--- _id: '62885' author: - first_name: Malin full_name: Osnabrügge, Malin id: '79748' last_name: Osnabrügge - first_name: Claudia full_name: Tenberge, Claudia id: '67302' last_name: Tenberge - first_name: Sabine full_name: Fechner, Sabine id: '54823' last_name: Fechner orcid: 0000-0001-5645-5870 citation: ama: Osnabrügge M, Tenberge C, Fechner S. Artificial Intelligence in primary science and technology education with a focus on implementation of AI in learning context – Results of a Scoping Review. apa: Osnabrügge, M., Tenberge, C., & Fechner, S. (n.d.). Artificial Intelligence in primary science and technology education with a focus on implementation of AI in learning context – Results of a Scoping Review. Pupils’ Attitudes Towards Technology (PATT), Norrköping, Sweden. bibtex: '@inproceedings{Osnabrügge_Tenberge_Fechner, title={Artificial Intelligence in primary science and technology education with a focus on implementation of AI in learning context – Results of a Scoping Review}, author={Osnabrügge, Malin and Tenberge, Claudia and Fechner, Sabine} }' chicago: Osnabrügge, Malin, Claudia Tenberge, and Sabine Fechner. “Artificial Intelligence in Primary Science and Technology Education with a Focus on Implementation of AI in Learning Context – Results of a Scoping Review,” n.d. ieee: M. Osnabrügge, C. Tenberge, and S. Fechner, “Artificial Intelligence in primary science and technology education with a focus on implementation of AI in learning context – Results of a Scoping Review,” presented at the Pupils’ Attitudes Towards Technology (PATT), Norrköping, Sweden. mla: Osnabrügge, Malin, et al. Artificial Intelligence in Primary Science and Technology Education with a Focus on Implementation of AI in Learning Context – Results of a Scoping Review. short: 'M. Osnabrügge, C. Tenberge, S. Fechner, in: n.d.' conference: end_date: 2026-06-18 location: Norrköping, Sweden name: Pupils' Attitudes Towards Technology (PATT) start_date: 2026-06-15 date_created: 2025-12-04T14:12:38Z date_updated: 2025-12-13T23:56:03Z department: - _id: '386' - _id: '588' - _id: '33' keyword: - Artificial intelligence - primary education - science and technology education language: - iso: eng publication_status: draft quality_controlled: '1' status: public title: Artificial Intelligence in primary science and technology education with a focus on implementation of AI in learning context – Results of a Scoping Review type: conference user_id: '54823' year: '2026' ... --- _id: '59708' abstract: - lang: ger text: Die Arbeitszufriedenheit von Lehrkräften gilt als zentrale Komponente für die Qualität des Bil­dungssystems. In inklusiven Schulen müssen Regelschullehrkräfte und sonderpädagogische Lehrkräfte kooperieren, um allen Schüler:innen eine bestmögliche Förderung zu gewährleisten. Dazu benötigen sie jedoch Zeitfenster, die von vielen Lehrkräften als nicht ausreichend benannt werden. Ziel des vorliegenden Beitrags ist es, empirisch zu untersuchen, welche Bedeutung festen Zeitfenstern für die Lehrkräftekooperation im Klassenteam, im Jahrgangsteam und im Fachteam für die Arbeitszufriedenheit zukommt. Weiterhin soll überprüft werden, ob Teile der Zusammenhänge über die Zufriedenheit mit der Kooperationshäufigkeit und die kollektive Selbstwirksamkeitsüberzeugung der Lehrkräfte erklärt werden können. Dazu werden Daten aus dem BMBF-geförderten Projekt BiFoKi mit N=194 Lehrkräften und N=28 Schulleitungen analy­siert. Die Ergebnisse zeigen, dass feste Zeitfenster für die Kooperation in den unterschiedlichen Teams mit einer erhöhten Arbeitszufriedenheit im Zusammenhang stehen und in Teilen über die kollektive Selbstwirksamkeitsüberzeugung mediiert werden. - lang: eng text: The job satisfaction of teachers is considered a central component for the quality of the educa­tion system. In inclusive schools, regular school teachers and special needs teachers must co­operate in order to ensure that all pupils receive the best possible support. To do this, however, they need time slots that many teachers say are not sufficient. The aim of this article is to em­pirically investigate the importance of fixed time slots for teacher cooperation in the class team, the year team and the expert team for job satisfaction. Furthermore, it will be examined whether parts of the correlations can be explained by satisfaction with the frequency of cooperation and the teachers' collective self-efficacy expectations. To this end, data from the BMBF-funded BiFoKi project with N=194 teachers and N=28 head teachers will be analyzed. The results show that fixed time slots for cooperation in the different teams are associated with increased job satisfaction and are mediated in part by collective self-efficacy expectations. alternative_title: - Time for job satisfaction? A quantitative-empirical study on the significance of fixed cooperation times for the job satisfaction of teachers in inclusive schools article_type: original author: - first_name: Verena full_name: Wohnhas, Verena last_name: Wohnhas - first_name: Phillip full_name: Neumann, Phillip id: '95559' last_name: Neumann - first_name: Birgit full_name: Lütje-Klose, Birgit last_name: Lütje-Klose citation: ama: Wohnhas V, Neumann P, Lütje-Klose B. Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen. QfI - Qualifizierung für Inklusion Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte. 2025;6(2). doi:10.21248/qfi.167 apa: Wohnhas, V., Neumann, P., & Lütje-Klose, B. (2025). Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen. QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte, 6(2). https://doi.org/10.21248/qfi.167 bibtex: '@article{Wohnhas_Neumann_Lütje-Klose_2025, title={Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen}, volume={6}, DOI={10.21248/qfi.167}, number={2}, journal={QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}, publisher={University Library J. C. Senckenberg}, author={Wohnhas, Verena and Neumann, Phillip and Lütje-Klose, Birgit}, year={2025} }' chicago: Wohnhas, Verena, Phillip Neumann, and Birgit Lütje-Klose. “Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen.” QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte 6, no. 2 (2025). https://doi.org/10.21248/qfi.167. ieee: 'V. Wohnhas, P. Neumann, and B. Lütje-Klose, “Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen,” QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte, vol. 6, no. 2, 2025, doi: 10.21248/qfi.167.' mla: Wohnhas, Verena, et al. “Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen.” QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte, vol. 6, no. 2, University Library J. C. Senckenberg, 2025, doi:10.21248/qfi.167. short: V. Wohnhas, P. Neumann, B. Lütje-Klose, QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte 6 (2025). date_created: 2025-04-29T08:14:03Z date_updated: 2025-04-29T08:31:28Z department: - _id: '854' doi: 10.21248/qfi.167 intvolume: ' 6' issue: '2' keyword: - Arbeitszufriedenheit - Inklusion - Sonderpädagogik - Kooperation - Selbstwirksamkeit - Schulentwicklung - job satisfaction - Inclusion - Special Education - Self-efficacy - school development language: - iso: ger main_file_link: - open_access: '1' url: https://www.qfi-oz.de/index.php/inklusion/article/view/167 oa: '1' publication: QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte publication_identifier: issn: - 2699-2477 publication_status: published publisher: University Library J. C. Senckenberg status: public title: Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen type: journal_article user_id: '95559' volume: 6 year: '2025' ... --- _id: '59915' abstract: - lang: eng text: In our daily lives, we often come across ideas and approaches that are intended to support and enhance our well-being, with the aim of achieving positive results, such as resilience and health, if implemented effectively. This trend can be understood as part of the long history of disciplining and normalizing the body in Western societies. Functioning, keeping up, and being resilient in our fast-paced society now appear to be the social norm. This status quo creates a link to physical education (PE) as a body-related school subject, where the focus is on the body and its performance. Several recent studies have explored the experiences of people with visual impairment (VI) in PE. For young people with blindness and visual impairment (BVI), sports and physical activity (PA) are deemed beneficial as they promote physical and mental health while increasing well-being and life satisfaction. These