---
_id: '60196'
abstract:
- lang: eng
text: 'This paper examines the governance and quality control of digital curriculum
resources (DCR) for K-12 mathematics education in Germany. It focuses on approval
processes and criteria set by the 16 federal states, arguing that these have the
potential to influence the development of DCR. Using qualitative content analysis,
the study explores three research questions: which DCR require official approval,
the criteria applied for approval, and the extent to which these criteria are
mathematics-specific. Findings indicate that 10 federal states maintain official
approval systems, covering digital equivalents of printed textbooks and selected
supplemental materials. However, most DCR fall outside these regulated processes,
leaving their evaluation largely to individual schools and teachers. The study
identifies 17 categories of quality criteria, but reveals a lack of detailed,
mathematics-specific requirements. Instead, many criteria are broad references
to didactical principles and educational goals, leaving the interpretation and
application of these quality standards open-ended. Subject-specific criteria are
included but remain limited in specificity. The study underscores the need for
research-informed, mathematics-specific quality standards to guide DCR development
and approval, emphasizing their importance amidst challenges like artificial intelligence.
Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to
be used in schools.'
article_type: original
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: Rezat S. The quality of digital curriculum resources for mathematics in German
educational policy. ZDM – Mathematics Education. 2025;57:891–904. doi:10.1007/s11858-025-01708-w
apa: Rezat, S. (2025). The quality of digital curriculum resources for mathematics
in German educational policy. ZDM – Mathematics Education, 57, 891–904.
https://doi.org/10.1007/s11858-025-01708-w
bibtex: '@article{Rezat_2025, title={The quality of digital curriculum resources
for mathematics in German educational policy}, volume={57}, DOI={10.1007/s11858-025-01708-w},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Rezat, Sebastian}, year={2025}, pages={891–904} }'
chicago: 'Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics
in German Educational Policy.” ZDM – Mathematics Education 57 (2025): 891–904.
https://doi.org/10.1007/s11858-025-01708-w.'
ieee: 'S. Rezat, “The quality of digital curriculum resources for mathematics in
German educational policy,” ZDM – Mathematics Education, vol. 57, pp. 891–904,
2025, doi: 10.1007/s11858-025-01708-w.'
mla: Rezat, Sebastian. “The Quality of Digital Curriculum Resources for Mathematics
in German Educational Policy.” ZDM – Mathematics Education, vol. 57, Springer
Science and Business Media LLC, 2025, pp. 891–904, doi:10.1007/s11858-025-01708-w.
short: S. Rezat, ZDM – Mathematics Education 57 (2025) 891–904.
date_created: 2025-06-12T14:21:07Z
date_updated: 2025-12-16T14:32:27Z
ddc:
- '370'
department:
- _id: '360'
doi: 10.1007/s11858-025-01708-w
file:
- access_level: closed
content_type: application/pdf
creator: srezat
date_created: 2025-06-12T14:23:07Z
date_updated: 2025-06-12T14:23:07Z
file_id: '60197'
file_name: s11858-025-01708-w.pdf
file_size: 1296774
relation: main_file
success: 1
file_date_updated: 2025-06-12T14:23:07Z
has_accepted_license: '1'
intvolume: ' 57'
keyword:
- governance
- digital curriculum resources
- digital textbooks
- digital curriculum materials
- quality
language:
- iso: eng
page: ' 891–904'
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: The quality of digital curriculum resources for mathematics in German educational
policy
type: journal_article
user_id: '31132'
volume: 57
year: '2025'
...
---
_id: '55191'
author:
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
- first_name: Jana
full_name: Visnovska, Jana
last_name: Visnovska
- first_name: Guorui
full_name: Yan, Guorui
last_name: Yan
- first_name: Moneoang
full_name: Leshota, Moneoang
last_name: Leshota
- first_name: Hussein
full_name: Sabra, Hussein
last_name: Sabra
citation:
ama: 'Rezat S, Visnovska J, Yan G, Leshota M, Sabra H. Topic Study Group 41: Research
and development on textbooks and resources for learning and teaching mathematics.
In: Proceedings of the 14th International Congress on Mathematical Education.
Vol 1. World Scientific; 2024:537–545. doi:10.1142/9789811287152_0065'
apa: 'Rezat, S., Visnovska, J., Yan, G., Leshota, M., & Sabra, H. (2024). Topic
Study Group 41: Research and development on textbooks and resources for learning
and teaching mathematics. Proceedings of the 14th International Congress on
Mathematical Education, 1, 537–545. https://doi.org/10.1142/9789811287152_0065'
bibtex: '@inproceedings{Rezat_Visnovska_Yan_Leshota_Sabra_2024, place={Shanghai,
China}, title={Topic Study Group 41: Research and development on textbooks and
resources for learning and teaching mathematics}, volume={1}, DOI={10.1142/9789811287152_0065},
booktitle={Proceedings of the 14th International Congress on Mathematical Education},
publisher={World Scientific}, author={Rezat, Sebastian and Visnovska, Jana and
Yan, Guorui and Leshota, Moneoang and Sabra, Hussein}, year={2024}, pages={537–545}
}'
chicago: 'Rezat, Sebastian, Jana Visnovska, Guorui Yan, Moneoang Leshota, and Hussein
Sabra. “Topic Study Group 41: Research and Development on Textbooks and Resources
for Learning and Teaching Mathematics.” In Proceedings of the 14th International
Congress on Mathematical Education, 1:537–545. Shanghai, China: World Scientific,
2024. https://doi.org/10.1142/9789811287152_0065.'
ieee: 'S. Rezat, J. Visnovska, G. Yan, M. Leshota, and H. Sabra, “Topic Study Group
41: Research and development on textbooks and resources for learning and teaching
mathematics,” in Proceedings of the 14th International Congress on Mathematical
Education, 2024, vol. 1, pp. 537–545, doi: 10.1142/9789811287152_0065.'
