysis}, DOI={<a href=\"https://doi.org/10.1080/17517575.2014.923514\">10.1080/17517575.2014.923514</a>}, number={1}, journal={Enterprise Information Systems}, author={Müller, Oliver and Schmiedel, Theresa and Gorbacheva, Elena and vom Brocke, Jan}, year={2016}, pages={50--80} }"},"extern":"1","date_created":"2018-10-12T08:30:10Z","type":"journal_article","keyword":["abilities","business process management","competences","knowledge","latent semantic analysis","professionals","skills","typology"]},{"_id":"17278","language":[{"iso":"eng"}],"page":"3481-3486","doi":"10.1109/ROBOT.2008.4543743","user_id":"14931","publication_identifier":{"isbn":["1050-4729"]},"author":[{"full_name":"Lohse, Manja","first_name":"Manja","last_name":"Lohse"},{"last_name":"Rohlfing","first_name":"Katharina","full_name":"Rohlfing, Katharina","id":"50352"},{"full_name":"Wrede, Britta","last_name":"Wrede","first_name":"Britta"},{"first_name":"Gerhard","last_name":"Sagerer","full_name":"Sagerer, Gerhard"}],"title":"“Try something else!” — When users change their discursive behavior in human-robot interaction","year":"2008","status":"public","date_updated":"2023-02-01T13:08:20Z","date_created":"2020-06-24T13:02:49Z","department":[{"_id":"749"}],"keyword":["discursive behavior","autonomous robot","BIRON","man-machine systems","robot abilities","robot knowledge","user gestures","robot verbal feedback utterance","speech processing","user verbal behavior","service robots","human-robot interaction","human computer interaction","gesture recognition"],"type":"conference","citation":{"short":"M. Lohse, K. Rohlfing, B. Wrede, G. Sagerer, in: 2008, pp. 3481–3486.","chicago":"Lohse, Manja, Katharina Rohlfing, Britta Wrede, and Gerhard Sagerer. “‘Try Something Else!’ — When Users Change Their Discursive Behavior in Human-Robot Interaction,” 3481–86, 2008. <a href=\"https://doi.org/10.1109/ROBOT.2008.4543743\">https://doi.org/10.1109/ROBOT.2008.4543743</a>.","ieee":"M. Lohse, K. Rohlfing, B. Wrede, and G. Sagerer, “‘Try something else!’ — When users change their discursive behavior in human-robot interaction,” 2008, pp. 3481–3486, doi: <a href=\"https://doi.org/10.1109/ROBOT.2008.4543743\">10.1109/ROBOT.2008.4543743</a>.","apa":"Lohse, M., Rohlfing, K., Wrede, B., &#38; Sagerer, G. (2008). <i>“Try something else!” — When users change their discursive behavior in human-robot interaction</i>. 3481–3486. <a href=\"https://doi.org/10.1109/ROBOT.2008.4543743\">https://doi.org/10.1109/ROBOT.2008.4543743</a>","bibtex":"@inproceedings{Lohse_Rohlfing_Wrede_Sagerer_2008, title={“Try something else!” — When users change their discursive behavior in human-robot interaction}, DOI={<a href=\"https://doi.org/10.1109/ROBOT.2008.4543743\">10.1109/ROBOT.2008.4543743</a>}, author={Lohse, Manja and Rohlfing, Katharina and Wrede, Britta and Sagerer, Gerhard}, year={2008}, pages={3481–3486} }","ama":"Lohse M, Rohlfing K, Wrede B, Sagerer G. “Try something else!” — When users change their discursive behavior in human-robot interaction. In: ; 2008:3481-3486. doi:<a href=\"https://doi.org/10.1109/ROBOT.2008.4543743\">10.1109/ROBOT.2008.4543743</a>","mla":"Lohse, Manja, et al. <i>“Try Something Else!” — When Users Change Their Discursive Behavior in Human-Robot Interaction</i>. 2008, pp. 3481–86, doi:<a href=\"https://doi.org/10.1109/ROBOT.2008.4543743\">10.1109/ROBOT.2008.4543743</a>."},"abstract":[{"lang":"eng","text":"This paper investigates the influence of feedback provided by an autonomous robot (BIRON) on users’ discursive behavior. A user study is described during which users show objects to the robot. The results of the experiment indicate, that the robot’s verbal feedback utterances cause the humans to adapt their own way of speaking. The changes in users’ verbal behavior are due to their beliefs about the robots knowledge and abilities. In this paper they are identified and grouped. Moreover, the data implies variations in user behavior regarding gestures. Unlike speech, the robot was not able to give feedback with gestures. Due to the lack of feedback, users did not seem to have a consistent mental representation of the robot’s abilities to recognize gestures. As a result, changes between different gestures are interpreted to be unconscious variations accompanying speech."}]}]