factors—well-being and life satisfaction—are closely intertwined with the concept of resilience. However, resilience cannot be conceived without acknowledging vulnerability, which people embody to different degrees. Vulnerability represents a human condition, as all people are potentially vulnerable. What can this concept mean for adolescents who are assigned to a so-called vulnerable group? By adopting a critical perspective of Ableism within the context of Disability Studies, we reclassified societal attributions of abilities. This article focuses on a semi-narrative guided interview conducted with a 15-year-old teenager with BVI who had recently transitioned from inclusive mainstream schools to a state-approved special school for the visually impaired. Thus, she has had diverse experiences in both segregated and inclusive educational settings. This study highlights the extent to which empowering personal and non-personal factors are perceived as such and examines their interaction with participation in sports contexts. The findings critically reflect on the teachers' role in either enabling or hindering participation in PE, emphasizing the need for inclusion-sensitive approaches in teacher education. article_type: original author: - first_name: Anne full_name: Bödicker, Anne last_name: Bödicker - first_name: Sandra full_name: Elisath, Sandra id: '112403' last_name: Elisath citation: ama: 'Bödicker A, Elisath S. “I have a personal claim to myself”: a visually impaired student’s perspective on her participation in physical activity and physical education settings. Frontiers in Sports and Active Living. 2025;Volume 7-2025. doi:10.3389/fspor.2025.1585254' apa: 'Bödicker, A., & Elisath, S. (2025). “I have a personal claim to myself”: a visually impaired student’s perspective on her participation in physical activity and physical education settings. Frontiers in Sports and Active Living, Volume 7-2025. https://doi.org/10.3389/fspor.2025.1585254' bibtex: '@article{Bödicker_Elisath_2025, title={“I have a personal claim to myself”: a visually impaired student’s perspective on her participation in physical activity and physical education settings}, volume={Volume 7-2025}, DOI={10.3389/fspor.2025.1585254}, journal={Frontiers in Sports and Active Living}, author={Bödicker, Anne and Elisath, Sandra}, year={2025} }' chicago: 'Bödicker, Anne, and Sandra Elisath. “‘I Have a Personal Claim to Myself’: A Visually Impaired Student’s Perspective on Her Participation in Physical Activity and Physical Education Settings.” Frontiers in Sports and Active Living Volume 7-2025 (2025). https://doi.org/10.3389/fspor.2025.1585254.' ieee: 'A. Bödicker and S. Elisath, “‘I have a personal claim to myself’: a visually impaired student’s perspective on her participation in physical activity and physical education settings,” Frontiers in Sports and Active Living, vol. Volume 7-2025, 2025, doi: 10.3389/fspor.2025.1585254.' mla: 'Bödicker, Anne, and Sandra Elisath. “‘I Have a Personal Claim to Myself’: A Visually Impaired Student’s Perspective on Her Participation in Physical Activity and Physical Education Settings.” Frontiers in Sports and Active Living, vol. Volume 7-2025, 2025, doi:10.3389/fspor.2025.1585254.' short: A. Bödicker, S. Elisath, Frontiers in Sports and Active Living Volume 7-2025 (2025). date_created: 2025-05-15T14:31:31Z date_updated: 2025-05-15T14:37:19Z doi: 10.3389/fspor.2025.1585254 keyword: - inclusion - narrative interview - sports - teacher-education - vulnerability language: - iso: eng publication: Frontiers in Sports and Active Living publication_identifier: issn: - 2624-9367 status: public title: '"I have a personal claim to myself": a visually impaired student’s perspective on her participation in physical activity and physical education settings' type: journal_article user_id: '112403' volume: Volume 7 - 2025 year: '2025' ... --- _id: '58917' abstract: - lang: ger text: 'Auslandsaufenthalte von Studierenden sind im Fach Musikwissenschaft an der Universität Paderborn eher eine Ausnahme. Das hat unterschiedliche Gründe, unter anderem die nicht vorhandene curriculare Verankerung. Dabei belegen diverse Untersuchungen, dass solche Aufenthalte den interkulturellen Kompetenzerwerb und damit Fähigkeiten fördern, die unabhängig vom Fach in einer globalisierten Welt immer größere Relevanz im Berufsleben einnehmen. Im Projekt wurde ein hybrides internationales Kooperationsseminar entwickelt und durchgeführt sowie in Bezug auf den Erwerb dieser wichtigen Schlüsselqualifikation evaluiert. Die Auswertung der unter anderem durch Fragebögen erhobenen Entwicklung konnte deutlich die positiven Auswirkungen eines hybriden Kooperationsseminars auf interkulturelle Kompetenzen, die Auseinandersetzung mit verschiedensten Aspekten einer anderen Kultur, darunter Geschichte, Politik, (Post-)Kolonialismus und den eigenen Privilegien aufzeigen. Zudem lassen sich aus der Evaluation weitere Ideen für rein digitale Formate ableiten. ' - lang: eng text: "Stays abroad by musicology students at the Paderborn University are the exception rather than the\r\nrule. There are various reasons for this, including the fact that they are not part of the curriculum.\r\nHowever, various studies have shown that such stays support the acquisition of intercultural skills\r\nwhich are becoming increasingly relevant in professional life in a globalised world, regardless of the\r\nsubject. The project developed, implemented, and evaluated a hybrid international cooperation semi-\r\nnar regarding the acquisition of this important key qualification. The evaluation of the course of the\r\nseminar, based among other things on questionnaires, clearly showed the positive effects of a hybrid\r\ncooperation seminar on intercultural competences, the examination of different aspects of another\r\nculture, including history, politics, (post-)colonialism and one's own privileges. In addition, the eval-\r\nuation can be used to derive further ideas for purely digital formats." author: - first_name: Luise full_name: Adler, Luise id: '93940' last_name: Adler orcid: 0009-0002-0150-2638 citation: ama: Adler L. Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare. Paderborner Beiträge 2024 die hochschullehre - Themenheft 2025. 2025;11(17):218-231. doi:10.3278/HSL2459W apa: Adler, L. (2025). Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare. Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025, 11(17), 218–231. https://doi.org/10.3278/HSL2459W bibtex: '@article{Adler_2025, title={Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare}, volume={11}, DOI={10.3278/HSL2459W}, number={17}, journal={Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025}, publisher={Nerea Vöing, Diana Bücker}, author={Adler, Luise}, year={2025}, pages={218–231} }' chicago: 'Adler, Luise. “Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare.” Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025 11, no. 17 (2025): 218–31. https://doi.org/10.3278/HSL2459W.' ieee: 'L. Adler, “Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare,” Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025, vol. 11, no. 17, pp. 218–231, 2025, doi: 10.3278/HSL2459W.' mla: Adler, Luise. “Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare.” Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025, vol. 11, no. 17, Nerea Vöing, Diana Bücker, 2025, pp. 218–31, doi:10.3278/HSL2459W. short: L. Adler, Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025 11 (2025) 218–231. date_created: 2025-03-05T13:12:01Z date_updated: 2025-03-05T13:13:01Z department: - _id: '233' doi: 10.3278/HSL2459W intvolume: ' 11' issue: '17' keyword: - interkulturelle Kompetenz - interkulturelle Sensitivität - Musikwissenschaft - digitale Lehre - hybride Lehre - intercultural competence - intercultural sensitivity - musicology - digital education - hybrid education language: - iso: ger main_file_link: - open_access: '1' url: https://www.wbv.de/shop/Paderborner-Beitraege-2024-HSLT2404W oa: '1' page: 218 - 231 publication: Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025 publication_identifier: unknown: - 2199-8825 publication_status: published publisher: Nerea Vöing, Diana Bücker status: public title: Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare type: journal_article user_id: '93940' volume: 11 year: '2025' ... --- _id: '60892' abstract: - lang: eng text: "At Paderborn University, an AR-based app is being developed to prepare electrical engineering students for laboratory work. This paper aims to review the development of AR since 2010, particularly in technical university laboratories, through a systematic literature review. The study investigates AR's relevance in university teaching and examines specific AR applications in laboratory settings.