mla: 'Rezat, Sebastian, et al. “Topic Study Group 41: Research and Development on
Textbooks and Resources for Learning and Teaching Mathematics.” Proceedings
of the 14th International Congress on Mathematical Education, vol. 1, World
Scientific, 2024, pp. 537–545, doi:10.1142/9789811287152_0065.'
short: 'S. Rezat, J. Visnovska, G. Yan, M. Leshota, H. Sabra, in: Proceedings of
the 14th International Congress on Mathematical Education, World Scientific, Shanghai,
China, 2024, pp. 537–545.'
date_created: 2024-07-12T06:58:06Z
date_updated: 2024-07-12T07:02:20Z
department:
- _id: '360'
doi: 10.1142/9789811287152_0065
intvolume: ' 1'
keyword:
- Mathematics
- Mathematik
- Textbook
- Curriculum Resources
- Schulbuch
language:
- iso: eng
page: 537–545
place: Shanghai, China
publication: Proceedings of the 14th International Congress on Mathematical Education
publication_status: published
publisher: World Scientific
status: public
title: 'Topic Study Group 41: Research and development on textbooks and resources
for learning and teaching mathematics'
type: conference
user_id: '31132'
volume: 1
year: '2024'
...
---
_id: '57588'
abstract:
- lang: eng
text: Developing a curriculum provides a scientific community with a chance
to reflect on their own scientific discipline as well as their relationship with
others (e. g. other disciplines and civil society). How a disciplinary community
presents itself to others through education influences others’ perceptions and
understanding of science. Thus, communicating science through education reflects
back on scientific insights. The paper presents two traditions of curriculum development
and discusses how each of those traditions can incorporate aspects of such disciplinary
self-reflection. By formulating questions regarding the curriculum development
process as well as the structure of a curriculum, the article may serve as an
inspiration for the coordination of curriculum development processes aiming at
disciplinary self-reflection.
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Jenert T. Curriculumentwicklung als Impuls zur Positionierung der Disziplin:
ein institutionentheoretischer Blick. Erziehungswissenschaft. 2024;35(2-2024):43-51.
doi:10.3224/ezw.v35i2.05'
apa: 'Jenert, T. (2024). Curriculumentwicklung als Impuls zur Positionierung der
Disziplin: ein institutionentheoretischer Blick. Erziehungswissenschaft,
35(2–2024), 43–51. https://doi.org/10.3224/ezw.v35i2.05'
bibtex: '@article{Jenert_2024, title={Curriculumentwicklung als Impuls zur Positionierung
der Disziplin: ein institutionentheoretischer Blick}, volume={35}, DOI={10.3224/ezw.v35i2.05},
number={2–2024}, journal={Erziehungswissenschaft}, publisher={Verlag Barbara Budrich
GmbH}, author={Jenert, Tobias}, year={2024}, pages={43–51} }'
chicago: 'Jenert, Tobias. “Curriculumentwicklung Als Impuls Zur Positionierung Der
Disziplin: Ein Institutionentheoretischer Blick.” Erziehungswissenschaft
35, no. 2–2024 (2024): 43–51. https://doi.org/10.3224/ezw.v35i2.05.'
ieee: 'T. Jenert, “Curriculumentwicklung als Impuls zur Positionierung der Disziplin:
ein institutionentheoretischer Blick,” Erziehungswissenschaft, vol. 35,
no. 2–2024, pp. 43–51, 2024, doi: 10.3224/ezw.v35i2.05.'
mla: 'Jenert, Tobias. “Curriculumentwicklung Als Impuls Zur Positionierung Der Disziplin:
Ein Institutionentheoretischer Blick.” Erziehungswissenschaft, vol. 35,
no. 2–2024, Verlag Barbara Budrich GmbH, 2024, pp. 43–51, doi:10.3224/ezw.v35i2.05.'
short: T. Jenert, Erziehungswissenschaft 35 (2024) 43–51.
date_created: 2024-12-05T09:09:32Z
date_updated: 2024-12-05T09:11:29Z
doi: 10.3224/ezw.v35i2.05
intvolume: ' 35'
issue: 2-2024
keyword:
- Curriculum
- Erziehungswissenschaft
- DGfE
- Kerncurriculum
- Curriculum Studies
- Curriculumentwicklung
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.budrich-journals.de/index.php/ew/article/view/45032/38536
oa: '1'
page: 43-51
publication: Erziehungswissenschaft
publication_identifier:
issn:
- 0938-5363
- 1862-5231
publication_status: published
publisher: Verlag Barbara Budrich GmbH
quality_controlled: '1'
related_material:
link:
- relation: confirmation
url: https://www.budrich-journals.de/index.php/ew/article/view/45032
status: public
title: 'Curriculumentwicklung als Impuls zur Positionierung der Disziplin: ein institutionentheoretischer
Blick'
type: journal_article
user_id: '71994'
volume: 35
year: '2024'
...
---
_id: '37641'
author:
- first_name: Franz
full_name: Schröer, Franz
id: '71764'
last_name: Schröer
- first_name: Claudia
full_name: Tenberge, Claudia
id: '67302'
last_name: Tenberge
citation:
ama: 'Schröer F, Tenberge C. Including: Thinking Towards an Inclusive Curriculum
for Technology Education in German Primary Schools. In: Gill D, Irving-Bell D,
McLain M, Wooff D, eds. Bloomsbury Handbook of Technology Education. 1st
ed. Bloomsbury Publishing; :156-169.'
apa: 'Schröer, F., & Tenberge, C. (n.d.). Including: Thinking Towards an Inclusive
Curriculum for Technology Education in German Primary Schools. In D. Gill, D.
