@article{37473,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.</jats:p>}},
  author       = {{Kempen, Leander and Liebendörfer, Michael}},
  issn         = {{0268-3679}},
  journal      = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{436--454}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics}}},
  doi          = {{10.1093/teamat/hrab020}},
  volume       = {{40}},
  year         = {{2021}},
}

@article{31680,
  author       = {{Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}},
  issn         = {{2030-1006}},
  journal      = {{Journal of Writing Research}},
  keywords     = {{Literature and Literary Theory, Linguistics and Language, Language and Linguistics, Education}},
  number       = {{vol. 12 issue 3}},
  pages        = {{493--529}},
  publisher    = {{ARLE (International Association for Research in L1 Education)}},
  title        = {{{Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}}},
  doi          = {{10.17239/jowr-2021.12.03.01}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{37185,
  abstract     = {{<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>}},
  author       = {{Tolksdorf, Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}},
  issn         = {{2504-284X}},
  journal      = {{Frontiers in Education}},
  keywords     = {{Education}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction}}},
  doi          = {{10.3389/feduc.2020.569615}},
  volume       = {{5}},
  year         = {{2021}},
}

@article{44151,
  author       = {{DeVries, Jeffrey M. and Knickenberg, Margarita and Trygger, Maria}},
  issn         = {{0885-6257}},
  journal      = {{European Journal of Special Needs Education}},
  keywords     = {{Developmental and Educational Psychology, Health Professions (miscellaneous), Education}},
  number       = {{3}},
  pages        = {{511--525}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden}}},
  doi          = {{10.1080/08856257.2021.1911523}},
  volume       = {{37}},
  year         = {{2021}},
}

@article{34822,
  abstract     = {{The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators' content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators' domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators' content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators' content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators' content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators' content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators' content knowledge.}},
  author       = {{Bruns, Julia and Gasteiger, Hedwig and Strahl, Carolin}},
  issn         = {{2049-6613}},
  journal      = {{Review of Education}},
  keywords     = {{content knowledge, domain-specific learning, early childhood education, teacher knowledge}},
  number       = {{2}},
  pages        = {{500--538}},
  publisher    = {{Wiley}},
  title        = {{{Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review}}},
  doi          = {{10.1002/rev3.3255}},
  volume       = {{9}},
  year         = {{2021}},
}

@techreport{46540,
  abstract     = {{Individual cognitive functioning declines over time. We seek to understand how adverse physical health shocks in older ages contribute to this development. By use of event-study methods and data from the USA, England and several countries in Continental Europe we find evidence that health shocks lead to an immediate and persistent decline in cognitive functioning. This robust finding holds in all regions representing different health insurance systems and seems to be independent of underlying individual demographic characteristics such as sex and age. We also ask whether variables that are susceptible to policy action can reduce the negative consequences of a health shock. Our results suggest that neither compulsory education nor retirement regulations moderate the effects, thus emphasizing the importance of maintaining good physical health in old age for cognitive functioning.}},
  author       = {{Schiele, Valentin and Schmitz, Hendrik}},
  keywords     = {{Cognitive decline, health shocks, retirement, education, event study}},
  publisher    = {{RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}},
  title        = {{{Understanding cognitive decline in older ages: The role of health shocks}}},
  volume       = {{919}},
  year         = {{2021}},
}

@inproceedings{27491,
  abstract     = {{ Students often have a lack of understanding and awareness of where, how, and why personal data about them is collected and processed. Especially, when interacting with data-driven digital artifacts, an appropriate perception of the data collection and processing is necessary for self-determination. This dissertation deals with the development and evaluation of a concept called data awareness which aims to foster students’ self-determination interacting with data-driven digital artifacts.}},
  author       = {{Höper, Lukas}},
  booktitle    = {{21st Koli Calling International Conference on Computing Education Research}},
  isbn         = {{9781450384889}},
  keywords     = {{data awareness, machine learning, data science education, data-driven digital artifacts, artificial intelligence}},
  publisher    = {{Association for Computing Machinery}},
  title        = {{{Developing and Evaluating the Concept Data Awareness for K12 Computing Education}}},
  doi          = {{10.1145/3488042.3490509}},
  year         = {{2021}},
}