\r\nUsing a mixed-method approach, the research first employs a web crawler to gather 27,249 articles from the Lens database, followed by a bibliometric analysis. Further, Google Scholar is used to find 374 articles related to AR in scientific and technical laboratories, with 51 significant ones evaluated for application areas, findings, and other criteria.\r\nThe findings show that AR in education is a growing trend, with a significant increase in publications and citations in recent years. Most studies focus on marker-based mobile AR applications, assessing aspects like motivation and user experience through surveys and interviews. However, there's limited research on AR's learning effectiveness in laboratories, partly due to the scarcity of technical equipment. One study found no significant learning impact from AR." author: - first_name: Mesut full_name: Alptekin, Mesut id: '11763' last_name: Alptekin orcid: 0009-0004-8545-1165 - first_name: Lennart full_name: Froese, Lennart last_name: Froese - first_name: Katrin full_name: Temmen, Katrin id: '30086' last_name: Temmen citation: ama: 'Alptekin M, Froese L, Temmen K. Quantitative and Qualitative Literature Review of Augmented Reality in Teaching. In: Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024). Vol 432. Springer Nature; 2025:427.' apa: 'Alptekin, M., Froese, L., & Temmen, K. (2025). Quantitative and Qualitative Literature Review of Augmented Reality in Teaching. Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), 432, 427.' bibtex: '@inproceedings{Alptekin_Froese_Temmen_2025, title={Quantitative and Qualitative Literature Review of Augmented Reality in Teaching}, volume={432}, booktitle={Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)}, publisher={Springer Nature}, author={Alptekin, Mesut and Froese, Lennart and Temmen, Katrin}, year={2025}, pages={427} }' chicago: 'Alptekin, Mesut, Lennart Froese, and Katrin Temmen. “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching.” In Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), 432:427. Springer Nature, 2025.' ieee: 'M. Alptekin, L. Froese, and K. Temmen, “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching,” in Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), Fukuoka, Japan, 2025, vol. 432, p. 427.' mla: 'Alptekin, Mesut, et al. “Quantitative and Qualitative Literature Review of Augmented Reality in Teaching.” Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), vol. 432, Springer Nature, 2025, p. 427.' short: 'M. Alptekin, L. Froese, K. Temmen, in: Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024), Springer Nature, 2025, p. 427.' conference: end_date: 2024-07-21 location: Fukuoka, Japan name: International Conference on Artificial Intelligence and Virtual Reality start_date: 2024-07-19 date_created: 2025-08-06T09:41:25Z date_updated: 2025-08-19T08:51:42Z department: - _id: '300' intvolume: ' 432' keyword: - Augmented Reality - Mixed Reality - Literature Review - Bibliometric Analysis - Education \and Laboratories language: - iso: eng page: '427' project: - _id: '1387' name: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre publication: 'Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)' publication_status: published publisher: Springer Nature status: public title: Quantitative and Qualitative Literature Review of Augmented Reality in Teaching type: conference user_id: '11763' volume: 432 year: '2025' ... --- _id: '62752' abstract: - lang: eng text: In higher education, assessment/examination procedures should be designed to form a coherent learning process that is aligned with the intended learning objectives and planned learning activities. However, in academic teacher education programmes often use assessment formats that are not well aligned with the demands of teachers' actual professional practice. Performance-based assessments can offer an alternative, for example in the form of role-play-based simulations with trained actors representing typical professional activities in environments of reduced complexity. We have developed such a performance-based assessment format for physics teacher education, analogous to the Objective Structured Teaching Examinations (OSTE) approach used in medical education. The OSTE prototype consists of seven short simulative assessments, reflecting four areas of competence (Instruction, Assessment, Pedagogy and Innovation) that form a 90-minute examination course. In order to investigate prospective physics teachers' perceptions of such an assessment format in terms of its suitability as a summative examination procedure, we piloted the OSTE prototype with N = 34 physics student teachers from three German universities using short questionnaires. The results show that participants perceived the OSTE prototype as authentic and relevant, but they also highlight the need for adequate new learning opportunities to prepare for such simulative examinations to be integrated into teacher education programmes. author: - first_name: Christoph full_name: Vogelsang, Christoph id: '4245' last_name: Vogelsang orcid: 0000-0002-5804-1855 - first_name: Lea full_name: Grotegut, Lea id: '34280' last_name: Grotegut - first_name: Philipp full_name: Wotschel, Philipp id: '89529' last_name: Wotschel - first_name: Thomas full_name: Janzen, Thomas id: '89329' last_name: Janzen orcid: 0009-0003-1941-166X citation: ama: 'Vogelsang C, Grotegut L, Wotschel P, Janzen T. Prospective Physics Teachers’  Perceptions of an Objective Structured  Teaching Examination (OSTE). In: ; 2025.' apa: Vogelsang, C., Grotegut, L., Wotschel, P., & Janzen, T. (2025). Prospective Physics Teachers’  Perceptions of an Objective Structured  Teaching Examination (OSTE). ESERA 2025 Conference, Copenhagen. bibtex: '@inproceedings{Vogelsang_Grotegut_Wotschel_Janzen_2025, place={Copenhagen}, title={Prospective Physics Teachers’  Perceptions of an Objective Structured  Teaching Examination (OSTE)}, author={Vogelsang, Christoph and Grotegut, Lea and Wotschel, Philipp and Janzen, Thomas}, year={2025} }' chicago: Vogelsang, Christoph, Lea Grotegut, Philipp Wotschel, and Thomas Janzen. “Prospective Physics Teachers’  Perceptions of an Objective Structured  Teaching Examination (OSTE).” Copenhagen, 2025. ieee: C. Vogelsang, L. Grotegut, P. Wotschel, and T. Janzen, “Prospective Physics Teachers’  Perceptions of an Objective Structured  Teaching Examination (OSTE),” presented at the ESERA 2025 Conference, Copenhagen, 2025. mla: Vogelsang, Christoph, et al. Prospective Physics Teachers’  Perceptions of an Objective Structured  Teaching Examination (OSTE). 2025. short: 'C. Vogelsang, L. Grotegut, P. Wotschel, T. Janzen, in: Copenhagen, 2025.' conference: end_date: 2025-08-30 location: Copenhagen name: ESERA 2025 Conference start_date: 2025-08-25 date_created: 2025-12-03T08:43:26Z date_updated: 2025-12-03T08:56:29Z department: - _id: '33' keyword: - teacher education - physics - assessment - pre-service teachers language: - iso: eng place: Copenhagen quality_controlled: '1' status: public title: Prospective Physics Teachers' Perceptions of an Objective Structured Teaching Examination (OSTE) type: conference user_id: '4245' year: '2025' ... --- _id: '62920' author: - first_name: Marvin Lee full_name: Fox, Marvin Lee id: '80773' last_name: Fox - first_name: Hendrik full_name: Peeters, Hendrik id: '49942' last_name: Peeters orcid: https://orcid.org/ 0000-0002-7143-3781 - first_name: Sabine full_name: Fechner, Sabine id: '54823' last_name: Fechner orcid: 0000-0001-5645-5870 citation: ama: 'Fox ML, Peeters H, Fechner S. KI-Einsatz durch Lernende im Erkenntnisgewinnungsprozess - ein Review. In: GDCP Jahrestagung. ; 2025.' apa: Fox, M. L., Peeters, H., & Fechner, S. (2025). KI-Einsatz durch Lernende im Erkenntnisgewinnungsprozess - ein Review. GDCP Jahrestagung. GDCP Jahrestagung, Frankfurt. bibtex: '@inproceedings{Fox_Peeters_Fechner_2025, title={KI-Einsatz durch Lernende im Erkenntnisgewinnungsprozess - ein Review}, booktitle={GDCP Jahrestagung}, author={Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}, year={2025} }' chicago: Fox, Marvin Lee, Hendrik Peeters, and Sabine Fechner. “KI-Einsatz Durch Lernende Im Erkenntnisgewinnungsprozess - Ein Review.” In