Irving-Bell, M. McLain, & D. Wooff (Eds.), Bloomsbury Handbook of Technology
Education (1st ed., pp. 156–169). Bloomsbury Publishing.'
bibtex: '@inbook{Schröer_Tenberge, place={London}, edition={1}, title={Including:
Thinking Towards an Inclusive Curriculum for Technology Education in German Primary
Schools}, booktitle={Bloomsbury Handbook of Technology Education}, publisher={Bloomsbury
Publishing}, author={Schröer, Franz and Tenberge, Claudia}, editor={Gill, David
and Irving-Bell, Dawne and McLain, Matt and Wooff, David}, pages={156–169} }'
chicago: 'Schröer, Franz, and Claudia Tenberge. “Including: Thinking Towards an
Inclusive Curriculum for Technology Education in German Primary Schools.” In Bloomsbury
Handbook of Technology Education, edited by David Gill, Dawne Irving-Bell,
Matt McLain, and David Wooff, 1st ed., 156–69. London: Bloomsbury Publishing,
n.d.'
ieee: 'F. Schröer and C. Tenberge, “Including: Thinking Towards an Inclusive Curriculum
for Technology Education in German Primary Schools,” in Bloomsbury Handbook
of Technology Education, 1st ed., D. Gill, D. Irving-Bell, M. McLain, and
D. Wooff, Eds. London: Bloomsbury Publishing, pp. 156–169.'
mla: 'Schröer, Franz, and Claudia Tenberge. “Including: Thinking Towards an Inclusive
Curriculum for Technology Education in German Primary Schools.” Bloomsbury
Handbook of Technology Education, edited by David Gill et al., 1st ed., Bloomsbury
Publishing, pp. 156–69.'
short: 'F. Schröer, C. Tenberge, in: D. Gill, D. Irving-Bell, M. McLain, D. Wooff
(Eds.), Bloomsbury Handbook of Technology Education, 1st ed., Bloomsbury Publishing,
London, n.d., pp. 156–169.'
date_created: 2023-01-20T07:36:20Z
date_updated: 2024-07-03T07:17:21Z
department:
- _id: '588'
edition: '1'
editor:
- first_name: David
full_name: Gill, David
last_name: Gill
- first_name: Dawne
full_name: Irving-Bell, Dawne
last_name: Irving-Bell
- first_name: Matt
full_name: McLain, Matt
last_name: McLain
- first_name: David
full_name: Wooff, David
last_name: Wooff
keyword:
- Curriculum
- Inclusion
- Sachunterricht
- Participation
language:
- iso: eng
page: 156-169
place: London
publication: Bloomsbury Handbook of Technology Education
publication_identifier:
isbn:
- '9781350238411'
publication_status: inpress
publisher: Bloomsbury Publishing
status: public
title: 'Including: Thinking Towards an Inclusive Curriculum for Technology Education
in German Primary Schools'
type: book_chapter
user_id: '71764'
year: '2023'
...
---
_id: '47627'
abstract:
- lang: eng
text: In Germany, dual learning programmes are increasingly offered by higher education
institutions. These programmes’ main characteristic and greatest challenge is
their integration of academic and vocational learning. So far, this challenge
has frequently been stated without specifying its exact nature and consequences
for learners. The present study addresses this pedagogical research gap and examines
the extent of variation in the degree of integration among dual study programmes.
With reference to curriculum theory, the study develops an empirical typology
of curricular integration in dual programmes. The data sample consists of 152
programmes at (dual) universities and universities of applied sciences. Data is
analysed using hierarchical cluster analysis. Results indicate that the currently
prevailing forms of curricular integration should best be differentiated according
to five types. The five overlapping types of integration are located on a continuum
ranging from parallelism through organisational linking to full curricular integration
targeted immediately at students’ personal integration. The analysis confirms
that there are problems with complying with integration standards set on the policy
level. Above all, the study offers new insights on what marks the diverse integration
landscape of dual study programmes. It proves that approaches to integration are
more differentiated than previous research has shown.
article_type: original
author:
- first_name: Lisa
full_name: Mordhorst, Lisa
id: '81839'
last_name: Mordhorst
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
ama: 'Mordhorst L, Jenert T. Curricular integration of academic and vocational education:
a theory-based empirical typology of dual study programmes in Germany. Higher
Education. 2022;85(6):1257-1279. doi:10.1007/s10734-022-00889-7'
apa: 'Mordhorst, L., & Jenert, T. (2022). Curricular integration of academic
and vocational education: a theory-based empirical typology of dual study programmes
in Germany. Higher Education, 85(6), 1257–1279. https://doi.org/10.1007/s10734-022-00889-7'
bibtex: '@article{Mordhorst_Jenert_2022, title={Curricular integration of academic
and vocational education: a theory-based empirical typology of dual study programmes
in Germany}, volume={85}, DOI={10.1007/s10734-022-00889-7},
number={6}, journal={Higher Education}, publisher={Springer Science and Business
Media LLC}, author={Mordhorst, Lisa and Jenert, Tobias}, year={2022}, pages={1257–1279}
}'
chicago: 'Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic
and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes
in Germany.” Higher Education 85, no. 6 (2022): 1257–79. https://doi.org/10.1007/s10734-022-00889-7.'
ieee: 'L. Mordhorst and T. Jenert, “Curricular integration of academic and vocational
education: a theory-based empirical typology of dual study programmes in Germany,”
Higher Education, vol. 85, no. 6, pp. 1257–1279, 2022, doi: 10.1007/s10734-022-00889-7.'
mla: 'Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and
Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes
in Germany.” Higher Education, vol. 85, no. 6, Springer Science and Business
Media LLC, 2022, pp. 1257–79, doi:10.1007/s10734-022-00889-7.'
short: L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279.
date_created: 2023-10-05T09:25:30Z
date_updated: 2025-12-08T10:44:17Z
department:
- _id: '282'
- _id: '208'
- _id: '640'
doi: 10.1007/s10734-022-00889-7
intvolume: ' 85'
issue: '6'
keyword:
- Dual study programmes · Curricular integration · Curriculum theory · Empirical typology
· Cluster analysis · Germany
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1007/s10734-022-00889-7
page: 1257-1279
publication: Higher Education
publication_identifier:
issn:
- 0018-1560
- 1573-174X
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Curricular integration of academic and vocational education: a theory-based
empirical typology of dual study programmes in Germany'
type: journal_article
user_id: '71994'
volume: 85
year: '2022'
...