@inbook{57884,
  abstract     = {{Although music apps are becoming increasingly popular, there has been little research on informal music practices with apps. This article presents findings of an ongoing study on learning processes and aesthetic experiences with informal appmusic practices. In particular, it discusses the aesthetic practices (Reckwitz, 2008b) of using specific places for making music. In our grounded theory study (Charmaz, 2014) we collected data using interviews, participant observation and videography. As exemplary cases, this article presents two analyses of the use of ‘inspiring places’ and ‘safe places’. The results suggest that perceiving the atmosphere is a fundamental prerequisite for both places. Additionally, the results shed light on aesthetic aspects of mobile music making. (DIPF/Orig.)}},
  author       = {{Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Krebs, Matthias and Rolle, Christian}},
  booktitle    = {{Musikpädagogik im Spannungsfeld von Reflexion und Intervention}},
  editor       = {{Hasselhorn, Johannes and Kautny, Oliver and Platz, Friedrich}},
  keywords     = {{Education, Ästhetik, Schul- und Bildungswesen, Informal learning, Informelles Lernen, Musical education, Musikpädagogik, Anwendung, Ästhetische Erfahrung, Grounded Theory, Längsschnittuntersuchung, Learning process, Lernprozess, Longitudinal analysis, Longitudinal study, Mobiles Gerät, Music reading, Musizieren, Erziehung}},
  pages        = {{155–172}},
  publisher    = {{Waxmann}},
  title        = {{{Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis}}},
  volume       = {{41}},
  year         = {{2021}},
}

@article{45177,
  author       = {{Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and Vogelsang, Christoph}},
  issn         = {{0950-0693}},
  journal      = {{International Journal of Science Education}},
  keywords     = {{Education}},
  number       = {{18}},
  pages        = {{3035--3057}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience}}},
  doi          = {{10.1080/09500693.2021.2006820}},
  volume       = {{43}},
  year         = {{2021}},
}

@inproceedings{29298,
  abstract     = {{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.
An 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.
Hierfür 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
ermöglicht, 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.}},
  author       = {{Opel, Simone Anna and Schlichtig, Michael}},
  booktitle    = {{Sammelband der 27. Fachtagung der BAG Berufliche Bildung}},
  editor       = {{Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}},
  keywords     = {{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}},
  location     = {{Siegen}},
  pages        = {{176--194}},
  publisher    = {{wbv Media GmbH & Co. KG}},
  title        = {{{Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}}},
  doi          = {{https://doi.org/10.3278/6004722w}},
  volume       = {{55}},
  year         = {{2020}},
}

@article{29246,
  abstract     = {{<jats:p>Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.</jats:p>}},
  author       = {{Steinhardt, Isabel}},
  issn         = {{0167-8329}},
  journal      = {{Education for Information}},
  keywords     = {{Open Science, Open Education Practices, Library and Information Sciences, Education, Information Systems}},
  number       = {{3}},
  pages        = {{263--279}},
  publisher    = {{IOS Press}},
  title        = {{{Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar}}},
  doi          = {{10.3233/efi-190308}},
  volume       = {{36}},
  year         = {{2020}},
}

@article{35301,
  abstract     = {{Ausgehend von Ergebnissen zur Mediennutzung und Ausführungen zur Medienkompetenz fokussiert der Beitrag digitale Praktiken im Religionsunterricht. Zur Analyse der mit der Digitalisierung verbundenen Transformation digitaler Praktiken wird die Akteur-Netzwerk-Theorie dargestellt sowie die Begriffe Digitalisierung und Digitalität definiert. Anhand einer Vignette (dichte Beschreibung) wird der Frage nachgegangen, wie sich Lehrkräfte auf Herausforderungen von Digitalität einlassen (können), inwiefern sie digitale Praktiken eröffnen und inwiefern diese mit traditionellen Praktiken verbunden sind.}},
  author       = {{Caruso, Carina and Reis, Oliver}},
  journal      = {{ Österreichische Religionspädagogische Forum}},
  keywords     = {{Digitale Praktiken, Digitalisierung, Medienkompetenz, Professionalisierung, Religionsunterricht / digital practices, digitization, digital literacy, teachers' professional development, religious education}},
  number       = {{1}},
  pages        = {{212–234}},
  publisher    = {{Universitätsbibliothek Graz}},
  title        = {{{„Sie sind doch eine Medienklasse!“}}},
  doi          = {{10.25364/10.28:2020.1.12}},
  volume       = {{28}},
  year         = {{2020}},
}