GDCP Jahrestagung, 2025. ieee: M. L. Fox, H. Peeters, and S. Fechner, “KI-Einsatz durch Lernende im Erkenntnisgewinnungsprozess - ein Review,” presented at the GDCP Jahrestagung, Frankfurt, 2025. mla: Fox, Marvin Lee, et al. “KI-Einsatz Durch Lernende Im Erkenntnisgewinnungsprozess - Ein Review.” GDCP Jahrestagung, 2025. short: 'M.L. Fox, H. Peeters, S. Fechner, in: GDCP Jahrestagung, 2025.' conference: end_date: 2025-09-11 location: Frankfurt name: GDCP Jahrestagung start_date: 2025-09-08 date_created: 2025-12-05T12:53:09Z date_updated: 2025-12-05T13:05:59Z department: - _id: '386' - _id: '33' keyword: - Artificial intelligence - education - chemistry language: - iso: eng publication: GDCP Jahrestagung status: public title: KI-Einsatz durch Lernende im Erkenntnisgewinnungsprozess - ein Review type: conference_abstract user_id: '54823' year: '2025' ... --- _id: '58874' author: - first_name: Manuel full_name: Fahrbach, Manuel last_name: Fahrbach - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' - first_name: Alexander full_name: Fust, Alexander last_name: Fust - first_name: Noah full_name: Bellwald, Noah last_name: Bellwald - first_name: Christoph full_name: Winkler, Christoph last_name: Winkler citation: ama: 'Fahrbach M, Jenert T, Fust A, Bellwald N, Winkler C. Fostering self-regulated entrepreneurial learning in entrepreneurship education. In: Annals of Entrepreneurship Education and Pedagogy - 2025. Edward Elgar Publishing; 2025:249–265. doi:10.4337/9781035325795.00021' apa: Fahrbach, M., Jenert, T., Fust, A., Bellwald, N., & Winkler, C. (2025). Fostering self-regulated entrepreneurial learning in entrepreneurship education. In Annals of Entrepreneurship Education and Pedagogy - 2025 (pp. 249–265). Edward Elgar Publishing. https://doi.org/10.4337/9781035325795.00021 bibtex: '@inbook{Fahrbach_Jenert_Fust_Bellwald_Winkler_2025, title={Fostering self-regulated entrepreneurial learning in entrepreneurship education}, DOI={10.4337/9781035325795.00021}, booktitle={Annals of Entrepreneurship Education and Pedagogy - 2025}, publisher={Edward Elgar Publishing}, author={Fahrbach, Manuel and Jenert, Tobias and Fust, Alexander and Bellwald, Noah and Winkler, Christoph}, year={2025}, pages={249–265} }' chicago: Fahrbach, Manuel, Tobias Jenert, Alexander Fust, Noah Bellwald, and Christoph Winkler. “Fostering Self-Regulated Entrepreneurial Learning in Entrepreneurship Education.” In Annals of Entrepreneurship Education and Pedagogy - 2025, 249–265. Edward Elgar Publishing, 2025. https://doi.org/10.4337/9781035325795.00021. ieee: M. Fahrbach, T. Jenert, A. Fust, N. Bellwald, and C. Winkler, “Fostering self-regulated entrepreneurial learning in entrepreneurship education,” in Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 249–265. mla: Fahrbach, Manuel, et al. “Fostering Self-Regulated Entrepreneurial Learning in Entrepreneurship Education.” Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 249–265, doi:10.4337/9781035325795.00021. short: 'M. Fahrbach, T. Jenert, A. Fust, N. Bellwald, C. Winkler, in: Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 249–265.' date_created: 2025-02-28T14:42:29Z date_updated: 2025-12-08T10:57:18Z department: - _id: '208' - _id: '640' doi: 10.4337/9781035325795.00021 keyword: - Self-Regulated Learning - Entrepreneurship Education - Entrepreneurship Research language: - iso: eng page: 249–265 project: - _id: '618' name: Self-Regulated Learning for Entrepreneurs – Förderung der Selbstregulationsfähigkeit angehender Unternehmer*innen publication: Annals of Entrepreneurship Education and Pedagogy - 2025 publication_identifier: isbn: - '9781035325795' - '9781035325788' - '9781035325795' publication_status: published publisher: Edward Elgar Publishing quality_controlled: '1' status: public title: Fostering self-regulated entrepreneurial learning in entrepreneurship education type: book_chapter user_id: '71994' year: '2025' ... --- _id: '58875' author: - first_name: Christoph full_name: Winkler, Christoph last_name: Winkler - first_name: Tobias full_name: Jenert, Tobias id: '71994' last_name: Jenert orcid: ' https://orcid.org/0000-0001-9262-5646' - first_name: Alexander full_name: Fust, Alexander last_name: Fust citation: ama: 'Winkler C, Jenert T, Fust A. Transferability as a key to impactful entrepreneurship education outcomes: a new quest. In: Annals of Entrepreneurship Education and Pedagogy - 2025. Edward Elgar Publishing; 2025:93–105. doi:10.4337/9781035325795.00013' apa: 'Winkler, C., Jenert, T., & Fust, A. (2025). Transferability as a key to impactful entrepreneurship education outcomes: a new quest. In Annals of Entrepreneurship Education and Pedagogy - 2025 (pp. 93–105). Edward Elgar Publishing. https://doi.org/10.4337/9781035325795.00013' bibtex: '@inbook{Winkler_Jenert_Fust_2025, title={Transferability as a key to impactful entrepreneurship education outcomes: a new quest}, DOI={10.4337/9781035325795.00013}, booktitle={Annals of Entrepreneurship Education and Pedagogy - 2025}, publisher={Edward Elgar Publishing}, author={Winkler, Christoph and Jenert, Tobias and Fust, Alexander}, year={2025}, pages={93–105} }' chicago: 'Winkler, Christoph, Tobias Jenert, and Alexander Fust. “Transferability as a Key to Impactful Entrepreneurship Education Outcomes: A New Quest.” In Annals of Entrepreneurship Education and Pedagogy - 2025, 93–105. Edward Elgar Publishing, 2025. https://doi.org/10.4337/9781035325795.00013.' ieee: 'C. Winkler, T. Jenert, and A. Fust, “Transferability as a key to impactful entrepreneurship education outcomes: a new quest,” in Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 93–105.' mla: 'Winkler, Christoph, et al. “Transferability as a Key to Impactful Entrepreneurship Education Outcomes: A New Quest.” Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 93–105, doi:10.4337/9781035325795.00013.' short: 'C. Winkler, T. Jenert, A. Fust, in: Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 93–105.' date_created: 2025-02-28T14:43:17Z date_updated: 2025-12-08T10:57:49Z department: - _id: '208' - _id: '640' doi: 10.4337/9781035325795.00013 keyword: - Methodology - Entrepreneurship Education - Entrepreneurship Research language: - iso: eng page: '93–105 ' project: - _id: '618' name: Self-Regulated Learning for Entrepreneurs – Förderung der Selbstregulationsfähigkeit angehender Unternehmer*innen publication: Annals of Entrepreneurship Education and Pedagogy - 2025 publication_identifier: isbn: - '9781035325795' - '9781035325788' - '9781035325795' publication_status: published publisher: Edward Elgar Publishing quality_controlled: '1' status: public title: 'Transferability as a key to impactful entrepreneurship education outcomes: a new quest' type: book_chapter user_id: '71994' year: '2025' ... --- _id: '62921' author: - first_name: Marvin Lee full_name: Fox, Marvin Lee id: '80773' last_name: Fox - first_name: Hendrik full_name: Peeters, Hendrik id: '49942' last_name: Peeters orcid: https://orcid.org/ 0000-0002-7143-3781 - first_name: Sabine full_name: Fechner, Sabine id: '54823' last_name: Fechner orcid: 0000-0001-5645-5870 citation: ama: 'Fox ML, Peeters H, Fechner S. How can students be supported by ChatGPT as a tutor in hands-on chemistry education? In: Conference of The European Science Education Research Association (ESERA). ; 2025.' apa: Fox, M. L., Peeters, H., & Fechner, S. (2025). How can students be supported by ChatGPT as a tutor in hands-on chemistry education? Conference of The European Science Education Research Association (ESERA). ESERA conference, Copenhagen, Denmark. bibtex: '@inproceedings{Fox_Peeters_Fechner_2025, title={How can students be supported by ChatGPT as a tutor in hands-on chemistry education?