---
_id: '29298'
abstract:
- lang: ger
text: "Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden
seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert,
sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute
neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische
Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.\r\nAn dieser
Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für
Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und
gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen
integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums
zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch
als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und
ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie
der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel
ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module
für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese
Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht
werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte
selbst zu unterrichten.\r\nHierfür wurde im Rahmen des Projekts ProDaBi (Projekt
Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von
der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit
Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19
durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data
und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz
auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen\r\nermöglicht,
das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen
dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine
auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten
Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur
Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige
Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt."
- lang: eng
text: "The topics ”Big Data”, “Artificial Intelligence” and “Data Science” are controversially
discussed among the general public, but they present new challenges for training
in IT and IT-related professions. These challenges will become more important
in the future as a result of further social and technological development towards
a data society.\r\nAt this point, the question arises as to which aspects of this
large complex of topics are important for school and education, and how these
topics can be integrated in a meaningful and profitable way into informatics education
in vocational education. In 2017, we organized a symposium towards the topic “Data
Science” and discussed relevant aspects for general and vocational education.
Algorithms of artificial intelligence and their application in industry and society,
explorations of Big Data as well as the handling of one's own data in social networks
were worked out as core elements for teaching. For this reason, our aim is to
develop a comprehensive curriculum on this topic from these subject areas and
to develop and test modules for various teaching scenarios in order to enable
teachers from computer science, mathematics or technology to teach these topics
themselves.\r\nFor this purpose, an experimental project course was developed
within the framework of the ProDaBi project (Project Data Science and Big Data
at School, https://www.prodabi.de), which we conducted with students from upper
secondary classes at the University of Paderborn in the school year 2018/19. In
this course we try to address all these aspects. This course consists of several
modules: One module has been designed to teach the exploration of Big Data. Another
module encompasses aspects of machine learning as part of artificial intelligence.
The course concludes in a project phase which, in cooperation with local companies,
will enable the students to apply what they have learned into a real Data Science
project. Based on the experiences of this project course and the parallel testing
of individual modules with vocational schools, we will further develop the material
and make it available to other cooperation partners for testing, so that not only
complete teaching materials but also a comprehensive curriculum will have been
developed until the end of the project."
author:
- first_name: Simone Anna
full_name: Opel, Simone Anna
id: '72932'
last_name: Opel
- first_name: Michael
full_name: Schlichtig, Michael
id: '32312'
last_name: Schlichtig
citation:
ama: 'Opel SA, Schlichtig M. Data Science und Big Data in der beruflichen Bildung
– Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In: Vollmer
T, Karges T, Richter T, Schlömer B, Schütt-Sayed S, eds. Sammelband der 27.
Fachtagung der BAG Berufliche Bildung. Vol 55. Berufsbildung, Arbeit und Innovation.
wbv Media GmbH & Co. KG; 2020:176-194. doi:https://doi.org/10.3278/6004722w'
apa: Opel, S. A., & Schlichtig, M. (2020). Data Science und Big Data in der
beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe
II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, & S. Schütt-Sayed (Eds.),
Sammelband der 27. Fachtagung der BAG Berufliche Bildung (Vol. 55, pp.
176–194). wbv Media GmbH & Co. KG. https://doi.org/10.3278/6004722w
bibtex: '@inproceedings{Opel_Schlichtig_2020, place={Bielefeld}, series={Berufsbildung,
Arbeit und Innovation}, title={Data Science und Big Data in der beruflichen Bildung
– Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}, volume={55},
DOI={https://doi.org/10.3278/6004722w},
booktitle={Sammelband der 27. Fachtagung der BAG Berufliche Bildung}, publisher={wbv
Media GmbH & Co. KG}, author={Opel, Simone Anna and Schlichtig, Michael},
editor={Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta
and Schütt-Sayed, Sören}, year={2020}, pages={176–194}, collection={Berufsbildung,
Arbeit und Innovation} }'
chicago: 'Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data
in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für
die Sekundarstufe II.” In Sammelband der 27. Fachtagung der BAG Berufliche
Bildung, edited by Thomas Vollmer, Torben Karges, Tim Richter, Britta Schlömer,
and Sören Schütt-Sayed, 55:176–94. Berufsbildung, Arbeit und Innovation. Bielefeld:
wbv Media GmbH & Co. KG, 2020. https://doi.org/10.3278/6004722w.'
ieee: 'S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen
Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,”
in Sammelband der 27. Fachtagung der BAG Berufliche Bildung, Siegen, 2020,
vol. 55, pp. 176–194, doi: https://doi.org/10.3278/6004722w.'
mla: Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der
beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe
II.” Sammelband der 27. Fachtagung der BAG Berufliche Bildung, edited by
Thomas Vollmer et al., vol. 55, wbv Media GmbH & Co. KG, 2020, pp. 176–94,
doi:https://doi.org/10.3278/6004722w.
short: 'S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer,
S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung,
wbv Media GmbH & Co. KG, Bielefeld, 2020, pp. 176–194.'
conference:
end_date: 2019-03-13
location: Siegen
name: 20. Hochschultage Berufliche Bildung (HTBB) "Digitale Welt - Bildung und Arbeit
in Transformationsgesellschaften".