@inbook{35836,
  abstract     = {{Digitalisierung ist derzeit ein viel diskutiertes Thema. Mit ihr werden derart tief grei- fende Veränderungen der Gesellschaft und Arbeitswelt erwartet, dass sie häufig als digitale Revolution bezeichnet wird. Gleichzeitig wirft die Auseinandersetzung mit diesen antizipierten Veränderungen viele noch unbeantwortete Fragen auf. Diese umfassen unter anderem Überlegungen hinsichtlich des Substitutionspotenzials menschlicher Arbeit durch die Digitalisierung, die Frage nach der Ausgestaltung der Rolle des Menschen in der Industrie 4.0 und schließlich Erwägungen in Bezug auf die Vorbereitung und Begleitung von Beschäftigten in der digitalen Transformation. Der vorliegende Beitrag gibt Aufschluss über die Dimensionen der Digitalisierung und die derzeit diskutierten Entwicklungslinien; er befasst sich weiterhin mit den sich daraus ergebenden Herausforderungen und Bedeutungen für die industrielle Arbeit und die Beschäftigten. Abschließend werden daraus abzuleitende Implikationen für die berufliche und allgemeine Bildung diskutiert.}},
  author       = {{Berisha-Gawlowski, Angelina  and Caruso, Carina and Goller, Michael and Harteis, Christian}},
  booktitle    = {{Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung}},
  editor       = {{Heisler, Dietmar and Meier, Jörg}},
  isbn         = {{978-3-7639-6158-0}},
  keywords     = {{Digitalisierung, Industrie 4.0, Arbeit 4.0, berufliche Aus- und Weiterbildung, allgemeine Bildung / digitalization, industry 4.0, work 4.0, vocational education and training, general education}},
  pages        = {{33–51}},
  publisher    = {{wbv}},
  title        = {{{Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung}}},
  doi          = {{10.3278/6004725w}},
  volume       = {{56}},
  year         = {{2020}},
}

@misc{36373,
  author       = {{Pöllmann, Andreas}},
  booktitle    = {{Compare: A Journal of Comparative and International Education}},
  issn         = {{0305-7925}},
  keywords     = {{Education}},
  number       = {{4}},
  pages        = {{629--630}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Transforming study abroad: a handbook}}},
  doi          = {{10.1080/03057925.2020.1769882}},
  volume       = {{51}},
  year         = {{2020}},
}

@article{38525,
  author       = {{Prikoszovits, Matthias}},
  issn         = {{2198-2430}},
  journal      = {{Deutsch als Fremdsprache}},
  keywords     = {{Computer Science Applications, History, Education}},
  number       = {{2}},
  publisher    = {{Erich Schmidt Verlag GmbH & Co. KG}},
  title        = {{{Christian Efing / Karl-Hubert Kiefer (Hg.): Sprachbezogene Curricula und Aufgaben in der beruflichen Bildung. Aktuelle Konzepte und Forschungsergebnisse}}},
  doi          = {{10.37307/j.2198-2430.2018.02.14}},
  year         = {{2020}},
}

@article{35701,
  author       = {{Lünne, Steffen and Schnell, Susanne and Biehler, Rolf}},
  issn         = {{0261-9768}},
  journal      = {{European Journal of Teacher Education}},
  keywords     = {{Education}},
  number       = {{5}},
  pages        = {{688--705}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Motivation of out-of-field teachers for participating in professional development courses in mathematics}}},
  doi          = {{10.1080/02619768.2020.1793950}},
  volume       = {{44}},
  year         = {{2020}},
}

@article{35822,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The derivative concept plays a major role in economics. However, its use in economics is very heterogeneous, sometimes inconsistent, and contradicts students’ prior knowledge from school. This applies in particular to the common economic interpretation of the derivative as the amount of change while increasing the production by one unit. Hence, in calculus courses for economics students, learners should acquire an understanding of the derivative that is mathematically acceptable and connected to their prior knowledge, but which also takes into account its practical use in economics. In this paper we first develop a theoretical model describing such an understanding of the derivative for economics students. We then present an exploratory study investigating the extent to which economics students have such an understanding after their calculus course. The results indicate that many of them might not have acquired this kind of understanding, in particular concerning the common economic interpretation of the derivative. The study furthermore yields possible gaps in students’ understanding and possible misconceptions.</jats:p>}},
  author       = {{Feudel, Frank and Biehler, Rolf}},
  issn         = {{0173-5322}},
  journal      = {{Journal für Mathematik-Didaktik}},
  keywords     = {{Education, General Mathematics}},
  number       = {{1}},
  pages        = {{273--305}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics}}},
  doi          = {{10.1007/s13138-020-00174-z}},
  volume       = {{42}},
  year         = {{2020}},
}

@article{35712,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding.</jats:p>}},
  author       = {{Schürmann, Mirko and Gildehaus, Lara and Liebendörfer, Michael and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard and Kuklinski, Christiane and Lankeit, Elisa}},
  issn         = {{0268-3679}},
  journal      = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
  keywords     = {{Education, General Mathematics}},
  number       = {{2}},
  pages        = {{99--113}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{Mathematics learning support centres in Germany—an overview}}},
  doi          = {{10.1093/teamat/hraa007}},
  volume       = {{40}},
  year         = {{2020}},
}