}, booktitle={Conference of The European Science Education Research Association (ESERA)}, author={Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}, year={2025} }' chicago: Fox, Marvin Lee, Hendrik Peeters, and Sabine Fechner. “How Can Students Be Supported by ChatGPT as a Tutor in Hands-on Chemistry Education?” In Conference of The European Science Education Research Association (ESERA), 2025. ieee: M. L. Fox, H. Peeters, and S. Fechner, “How can students be supported by ChatGPT as a tutor in hands-on chemistry education?,” presented at the ESERA conference, Copenhagen, Denmark, 2025. mla: Fox, Marvin Lee, et al. “How Can Students Be Supported by ChatGPT as a Tutor in Hands-on Chemistry Education?” Conference of The European Science Education Research Association (ESERA), 2025. short: 'M.L. Fox, H. Peeters, S. Fechner, in: Conference of The European Science Education Research Association (ESERA), 2025.' conference: end_date: 2025-09-29 location: Copenhagen, Denmark name: ESERA conference start_date: 2025-09-25 date_created: 2025-12-05T12:57:51Z date_updated: 2025-12-13T23:54:59Z department: - _id: '386' - _id: '33' keyword: - Artificial intelligence - education - chemistry language: - iso: eng publication: Conference of The European Science Education Research Association (ESERA) quality_controlled: '1' status: public title: How can students be supported by ChatGPT as a tutor in hands-on chemistry education? type: conference_abstract user_id: '54823' year: '2025' ... --- _id: '65167' abstract: - lang: eng text: "Through the Reformation, the Bible and education gained central importance. The Reformation principle that the Bible as Holy Scripture should be the only basis and norm for faith (sola Scriptura) emphasized the importance of reading and writing. The Reformers wanted children and laypeople to become independent church members. Teaching material was needed for school lessons, and study Bibles with pictures were produced; Martin Luther’s Little Prayer Book (1529) served as a prototype. The Lay Bible (1540) by Wendelin Rihel was a continuation of Luther’s Little Prayer Book. This innovative period laid the foundation for later children’s Bible traditions.\r\n" author: - first_name: Marion full_name: Keuchen, Marion id: '251' last_name: Keuchen orcid: https://orcid.org/0009-0000-9904-6479 citation: ama: 'Keuchen M. Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540). In: Powell McNutt J, Selderhuis H, eds. The Oxford Handbook of the Bible and the Reformation. Oxford University Press; 2025:171-185. doi:10.1093/oxfordhb/9780198753186.013.13' apa: 'Keuchen, M. (2025). Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540). In J. Powell McNutt & H. Selderhuis (Eds.), The Oxford Handbook of the Bible and the Reformation (pp. 171–185). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780198753186.013.13' bibtex: '@inbook{Keuchen_2025, place={Oxford}, title={Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540)}, DOI={10.1093/oxfordhb/9780198753186.013.13}, booktitle={The Oxford Handbook of the Bible and the Reformation}, publisher={Oxford University Press}, author={Keuchen, Marion}, editor={Powell McNutt, Jennifer and Selderhuis, Herman}, year={2025}, pages={171–185} }' chicago: 'Keuchen, Marion. “Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540).” In The Oxford Handbook of the Bible and the Reformation, edited by Jennifer Powell McNutt and Herman Selderhuis, 171–85. Oxford: Oxford University Press, 2025. https://doi.org/10.1093/oxfordhb/9780198753186.013.13.' ieee: 'M. Keuchen, “Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540),” in The Oxford Handbook of the Bible and the Reformation, J. Powell McNutt and H. Selderhuis, Eds. Oxford: Oxford University Press, 2025, pp. 171–185.' mla: 'Keuchen, Marion. “Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540).” The Oxford Handbook of the Bible and the Reformation, edited by Jennifer Powell McNutt and Herman Selderhuis, Oxford University Press, 2025, pp. 171–85, doi:10.1093/oxfordhb/9780198753186.013.13.' short: 'M. Keuchen, in: J. Powell McNutt, H. Selderhuis (Eds.), The Oxford Handbook of the Bible and the Reformation, Oxford University Press, Oxford, 2025, pp. 171–185.' date_created: 2026-03-27T08:42:23Z date_updated: 2026-03-27T08:50:14Z department: - _id: '36' - _id: '20' - _id: '500' doi: 10.1093/oxfordhb/9780198753186.013.13 editor: - first_name: Jennifer full_name: Powell McNutt, Jennifer last_name: Powell McNutt - first_name: Herman full_name: Selderhuis, Herman last_name: Selderhuis keyword: - Reformation children’s Bibles - Bible illustrations - lay Bible - passional - Martin Luther - Wendelin Rihel - religious education of children language: - iso: eng main_file_link: - url: https://academic.oup.com/edited-volume/58970/chapter-abstract/494430492?redirectedFrom=fulltext page: 171-185 place: Oxford publication: The Oxford Handbook of the Bible and the Reformation publication_identifier: eisbn: - '9780191814914' isbn: - ' 9780198753186' publication_status: published publisher: Oxford University Press quality_controlled: '1' related_material: link: - relation: confirmation url: https://academic.oup.com/edited-volume/58970/chapter-abstract/494430492?redirectedFrom=fulltext status: public title: 'Children’s Bibles in the Reformation: Martin Luther‘s „Passional“ (1529) and Wendelin Rihel‘s „Leienbibel (1540)' type: book_chapter user_id: '251' year: '2025' ... --- _id: '53417' abstract: - lang: eng text: "Abstract\r\n Remote-controlled telescopes in education provide the opportunity to obtain high quality astronomy images for a broad variety of users. The Stellarium Gornergrat is such a telescope. In addition to pure observation, it offers a user-friendly interface and teaching modules so that astronomical and astrophysical projects can be integrated into everyday school life without any special prior knowledge and without requiring a lot of time. This contribution presents the Stellarium project and a provides an overview of several teaching activities." article_number: '012011' author: - first_name: Stéphane full_name: Gschwind, Stéphane last_name: Gschwind - first_name: Sascha full_name: Hohmann, Sascha id: '94328' last_name: Hohmann orcid: 0000-0001-6145-3466 - first_name: Andreas full_name: Müller, Andreas last_name: Müller - first_name: Jeffrey full_name: Nordine, Jeffrey last_name: Nordine - first_name: Timm-Emanuel full_name: Riesen, Timm-Emanuel last_name: Riesen citation: ama: 'Gschwind S, Hohmann S, Müller A, Nordine J, Riesen T-E. The Stellarium Gornergrat: Astrophysics with your own Data. Journal of Physics: Conference Series. 2024;2727(1). doi:10.1088/1742-6596/2727/1/012011' apa: 'Gschwind, S., Hohmann, S., Müller, A., Nordine, J., & Riesen, T.-E. (2024). The Stellarium Gornergrat: Astrophysics with your own Data. Journal of Physics: Conference Series, 2727(1), Article 012011. https://doi.org/10.1088/1742-6596/2727/1/012011' bibtex: '@article{Gschwind_Hohmann_Müller_Nordine_Riesen_2024, title={The Stellarium Gornergrat: Astrophysics with your own Data}, volume={2727}, DOI={10.1088/1742-6596/2727/1/012011}, number={1012011}, journal={Journal of Physics: Conference Series}, publisher={IOP Publishing}, author={Gschwind, Stéphane and Hohmann, Sascha and Müller, Andreas and Nordine, Jeffrey and Riesen, Timm-Emanuel}, year={2024} }' chicago: 'Gschwind, Stéphane, Sascha Hohmann, Andreas Müller, Jeffrey Nordine, and Timm-Emanuel Riesen. “The Stellarium Gornergrat: Astrophysics with Your Own Data.” Journal of Physics: Conference Series 2727, no. 1 (2024). https://doi.org/10.1088/1742-6596/2727/1/012011.' ieee: 'S. Gschwind, S. Hohmann, A. Müller, J. Nordine, and T.-E. Riesen, “The Stellarium Gornergrat: Astrophysics with your own Data,” Journal of Physics: Conference Series, vol. 2727, no. 1, Art. no. 012011, 2024, doi: 10.1088/1742-6596/2727/1/012011.' mla: 'Gschwind, Stéphane, et al. “The Stellarium Gornergrat: Astrophysics with Your Own Data.” Journal of Physics: Conference Series, vol. 2727, no. 1, 012011, IOP Publishing, 2024, doi:10.1088/1742-6596/2727/1/012011.' short: 'S. Gschwind, S. Hohmann, A. Müller, J. Nordine, T.