start_date: 2019-03-11
date_created: 2022-01-12T16:43:38Z
date_updated: 2022-01-12T17:04:10Z
department:
- _id: '67'
doi: https://doi.org/10.3278/6004722w
editor:
- first_name: Thomas
full_name: Vollmer, Thomas
last_name: Vollmer
- first_name: Torben
full_name: Karges, Torben
last_name: Karges
- first_name: Tim
full_name: Richter, Tim
last_name: Richter
- first_name: Britta
full_name: Schlömer, Britta
last_name: Schlömer
- first_name: Sören
full_name: Schütt-Sayed, Sören
last_name: Schütt-Sayed
intvolume: ' 55'
keyword:
- Berufsbildung
- vocational education
- Ausbildung
- training
- berufliche Weiterbildung
- advanced vocational education
- Digitalisierung
- digitalization
- Unterricht
- teaching
- Lehrmethode
- teaching method
- Interdisziplinarität
- interdisciplinarity
- Fachdidaktik
- subject didactics
- Curriculum
- curriculum
- gewerblich-technischer Beruf
- vocational/technical occupation
- Fachkraft
- specialist
- Qualifikationsanforderungen
- qualification requirements
- Kompetenz
- competence
- Lehrerbildung
- teacher training
- Bundesrepublik Deutschland
- Federal Republic of Germany
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://library.oapen.org/handle/20.500.12657/43933
oa: '1'
page: 176-194
place: Bielefeld
publication: Sammelband der 27. Fachtagung der BAG Berufliche Bildung
publication_status: published
publisher: wbv Media GmbH & Co. KG
series_title: Berufsbildung, Arbeit und Innovation
status: public
title: Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung
eines Projektkurses für die Sekundarstufe II
type: conference
user_id: '32312'
volume: 55
year: '2020'
...
---
_id: '24462'
abstract:
- lang: eng
text: "This article offers new insight into students’ responses to Womens’\r\nand
Gender Studies (WGS) classes by overcoming the self-selection\r\nbias hitherto
inherent in the field. Exploring the experiences of 1406\r\nstudents (770 women,
636 men) of a university with a WGS\r\nrequirement across all study programmes,
we examine the\r\nprevailing discourses on WGS, participants’ (dis)agreement as
well\r\nas personal and professional benefits gained through WGS.\r\nAdditionally,
we evaluate the perceived value of WGS for\r\nthemselves, in society, and of WGS
opportunities in higher\r\neducation. Findings reveal a gender bias regarding
discourses,\r\nexperience, benefit, and value, with 70.1% women and 32.4% men\r\nsupporting
the idea of WGS as a mandatory subject. Women’s\r\nsupport indicates a need for
tools to negotiate gender issues,\r\nwhile men’s resistance serves to defend male
privileges. We\r\nconclude that a requirement of WGS classes amplifies the\r\npotential
for both – resistance and change."
author:
- first_name: Ilona
full_name: Horwath, Ilona
last_name: Horwath
- first_name: Christian
full_name: Diabl, Christian
last_name: Diabl
citation:
ama: Horwath I, Diabl C. Liberating or indoctrinating? Surveying students’ perceptions
of a Womens’ and Gender Studies requirement. Gender and Education. Published
online 2019:1109-1126. doi:10.1080/09540253.2019.1608355
apa: Horwath, I., & Diabl, C. (2019). Liberating or indoctrinating? Surveying
students’ perceptions of a Womens’ and Gender Studies requirement. Gender and
Education, 1109–1126. https://doi.org/10.1080/09540253.2019.1608355
bibtex: '@article{Horwath_Diabl_2019, title={Liberating or indoctrinating? Surveying
students’ perceptions of a Womens’ and Gender Studies requirement}, DOI={10.1080/09540253.2019.1608355},
journal={Gender and Education}, author={Horwath, Ilona and Diabl, Christian},
year={2019}, pages={1109–1126} }'
chicago: Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying
Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender
and Education, 2019, 1109–26. https://doi.org/10.1080/09540253.2019.1608355.
ieee: 'I. Horwath and C. Diabl, “Liberating or indoctrinating? Surveying students’
perceptions of a Womens’ and Gender Studies requirement,” Gender and Education,
pp. 1109–1126, 2019, doi: 10.1080/09540253.2019.1608355.'
mla: Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying
Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender
and Education, 2019, pp. 1109–26, doi:10.1080/09540253.2019.1608355.
short: I. Horwath, C. Diabl, Gender and Education (2019) 1109–1126.
date_created: 2021-09-14T21:05:30Z
date_updated: 2022-04-21T18:11:32Z
ddc:
- '300'
department:
- _id: '603'
doi: 10.1080/09540253.2019.1608355
file:
- access_level: closed
content_type: application/pdf
creator: innem
date_created: 2021-09-14T21:07:03Z
date_updated: 2021-09-14T21:07:03Z
file_id: '24463'
file_name: Horwath_Diabl_2019.pdf
file_size: 1495079
relation: main_file
success: 1
file_date_updated: 2021-09-14T21:07:03Z
has_accepted_license: '1'
keyword:
- Education policy
- equality
- higher education
- critical pedagogies
- gender mainstreaming
- curriculum
language:
- iso: eng
page: 1109-1126
publication: Gender and Education
publication_identifier:
issn:
- 0954-0253
- 1360-0516
publication_status: published
quality_controlled: '1'
status: public
title: Liberating or indoctrinating? Surveying students’ perceptions of a Womens’
and Gender Studies requirement
type: journal_article
user_id: '83744'
year: '2019'
...