@inbook{37610,
  abstract     = {{Der Gedanke einer inklusiven Schule als einer Schule für alle Kinder ist, wenn auch aus der Perspektive von 100 Jahren Grundschule erst kürzlich durch die UN-Konvention über die Rechte von Menschen mit Behinderung (United Nations 2006) verstärkt, als an das Bildungssystem gerichtete Anforderung unbestritten. Die Didaktik des Sachunterrichts als wissenschaftliche Disziplin und als Instanz technikbezogenen Lernens in der Grundschule hat sich dem Thema Inklusion mit den Untersuchungen von Seitz (2005) und Schomaker (2000), für eine fachdidaktische Disziplin vergleichsweise früh zugewendet (Pech & Schomaker 2013, S. 341). Pech, Schomaker & Simon (2018, S. 12ff.) arbeiten jedoch an begrifflichen Unschärfen in einschlägigen Veröffentlichungen heraus, dass es in der Sachunterrichtsdidaktik bis heute keinen systematischen Diskurs darüber gibt, wie Inklusion zu verstehen, zu entwickeln und zu implementieren ist. Die allgemeinpädagogisch unter anderem von Feuser (2011, S. 89) für das Bildungssystem formulierte Entwicklungsaufgabe von der Segregation über die Integration zur Inklusion findet sich in Abhängigkeit von der Perspektive unterschiedlich definiert in der Sachunterrichts- bzw. Fachdidaktik wieder. Da bei der Definition von inklusivem Sachunterricht unterschiedliche wissenschaftliche Kontexte (z.B. sonderpädagogische, inklusionspädagogische oder allgemeindidaktische) zur Argumentation herangezogen werden, ist im Folgenden häufiger von der Rekontextualisierung von Inklusion in der Fachdidaktik die Rede. Die Berücksichtigung von Lernbedürfnissen und die Nutzung von individuellen Potenzialen stellt eine sich in der Sachunterrichtsdidaktik (u.a. Lichtblau 2014, S. 204; Simon 2014, S. 241; Pech, Schomaker & Simon 2018, 15f.) wie in der allgemeinen Pädagogik (Feuser 1989, S. 9; Schumann 2009, S. 51; Preuß 2018, S. 81) wiederholende Rekontextualisierung zur Beschreibung inklusiven Unterrichts dar. Potenzialorientierte (fach-)didaktische Überlegungen, also solche, die eine Orientierung an in Personen liegenden Defiziten auf der einen und standardisierten Normen auf der anderen Seite ablehnen und den Blick vermehrt auf die im Individuum, dem Fach oder einem Lerngegenstand liegenden Potenziale für eine gleichberechtigte und gleichwertige Partizipation aller Lernenden richten (Simon 2019, S. 114), erfahren derzeit vermehrt Aufmerksamkeit. Die Berücksichtigung individueller Lernbedürfnisse auf der anderen Seite bleibt in einschlägigen Veröffentlichungen dagegen oftmals theoretisch unreflektiert.
Ausgehend davon leistet das vorgestellte Dissertationsvorhaben mit Blick auf technikbezogenes Lernen im Sachunterricht der Grundschule einen theoriebildend angelegten Beitrag zur Verbindung von erziehungswissenschaftlicher und sachunterrichtsdidaktischer Inklusionsforschung am Lerngegenstand
 Technik. Die Studie ist, ob der Offenheit des Forschungsfeldes bezogen auf technikbezogenen Sachunterricht im Kontext von Inklusion, überwiegend qualitativ-rekonstruktiv angelegt. Unter der Rekontextualisierung von Inklusion als Berücksichtigung zunehmend vielfältiger Lernbedürfnisse im Sachunterricht, fragt die Studie nach der Beschaffenheit und Dimensionen der Verschiedenheit von Lernbedürfnissen sowie Möglichkeiten bzw. Hindernissen auf dem Weg zu ihrer Berücksichtigung. }},
  author       = {{Schröer, Franz}},
  booktitle    = {{Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main}},
  editor       = {{Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}},
  isbn         = {{978-3-947868-02-5}},
  keywords     = {{Inclusion, Sachunterricht, basic needs, technology education}},
  location     = {{Flensburg}},
  pages        = {{119--141}},
  publisher    = {{BE.ER Konzept}},
  title        = {{{Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts}}},
  year         = {{2020}},
}

@article{24458,
  abstract     = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening
the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}},
  author       = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  keywords     = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}},
  pages        = {{129--140}},
  title        = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
  doi          = {{10.1007/s12369-020-00622-3}},
  year         = {{2020}},
}