-E. Riesen, Journal of Physics: Conference Series 2727 (2024).' conference: end_date: 2021-12-16 location: Hanoi name: 3rd World Conference on Physics Education start_date: 2021-12-13 date_created: 2024-04-11T12:37:49Z date_updated: 2024-04-12T11:34:19Z doi: 10.1088/1742-6596/2727/1/012011 intvolume: ' 2727' issue: '1' keyword: - Computer Science Applications - History - Education language: - iso: eng main_file_link: - open_access: '1' url: https://iopscience.iop.org/article/10.1088/1742-6596/2727/1/012011/pdf oa: '1' publication: 'Journal of Physics: Conference Series' publication_identifier: issn: - 1742-6588 - 1742-6596 publication_status: published publisher: IOP Publishing quality_controlled: '1' status: public title: 'The Stellarium Gornergrat: Astrophysics with your own Data' type: journal_article user_id: '94328' volume: 2727 year: '2024' ... --- _id: '53567' abstract: - lang: eng text: "ZusammenfassungIn den letzten Jahren wurde das Professionswissen (angehender) Lehrkräfte intensiv untersucht. Neben Aussagen zur inneren Struktur liegen auch Ergebnisse über den Zusammenhang zwischen Professionswissen, Performanz in prototypischen Handlungssituationen sowie Unterrichtserfolg vor. In diesen Analysen hat sich gezeigt, dass insbesondere dem fachdidaktischen Wissen eine zentrale Rolle zukommt. Es mangelt bisher jedoch an empirisch fundierten Beschreibungen von Niveaustufen des fachdidaktischen Wissens. Zwar liegen einzelne Vorschläge vor, diese sind jedoch entweder empirisch nicht fundiert oder post hoc generiert, so dass unklar ist, inwieweit die Beschreibung der Ausprägungen auch außerhalb der jeweiligen Projektkontexte anwendbar ist. Der vorliegende Artikel stellt eine projektübergreifende Analyse des fachdidaktischen Wissens mithilfe zweier Ansätze zur Bildung von Niveaustufen vor. Dazu werden Niveaumodelle mit Daten zum fachdidaktischen Wissen aus zwei Projekten ($$N=427$$\r\n N\r\n \ =\r\n 427\r\n \ und $$N=779$$\r\n N\r\n \ =\r\n 779\r\n \ ) mithilfe des Scale-Anchoring-Verfahrens sowie eines regressionsanalytischen Ansatzes auf Basis eines Modells hierarchischer Komplexität erstellt. Das Scale-Anchoring-Verfahren liefert Niveaubeschreibungen, die sich zwar bezüglich fachlicher und fachdidaktischer Inhalte unterschieden, aber Parallelen bezüglich lernpsychologisch interpretierbarer Operatoren zeigten. Projektübergreifend deuteten die Ergebnisse daraufhin, dass sich das fachdidaktische Wissen in niedrigen Ausprägungen auf reproduktive Aspekte beschränkt, in höheren Ausprägungen aber kreative und evaluierende Elemente hinzukommen. Das Modell hierarchischer Komplexität zeigte sich nur für einen der Datensätze als geeignet, um ein Niveaumodell abzuleiten und konnte daher für projektübergreifende Analysen nicht weiter genutzt werden. Nichtsdestotrotz lieferte die projektübergreifende Analyse mithilfe des Scale-Anchoring-Verfahrens kontextunabhängige Beschreibungen von Ausprägungen des fachdidaktischen Wissens und ermöglicht so erste Schritte in Richtung eines empirisch fundierten, inhaltlich reichhaltigen Assessments, welches über eine Einordnung mittels eines Scores hinaus geht." alternative_title: - 'Cross-project empirical and criteria-oriented analysis of pre-service physics teachers’ pedagogical content knowledge: What content structures emerge in the context of different models?' author: - first_name: Jannis full_name: Zeller, Jannis id: '99022' last_name: Zeller orcid: 0000-0002-1834-5520 - first_name: Dustin full_name: Schiering, Dustin last_name: Schiering - first_name: Christoph full_name: Kulgemeyer, Christoph last_name: Kulgemeyer - first_name: Knut full_name: Neumann, Knut last_name: Neumann - first_name: Josef full_name: Riese, Josef id: '429' last_name: Riese orcid: 0000-0003-2927-2619 - first_name: Stefan full_name: Sorge, Stefan last_name: Sorge citation: ama: 'Zeller J, Schiering D, Kulgemeyer C, Neumann K, Riese J, Sorge S. Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg? Unterrichtswissenschaft. Published online 2024. doi:10.1007/s42010-024-00200-w' apa: 'Zeller, J., Schiering, D., Kulgemeyer, C., Neumann, K., Riese, J., & Sorge, S. (2024). Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg? Unterrichtswissenschaft. https://doi.org/10.1007/s42010-024-00200-w' bibtex: '@article{Zeller_Schiering_Kulgemeyer_Neumann_Riese_Sorge_2024, title={Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?}, DOI={10.1007/s42010-024-00200-w}, journal={Unterrichtswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Zeller, Jannis and Schiering, Dustin and Kulgemeyer, Christoph and Neumann, Knut and Riese, Josef and Sorge, Stefan}, year={2024} }' chicago: 'Zeller, Jannis, Dustin Schiering, Christoph Kulgemeyer, Knut Neumann, Josef Riese, and Stefan Sorge. “Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?” Unterrichtswissenschaft, 2024. https://doi.org/10.1007/s42010-024-00200-w.' ieee: 'J. Zeller, D. Schiering, C. Kulgemeyer, K. Neumann, J. Riese, and S. Sorge, “Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?,” Unterrichtswissenschaft, 2024, doi: 10.1007/s42010-024-00200-w.' mla: 'Zeller, Jannis, et al. “Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?” Unterrichtswissenschaft, Springer Science and Business Media LLC, 2024, doi:10.1007/s42010-024-00200-w.' short: J. Zeller, D. Schiering, C. Kulgemeyer, K. Neumann, J. Riese, S. Sorge, Unterrichtswissenschaft (2024). date_created: 2024-04-18T10:28:15Z date_updated: 2024-08-19T12:44:06Z department: - _id: '299' doi: 10.1007/s42010-024-00200-w keyword: - Education language: - iso: ger publication: Unterrichtswissenschaft publication_identifier: issn: - 0340-4099 - 2520-873X publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?' type: journal_article user_id: '99022' year: '2024' ... --- _id: '49655' abstract: - lang: eng text: In today's digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This article addresses these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students' data awareness. The study involves a teaching unit on data awareness framed by a pretest-posttest design using a questionnaire on students' awareness and understanding of and reflection on data practices of data-driven digital artefacts. The study's findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour. Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and AI literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts. article_type: original author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: Höper L, Schulte C. The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences. 2024;125(7/8):491-512. doi:10.1108/ils-06-2023-0075 apa: Höper, L., & Schulte, C. (2024). The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences, 125(7/8), 491–512. https://doi.org/10.1108/ils-06-2023-0075 bibtex: '@article{Höper_Schulte_2024, title={The data awareness framework as part of data literacies in K-12 education}, volume={125}, DOI={10.1108/ils-06-2023-0075}, number={7/8}, journal={Information and Learning Sciences}, publisher={Emerald}, author={Höper, Lukas and Schulte, Carsten}, year={2024}, pages={491–512} }' chicago: 'Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences 125, no. 7/8 (2024): 491–512. https://doi.org/10.1108/ils-06-2023-0075.' ieee: 'L. Höper and C. Schulte, “The data awareness framework as part of data literacies in K-12 education,” Information and Learning Sciences, vol. 125, no. 7/8, pp. 491–512, 2024, doi: 10.1108/ils-06-2023-0075.' mla: Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences, vol. 125, no. 7/8, Emerald, 2024, pp. 491–512, doi:10.1108/ils-06-2023-0075. short: L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512. date_created: 2023-12-15T07:41:04Z date_updated: 2024-10-11T12:01:06Z ddc: - '370' department: - _id: '67' doi: 10.1108/ils-06-2023-0075 file: - access_level: open_access content_type: application/pdf creator: hoeper date_created: 2024-10-11T11:59:50Z date_updated: 2024-10-11T12:01:05Z file_id: '56597' file_name: Höper und Schulte - Data Awareness Framework as part of Data Literacies - ILS - AAM version.pdf file_size: 981234 relation: main_file file_date_updated: 2024-10-11T12:01:05Z has_accepted_license: '1' intvolume: ' 125' issue: 7/8 keyword: - Library and Information Sciences - Computer Science Applications - Education language: - iso: eng oa: '1' page: 491-512 publication: Information and Learning Sciences publication_identifier: issn: - 2398-5348 - 2398-5348 publication_status: published publisher: Emerald quality_controlled: '1' status: public title: The data awareness framework as part of data literacies in K-12 education type: journal_article user_id: '58041' volume: 125 year: '2024' ... --- _id: '53622' abstract: - lang: eng text: In K-12 computing education, there is a need to identify and teach concepts that are relevant to understanding machine learning technologies. Studies of teaching approaches often evaluate whether students have learned the concepts. However, scant research has examined whether such concepts support understanding digital artefacts from everyday life and developing agency in a digital world. This paper presents a qualitative study that explores students’ perspectives on the relevance of learning concepts of data-driven technologies for navigating the digital world. The underlying approach of the study is data awareness, which aims to support students in understanding and reflecting on such technologies to develop agency in a data-driven world. This approach teaches students an explanatory model encompassing several concepts of the role of data in data-driven technologies. We developed an intervention and conducted retrospective interviews with students. Findings from the analysis of the interviews indicate that students can analyse and understand data-driven technologies from their everyday lives according to the central role of data. In addition, students’ answers revealed four areas of how learning about data-driven technologies becomes relevant to them. The paper concludes with a preliminary model suggesting how computing education can make concepts of data-driven technologies meaningful for students to understand and navigate the digital world. author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: 'Höper L, Schulte C. Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education. Published online 2024. doi:10.15388/infedu.2024.19' apa: 'Höper, L., & Schulte, C. (2024). Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education. https://doi.org/10.15388/infedu.2024.19' bibtex: '@article{Höper_Schulte_2024, title={Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies}, DOI={10.15388/infedu.2024.19}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Höper, Lukas and Schulte, Carsten}, year={2024} }' chicago: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” Informatics in Education, 2024. https://doi.org/10.15388/infedu.2024.19.' ieee: 'L. Höper and C. Schulte, “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies,” Informatics in Education, 2024, doi: 10.15388/infedu.2024.19.' mla: 'Höper, Lukas, and Carsten Schulte. “Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies.” Informatics in Education, Vilnius University Press, 2024, doi:10.15388/infedu.2024.19.' short: L. Höper, C. Schulte, Informatics in Education (2024). date_created: 2024-04-23T09:26:08Z date_updated: 2024-11-19T07:24:30Z ddc: - '000' - '370' department: - _id: '67' doi: 10.15388/infedu.2024.19 file: - access_level: closed content_type: application/pdf creator: hoeper date_created: 2024-11-19T07:24:14Z date_updated: 2024-11-19T07:24:14Z file_id: '57214' file_name: infedu.2024.19.pdf file_size: 2343612 relation: main_file success: 1 file_date_updated: 2024-11-19T07:24:14Z has_accepted_license: '1' keyword: - Computer Science Applications - Communication - Education - General Engineering language: - iso: eng main_file_link: - open_access: '1' url: https://infedu.vu.lt/journal/INFEDU/article/784/info oa: '1' publication: Informatics in Education publication_identifier: issn: - 1648-5831 - 2335-8971 publication_status: published publisher: Vilnius University Press quality_controlled: '1' status: public title: 'Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies' type: journal_article user_id: '58041' year: '2024' ... --- _id: '65163' abstract: - lang: ger text: "Dieser Beitrag untersucht aktuelle pädagogische und hermeneutische Ansätze der\r\njüdischen, christlichen und muslimischen Religionspädagogik in Kindertora, Kinderbibel\r\nund Kinderkoran. Er betont die Notwendigkeit für Lehrkräfte, sich mit den spezifischen\r\npädagogischen und hermeneutischen Ansätzen der drei monotheistischen Religionen\r\nvertraut zu machen, um die didaktischen Heiligen Schriften im Unterricht angemessen\r\nnutzen zu können. Beispiele aus dem aktuellen Religionsunterricht zeigen\r\nMissverständnisse und Überraschungen auf, die durch unzureichendes Wissen entstehen.\r\nDer Artikel hebt die Bedeutung einer jüdischen Identitätsbildung, einer christlichen\r\ndiversitätssensiblen Perspektive und von muslimischen normativen Diskursen in den\r\nverschiedenen Religionspädagogiken hervor und diskutiert die Herausforderungen und\r\nChancen, die mit der Nutzung didaktisierter Heiliger Schriften verbunden sind.\r\n" - lang: eng text: "This article examines current pedagogical and hermeneutical approaches to Jewish,\r\nChristian and Muslim religious education in the Children’s Torah, Children’s Bible and\r\nChildren’s Quran. It emphasizes the need for teachers to familiarize themselves with the\r\nspecific pedagogical and hermeneutical approaches of the three monotheistic religions in\r\norder to be able to use the didactic Holy Scriptures appropriately in the classroom.\r\nExamples from current religious education lessons show misunderstandings and\r\nsurprises that arise due to insufficient knowledge. The article emphasizes the importance\r\nof Jewish identity formation, a Christian diversity-sensitive perspective and Muslim\r\nnormative discourses in the various religious pedagogies and discusses the challenges\r\nand opportunities associated with the use of didactic Holy Scriptures.\r\n" article_type: original author: - first_name: Marion full_name: Keuchen, Marion id: '251' last_name: Keuchen orcid: https://orcid.org/0009-0000-9904-6479 citation: ama: 'Keuchen M. Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse. TheoWeb Zeitschrift für Religionspädagogik. 2024;2:224-237. doi:10.23770/tw0360' apa: 'Keuchen, M. (2024). Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse. TheoWeb. Zeitschrift für Religionspädagogik, 2, 224–237. https://doi.org/10.23770/tw0360' bibtex: '@article{Keuchen_2024, title={Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse}, volume={2}, DOI={10.23770/tw0360}, journal={TheoWeb. Zeitschrift für Religionspädagogik}, author={Keuchen, Marion}, year={2024}, pages={224–237} }' chicago: 'Keuchen, Marion. “Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse.” TheoWeb. Zeitschrift für Religionspädagogik 2 (2024): 224–37. https://doi.org/10.23770/tw0360.' ieee: 'M. Keuchen, “Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse,” TheoWeb. Zeitschrift für Religionspädagogik, vol. 2, pp. 224–237, 2024, doi: 10.23770/tw0360.' mla: 'Keuchen, Marion. “Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse.” TheoWeb. Zeitschrift für Religionspädagogik, vol. 2, 2024, pp. 224–37, doi:10.23770/tw0360.' short: M. Keuchen, TheoWeb. Zeitschrift für Religionspädagogik 2 (2024) 224–237. date_created: 2026-03-27T08:06:54Z date_updated: 2026-03-27T18:41:17Z ddc: - '200' department: - _id: '20' - _id: '500' doi: 10.23770/tw0360 file: - access_level: closed content_type: application/pdf creator: keuchen date_created: 2026-03-27T08:04:06Z date_updated: 2026-03-27T08:04:06Z file_id: '65164' file_name: aktuelle-paedagogische-und-hermeneutische-ansaetze-aus-judentum-christentum-und-islam-in-kindertora-kinderbibel-und-kinderkoran-identitaetsbildung-diversitaetssensible-religionspaedagogik-und-normative-diskurse.pdf file_size: 223437 relation: main_file success: 1 file_date_updated: 2026-03-27T08:04:06Z has_accepted_license: '1' intvolume: ' 2' keyword: - Heilige Schriften - interreligiöses Lernen - Schrifthermeneutik - Identität - diversitätssensible Religionspädagogik - jüdische Religionspädagogik - muslimische Religionspädagogik - christliche Religionspädagogik - Holy scriptures - interreligious learning - hermeneutics of scripture - identity - diversity-sensitive religious education - Jewish religious education - Muslim religious education - Christian religious education language: - iso: ger main_file_link: - open_access: '1' url: https://www.theo-web.de/fileadmin/user_upload/theo-web/pdfs/23-jahrgang-2024-heft-2/aktuelle-paedagogische-und-hermeneutische-ansaetze-aus-judentum-christentum-und-islam-in-kindertora-kinderbibel-und-kinderkoran-identitaetsbildung-diversitaetssensible-religionspaedagogik-und-normative-diskurse.pdf oa: '1' page: 224-237 publication: TheoWeb. Zeitschrift für Religionspädagogik publication_status: published quality_controlled: '1' related_material: link: - relation: confirmation url: https://www.theo-web.de/fileadmin/user_upload/theo-web/pdfs/23-jahrgang-2024-heft-2/aktuelle-paedagogische-und-hermeneutische-ansaetze-aus-judentum-christentum-und-islam-in-kindertora-kinderbibel-und-kinderkoran-identitaetsbildung-diversitaetssensible-religionspaedagogik-und-normative-diskurse.pdf status: public title: 'Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse' type: journal_article user_id: '251' volume: 2 year: '2024' ... --- _id: '49116' author: - first_name: Jonas Maximilian full_name: Hüster, Jonas Maximilian id: '61443' last_name: Hüster citation: ama: 'Hüster JM. Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten. Religionspädagogische Beiträge. 2023;46(1):127-129. doi:10.20377/rpb-263' apa: 'Hüster, J. M. (2023). Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten. In Religionspädagogische Beiträge (Vol. 46, Issue 1, pp. 127–129). Universitatsbibliothek Bamberg. https://doi.org/10.20377/rpb-263' bibtex: '@article{Hüster_2023, title={Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.