---
_id: '5910'
author:
- first_name: Birte
full_name: Heinemann, Birte
last_name: Heinemann
- first_name: Simone
full_name: Opel, Simone
last_name: Opel
- first_name: Lea
full_name: Budde, Lea
last_name: Budde
- first_name: Carsten
full_name: Schulte, Carsten
last_name: Schulte
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
- first_name: Rolf
full_name: Biehler, Rolf
last_name: Biehler
- first_name: Susanne
full_name: Podworny, Susanne
last_name: Podworny
- first_name: Thomas
full_name: Wassong, Thomas
id: '21241'
last_name: Wassong
citation:
ama: Heinemann B, Opel S, Budde L, et al. Drafting a Data Science Curriculum for
Secondary Schools. Proceedings of the 18th Koli Calling International Conference
on Computing Education Research - Koli Calling ’18. 2018;(17):1-5. doi:10.1145/3279720.3279737
apa: Heinemann, B., Opel, S., Budde, L., Schulte, C., Frischemeier, D., Biehler,
R., … Wassong, T. (2018). Drafting a Data Science Curriculum for Secondary Schools.
Proceedings of the 18th Koli Calling International Conference on Computing
Education Research - Koli Calling ’18, (17), 1–5. https://doi.org/10.1145/3279720.3279737
bibtex: '@article{Heinemann_Opel_Budde_Schulte_Frischemeier_Biehler_Podworny_Wassong_2018,
title={Drafting a Data Science Curriculum for Secondary Schools}, DOI={10.1145/3279720.3279737},
number={17}, journal={Proceedings of the 18th Koli Calling International Conference
on Computing Education Research - Koli Calling ’18}, author={Heinemann, Birte
and Opel, Simone and Budde, Lea and Schulte, Carsten and Frischemeier, Daniel
and Biehler, Rolf and Podworny, Susanne and Wassong, Thomas}, year={2018}, pages={1–5}
}'
chicago: 'Heinemann, Birte, Simone Opel, Lea Budde, Carsten Schulte, Daniel Frischemeier,
Rolf Biehler, Susanne Podworny, and Thomas Wassong. “Drafting a Data Science Curriculum
for Secondary Schools.” Proceedings of the 18th Koli Calling International
Conference on Computing Education Research - Koli Calling ’18, no. 17 (2018):
1–5. https://doi.org/10.1145/3279720.3279737.'
ieee: B. Heinemann et al., “Drafting a Data Science Curriculum for Secondary
Schools,” Proceedings of the 18th Koli Calling International Conference on
Computing Education Research - Koli Calling ’18, no. 17, pp. 1–5, 2018.
mla: Heinemann, Birte, et al. “Drafting a Data Science Curriculum for Secondary
Schools.” Proceedings of the 18th Koli Calling International Conference on
Computing Education Research - Koli Calling ’18, no. 17, 2018, pp. 1–5, doi:10.1145/3279720.3279737.
short: B. Heinemann, S. Opel, L. Budde, C. Schulte, D. Frischemeier, R. Biehler,
S. Podworny, T. Wassong, Proceedings of the 18th Koli Calling International Conference
on Computing Education Research - Koli Calling ’18 (2018) 1–5.
date_created: 2018-11-27T10:44:10Z
date_updated: 2022-01-06T07:02:47Z
doi: 10.1145/3279720.3279737
issue: '17'
keyword:
- Curriculum Development
- Data Science
- Secondary Sc
- acm reference format
- big data
- curriculum development
- data literacy
- data science
- educa-
- interdisciplinary
- secondary schools
- tion
language:
- iso: eng
page: 1-5
publication: Proceedings of the 18th Koli Calling International Conference on Computing
Education Research - Koli Calling '18
publication_identifier:
isbn:
- '9781450365352'
publication_status: published
status: public
title: Drafting a Data Science Curriculum for Secondary Schools
type: journal_article
user_id: '21241'
year: '2018'
...
---
_id: '4470'
abstract:
- lang: eng
text: "Abstract Summary: Study programs are currently receiving more attention in
Europe. In consequence, it can be observed that the roles of program development
and management are professionalized. In the proposed round table, we would like
to discuss the role of educational developers to support this professionalization
via measures of training and process support in the light of recent developments
in Switzerland.\r\n\r\nAbstract Text: Professionalization of program development
as an institutional responsibility \r\nIn Switzerland, different developments
in higher education have led to increased attention to the development and management
of the study programs such as the Bologna process, an increasingly competitive
environment, the tertiarisation of a number of professions formerly acquired through
vocational education. Furthermore, the national qualification framework and in
particular accreditation processes require HEI to demonstrate the effectiveness
of their activities (e.g., Sursock & Smit, 2010). Many different actors have been
involved in development processes on the program level but also within educational
development units. However, so far a systematic discourse on key issues regarding
the management and development of study programs is missing, not only in German-speaking
Europe. The following main question will guide the round table session: How can
educational development give vital impulses for program development?\r\nOur starting
points are two approaches or frameworks from Swiss HEI: a) the definition of competencies
for new program professionals at the Zurich University for Teacher Education and
b) a process for the strategic development of didactically-aligned study programs
at the University of St. Gallen.\r\n\r\nFramework 1: Competencies for program
managers\r\nThe experiences with a training program for study program managers
at the Zurich University for Teacher Education are reported. Over\r\na period
of four years, a competency profile has been developed and refined. Insights into
the challenges and struggles of this role\r\nwere gained. Despite diverse job
characteristics of program managers (often resulting from an institution-specific
history), there is a\r\ncommon set of competencies necessary to successfully cope
with organizational complexity such as role competency (Schein, 1992)\r\nand lateral
leadership (Kühl et al., 2005).\r\nFramework 2: Towards a systematic development
of study programs\r\nThe second initiative concerns the strategic approach to
program development implemented at the University of St. Gallen (Brahm &\r\nJenert,
2013; Jenert, 2011). In this structured process, the program goes through four
process steps: process initiation, program\r\nanalysis, program development, evaluation
of the process and results. A major challenge in this process is the role of program\r\nprofessionals.
The goal is to establish them as change agents for a didactically-aligned study
program.\r\nOutcome: Role of educational development\r\nAfter briefly introducing
the two examples, the roles of program professionals and educational development
in HEI will be discussed.\r\nThe questions guiding the discussion will be:\r\n•
How can program development be established as a continuing task, closely tied
to quality development?\r\n• How can the competencies of program professionals
be developed and the local capacity and ownership be strengthened?\r\n• How can
educational development support program development and provide vital impulses?\r\nAudience
Engagement. Depending on the number of participants, first the questions will
be discussed in groups. To put the results of\r\nthe discussion on record, it
will be summarized and uploaded in our weblog for further discussion after the
session."
alternative_title:
- Educational Development in a Changing World
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Franziska
full_name: Zellweger, Franziska
last_name: Zellweger
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Geri
full_name: Thomann, Geri
last_name: Thomann
citation:
ama: 'Brahm T, Zellweger F, Jenert T, Thomann G. Developing study programs as a
continuous task-the role of educational developers. In: ; 2014.'
apa: 'Brahm, T., Zellweger, F., Jenert, T., & Thomann, G. (2014). Developing
study programs as a continuous task-the role of educational developers. Presented
at the ICED 2014 : Educational Development in a Changing World, Stockholm.'
bibtex: '@inproceedings{Brahm_Zellweger_Jenert_Thomann_2014, title={Developing study
programs as a continuous task-the role of educational developers}, author={Brahm,
Taiga and Zellweger, Franziska and Jenert, Tobias and Thomann, Geri}, year={2014}
}'
chicago: Brahm, Taiga, Franziska Zellweger, Tobias Jenert, and Geri Thomann. “Developing
Study Programs as a Continuous Task-the Role of Educational Developers,” 2014.
ieee: 'T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs
as a continuous task-the role of educational developers,” presented at the ICED
2014 : Educational Development in a Changing World, Stockholm, 2014.'
mla: Brahm, Taiga, et al. Developing Study Programs as a Continuous Task-the
Role of Educational Developers. 2014.
short: 'T. Brahm, F. Zellweger, T. Jenert, G. Thomann, in: 2014.'
conference:
end_date: 2014-0618
location: Stockholm
name: 'ICED 2014 : Educational Development in a Changing World'
start_date: 2014-06-16
date_created: 2018-09-18T13:30:30Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- curriculum development
- study programs
- Bologna
- educational development
- higher education
status: public
title: Developing study programs as a continuous task-the role of educational developers
type: conference
user_id: '51057'
year: '2014'
...
---
_id: '4443'
abstract:
- lang: ger
text: "\t\r\nMit welchen Erwartungen und Anforderungen sehen sich Studierende im
Hochschulalltag konfrontiert? Wie muss nach Ansicht der Studierenden gehandelt
werden, um das Studium \"erfolgreich\" zu bewältigen? Wie laufen die Auswahl unterschiedlicher
Lernaktivitäten im Studium sowie die Allokation von Ressourcen im Detail ab? Diese
und weitere Fragen sind vor allem im Zusammenhang mit der Debatte um die Bologna-Reform
stärker in den Mittelpunkt gerückt. Denn während modularisierte Curricula und
Credit-Point-Systeme oft nach administrativ-organisatorischen Gesichtspunkten
eingeführt wurden, hat die Gestaltung der Studienstrukturen auf Programmebene
zwangsweise Auswirkungen auf das Studienhandeln - und damit auch auf das Lernen
der Studierenden. Es gibt viele Vermutungen über die \"Wirkungen\" von Bologna
auf das Studieren: Die Rede ist von Verschulung, Entwissenschaftlichung und Arbeitsüberlastung
und Studierende stehen im Verdacht, ihren Studienpfad eher im Sinne einer Credit-Point-Jagd
denn interessengeleitet zu gestalten. In der Regel bleibt es dabei jedoch bei
anekdotischen Beobachtungen - es fehlt bislang an gesicherten Erkenntnissen über
Zusammenhänge zwischen Bologna-konformen Studienkontexten und dem Handeln Studierender.
Denn obschon Studierende seit langem Gegenstand der Forschung sind, ist bislang
wenig darüber bekannt, wie sie den langfristigen Bildungsprozess eines ganzen
Studiums gestalten. Stattdessen wurde vorwiegend das Lernen im engeren Sinne,
das so genannte \"Classroom Learning\" untersucht.\r\n\r\nDiejenigen, die Studienprogramme
nach didaktischen Gesichtspunkten gestalten wollen müssen wissen, wie Studierende
mit unterschiedlichen Studienstrukturen umgehen. Denn nur so ist eine planvolle
Programmgestaltung im Sinne pädagogischer Zielsetzungen und didaktischer Prinzipien
möglich. Die vorliegende Arbeit nimmt diese Problemstellung auf und untersucht,
welche Zielvorstellungen und Handlungsstrategien Studierende bei der Bewältigung
ihres Studienalltags in unterschiedlichen Bologna-konformen Studienprogrammen
entwickeln. Im Einzelnen wird gefragt, (1) welche Vorstellungen, Wahrnehmungen
und Handlungslogiken das Handeln Studierender in unterschiedlichen Studienprogrammen
prägen und (2) welche programmspezifischen Kontextbedingungen die Herausbildung
dieser handlungsleitenden Charakteristika beeinflussen. Ausgehend von diesen beiden
Fragestellungen wird zunächst ein theoretisch fundierter Analyserahmen für Studienprogramme
entwickelt. Darauf aufbauend werden verschiedene Studienprogramme empirisch untersucht,
um schliesslich Design-Prinzipien für die Gestaltung von Studienprogrammen zu
formulieren.\r\n\r\nEs wird nicht davon ausgegangen, dass Studienstrukturen das
Handeln Studierender im Sinne eines kausalen Wirkungszusammenhangs bestimmen.