}, volume={46}, DOI={10.20377/rpb-263}, number={1}, journal={Religionspädagogische Beiträge}, publisher={Universitatsbibliothek Bamberg}, author={Hüster, Jonas Maximilian}, year={2023}, pages={127–129} }' chicago: 'Hüster, Jonas Maximilian. “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.” Religionspädagogische Beiträge. Universitatsbibliothek Bamberg, 2023. https://doi.org/10.20377/rpb-263.' ieee: 'J. M. Hüster, “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.,” Religionspädagogische Beiträge, vol. 46, no. 1. Universitatsbibliothek Bamberg, pp. 127–129, 2023, doi: 10.20377/rpb-263.' mla: 'Hüster, Jonas Maximilian. “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.” Religionspädagogische Beiträge, vol. 46, no. 1, Universitatsbibliothek Bamberg, 2023, pp. 127–29, doi:10.20377/rpb-263.' short: J.M. Hüster, Religionspädagogische Beiträge 46 (2023) 127–129. date_created: 2023-11-22T08:52:49Z date_updated: 2023-12-19T14:04:52Z doi: 10.20377/rpb-263 intvolume: ' 46' issue: '1' keyword: - Religious studies - Education language: - iso: ger main_file_link: - open_access: '1' url: https://rpb-journal.de/index.php/rpb/article/view/263/285 oa: '1' page: 127-129 publication: Religionspädagogische Beiträge publication_identifier: issn: - 0173-0339 publication_status: published publisher: Universitatsbibliothek Bamberg status: public title: 'Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.' type: review user_id: '61443' volume: 46 year: '2023' ... --- _id: '52806' author: - first_name: H. full_name: Gilbert, H. last_name: Gilbert - first_name: M. full_name: Schürmann, M. last_name: Schürmann - first_name: M. full_name: Liebendörfer, M. last_name: Liebendörfer - first_name: D. full_name: Lawson, D. last_name: Lawson - first_name: M. full_name: Hodds, M. last_name: Hodds citation: ama: 'Gilbert H, Schürmann M, Liebendörfer M, Lawson D, Hodds M. Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland. International Journal of Mathematical Education in Science and Technology. Published online 2023:1-26. doi:10.1080/0020739x.2023.2184282' apa: 'Gilbert, H., Schürmann, M., Liebendörfer, M., Lawson, D., & Hodds, M. (2023). Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland. International Journal of Mathematical Education in Science and Technology, 1–26. https://doi.org/10.1080/0020739x.2023.2184282' bibtex: '@article{Gilbert_Schürmann_Liebendörfer_Lawson_Hodds_2023, title={Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland}, DOI={10.1080/0020739x.2023.2184282}, journal={International Journal of Mathematical Education in Science and Technology}, publisher={Informa UK Limited}, author={Gilbert, H. and Schürmann, M. and Liebendörfer, M. and Lawson, D. and Hodds, M.}, year={2023}, pages={1–26} }' chicago: 'Gilbert, H., M. Schürmann, M. Liebendörfer, D. Lawson, and M. Hodds. “Post-Pandemic Online Mathematics and Statistics Support: Practitioners’ Opinions in Germany and Great Britain & Ireland.” International Journal of Mathematical Education in Science and Technology, 2023, 1–26. https://doi.org/10.1080/0020739x.2023.2184282.' ieee: 'H. Gilbert, M. Schürmann, M. Liebendörfer, D. Lawson, and M. Hodds, “Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland,” International Journal of Mathematical Education in Science and Technology, pp. 1–26, 2023, doi: 10.1080/0020739x.2023.2184282.' mla: 'Gilbert, H., et al. “Post-Pandemic Online Mathematics and Statistics Support: Practitioners’ Opinions in Germany and Great Britain & Ireland.” International Journal of Mathematical Education in Science and Technology, Informa UK Limited, 2023, pp. 1–26, doi:10.1080/0020739x.2023.2184282.' short: H. Gilbert, M. Schürmann, M. Liebendörfer, D. Lawson, M. Hodds, International Journal of Mathematical Education in Science and Technology (2023) 1–26. date_created: 2024-03-25T10:02:09Z date_updated: 2024-03-25T10:09:21Z department: - _id: '10' - _id: '625' - _id: '34' - _id: '97' - _id: '98' doi: 10.1080/0020739x.2023.2184282 keyword: - Applied Mathematics - Education - Mathematics (miscellaneous) language: - iso: eng page: 1-26 publication: International Journal of Mathematical Education in Science and Technology publication_identifier: issn: - 0020-739X - 1464-5211 publication_status: published publisher: Informa UK Limited status: public title: 'Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland' type: journal_article user_id: '30933' year: '2023' ... --- _id: '45786' abstract: - lang: eng text: Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers. article_type: original author: - first_name: Max full_name: Hoffmann, Max id: '32202' last_name: Hoffmann orcid: 0000-0002-6964-7123 - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler citation: ama: Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education. Published online 2023. doi:10.1007/s11858-023-01505-3 apa: Hoffmann, M., & Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01505-3 bibtex: '@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={10.1007/s11858-023-01505-3}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }' chicago: Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education, 2023. https://doi.org/10.1007/s11858-023-01505-3. ieee: 'M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” ZDM – Mathematics Education, 2023, doi: 10.1007/s11858-023-01505-3.' mla: Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education, Springer, 2023, doi:10.1007/s11858-023-01505-3. short: M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023). date_created: 2023-06-27T11:45:25Z date_updated: 2024-04-18T09:01:29Z ddc: - '510' - '370' department: - _id: '643' doi: 10.1007/s11858-023-01505-3 file: - access_level: closed content_type: application/pdf creator: maxh date_created: 2023-07-13T09:40:02Z date_updated: 2023-07-13T09:40:02Z file_id: '46041' file_name: s11858-023-01505-3.pdf file_size: 1460246 relation: main_file success: 1 file_date_updated: 2023-07-13T09:40:02Z has_accepted_license: '1' keyword: - General Mathematics - Education language: - iso: eng main_file_link: - open_access: '1' url: https://link.springer.com/article/10.1007/s11858-023-01505-3 oa: '1' publication: ZDM – Mathematics Education publication_identifier: issn: - 1863-9690 - 1863-9704 publication_status: published publisher: Springer quality_controlled: '1' status: public title: Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course type: journal_article user_id: '37888' year: '2023' ... --- _id: '46569' abstract: - lang: eng text: 'AbstractExternal visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers.' author: - first_name: Johanna full_name: Schoenherr, Johanna last_name: Schoenherr - first_name: Stanislaw full_name: Schukajlow, Stanislaw last_name: Schukajlow citation: ama: 'Schoenherr J, Schukajlow S. Characterizing external visualization in mathematics education research: a scoping review. ZDM – Mathematics Education. Published online 2023. doi:10.1007/s11858-023-01494-3' apa: 'Schoenherr, J., & Schukajlow, S. (2023). Characterizing external visualization in mathematics education research: a scoping review. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01494-3' bibtex: '@article{Schoenherr_Schukajlow_2023, title={Characterizing external visualization in mathematics education research: a scoping review}, DOI={10.1007/s11858-023-01494-3}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schoenherr, Johanna and Schukajlow, Stanislaw}, year={2023} }' chicago: 'Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” ZDM – Mathematics Education, 2023. https://doi.org/10.1007/s11858-023-01494-3.' ieee: 'J. Schoenherr and S. Schukajlow, “Characterizing external visualization in mathematics education research: a scoping review,” ZDM – Mathematics Education, 2023, doi: 10.1007/s11858-023-01494-3.' mla: 'Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” ZDM – Mathematics Education, Springer Science and Business Media LLC, 2023, doi:10.1007/s11858-023-01494-3.' short: J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023). date_created: 2023-08-17T10:11:45Z date_updated: 2024-04-30T13:43:22Z department: - _id: '913' doi: 10.1007/s11858-023-01494-3 keyword: - General Mathematics - Education language: - iso: eng publication: ZDM – Mathematics Education publication_identifier: issn: - 1863-9690 - 1863-9704 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Characterizing external visualization in mathematics education research: a scoping review' type: journal_article user_id: '99409' year: '2023' ...