Vielmehr wird gefragt, was die Studierenden mit den Strukturen, auf die sie treffen,
machen. Studienprogramme werden als kulturelle Einheiten verstanden, innerhalb
derer sich spezifische handlungsleitende Vorstellungen und Normen entwickeln.
Diese impliziten Regeln des Studienhandelns - das so genannte \"Hidden Curriculum\"
- und vor allem auch die dahinterliegenden Konstruktionsprozesse aufzudecken,
ist Ziel dieser Arbeit."
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
citation:
ama: 'Jenert T. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen; 2012.'
apa: 'Jenert, T. (2012). Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit:
Theoretische Grundlegung und empirische Analyse. Universität St. Gallen.'
bibtex: '@book{Jenert_2012, title={Studienprogramme als didaktische Gestaltungs-und
Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse}, publisher={Universität
St. Gallen}, author={Jenert, Tobias}, year={2012} }'
chicago: 'Jenert, Tobias. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen, 2012.'
ieee: 'T. Jenert, Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit:
Theoretische Grundlegung und empirische Analyse. Universität St. Gallen, 2012.'
mla: 'Jenert, Tobias. Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse. Universität St. Gallen, 2012.'
short: 'T. Jenert, Studienprogramme Als Didaktische Gestaltungs-Und Untersuchungseinheit:
Theoretische Grundlegung Und Empirische Analyse, Universität St. Gallen, 2012.'
date_created: 2018-09-18T11:38:39Z
date_updated: 2022-01-06T07:01:04Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Studierverhalten
- Hochschuldidaktik
- Lernpsychologie
- Kulturpsychologie
- Bologna-Prozess
- Curriculumentwicklung
- Hochschulbildung
- Study programme
- Bologna-process
- educational development
- cultural psychology
- higher education
- curriculum development
publisher: Universität St. Gallen
status: public
title: 'Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische
Grundlegung und empirische Analyse'
type: dissertation
user_id: '51057'
year: '2012'
...
---
_id: '4482'
abstract:
- lang: ger
text: "In den vergangenen Jahren wurden viele Vermutungen über die \"Wirkungen\"
von Bologna auf das Studieren geäussert: Schlagworte wie Verschulung oder Entwissenschaftlichung
sind zu hören und Studierende stehen im Verdacht, ihr Studium eher als Credit-Point-Jagd
denn interessengeleitet zu gestalten (z.B. Stegemann, 2007, o. S.; Schultheis,
et al. 2008). Meist handelt es sich jedoch um anekdotischen Beschreibungen, bis
auf wenige Ausnahmen fehlen empirisch belegte Erkenntnisse.1 Denn obschon Studierende
seit langem Gegenstand der Forschung sind, ist bislang wenig darüber bekannt,
wie sie den langfristigen Bildungsprozess eines ganzen Studiums gestalten. Vorwiegend
wurde Lernen im engeren Sinne, das so genannte \"Classroom Learning\" untersucht
(Aineley, 2008).\r\nForschungsfokus. Die diesem Beitrag zugrunde liegende Studie
nimmt diese Forschungslücke auf und untersucht Zielvorstellungen und Handlungsstrategien
Studierender bei der Bewältigung ihres Studienalltags in unterschiedlichen Bologna-konformen
Studienprogrammen. Im Einzelnen wird gefragt, (1) welche Vorstellungen und Wahrnehmungen
das Handeln Studierender prägen und (2) welche programmspezifischen Kontextbedingungen
die Herausbildung dieser handlungsleitenden Charakteristika beeinflussen. Als
theoretischer Rahmen wurde die so genannte Kulturpsychologie herangezogen, die
Handeln als Resultat einer Wechselwirkung von individuell-psychischen Merk-malen
und sozio-kulturell vermittelten Vorstellungen versteht (Shweder, 1991; Bruner,
1990)."
alternative_title:
- 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf) zum Thema "WISSENSCHAFT
ALS BERUF – HEUTE. PERSPEKTIVEN DES AKADEMISCHEN NACHWUCHSES IN DER WISSENSGESELLSCHAFT"
in Wien, vom 9. bis 11. Mai 2012 Abstractband
author:
- first_name: Tobias
full_name: Jenert, Tobias
last_name: Jenert
citation:
ama: 'Jenert T. Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit.
In: Gesellschaft für Hochschulforschung GfHf; 2012.'
apa: 'Jenert, T. (2012). Studienprogramme als hochschuldidaktische Gestaltungs-und
Untersuchungseinheit. Presented at the 7. Jahrestagung der Gesellschaft für Hochschulforschung
(GfHf), Wien: Gesellschaft für Hochschulforschung GfHf.'
bibtex: '@inproceedings{Jenert_2012, title={Studienprogramme als hochschuldidaktische
Gestaltungs-und Untersuchungseinheit}, publisher={Gesellschaft für Hochschulforschung
GfHf}, author={Jenert, Tobias}, year={2012} }'
chicago: Jenert, Tobias. “Studienprogramme Als Hochschuldidaktische Gestaltungs-Und
Untersuchungseinheit.” Gesellschaft für Hochschulforschung GfHf, 2012.
ieee: T. Jenert, “Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit,”
presented at the 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf),
Wien, 2012.
mla: Jenert, Tobias. Studienprogramme Als Hochschuldidaktische Gestaltungs-Und
Untersuchungseinheit. Gesellschaft für Hochschulforschung GfHf, 2012.
short: 'T. Jenert, in: Gesellschaft für Hochschulforschung GfHf, 2012.'
conference:
end_date: 2012-05-11
location: Wien
name: 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf)
start_date: 2012-05-10
date_created: 2018-09-19T08:33:28Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Hochschulentwicklung
- Studienprogramme
- Curriculum Development
- Higher Education
- Faculty Development
publisher: Gesellschaft für Hochschulforschung GfHf
status: public
title: Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit
type: conference
user_id: '51057'
year: '2012'
...