--- _id: '65522' abstract: - lang: ger text: "Wie verläuft der Leseprozess im Geschichtsunterricht für Schüler:innen, die neu in das deutsche Bildungssystem einsteigen – und welche Faktoren beeinflussen ihr Verstehen? Diese Studie untersucht an der Schnittstelle von Deutsch als Zweitsprache und Geschichtsdidaktik die Bedingungen des Lesens im Geschichtsunterricht. Im Fokus stehen die Erfahrungen von Seiteneinsteiger:innen sowie die Perspektiven der Lehrkräfte, die im Rahmen einer qualitativ‑explorativen Untersuchung mithilfe von Unterrichtshospitationen, Interviews und Materialanalysen erhoben wurden. Methodisch ist die Arbeit in der Grounded Theory Methodology nach Strauss und Corbin (1996) verankert, anhand derer die komplexen Einflussfaktoren historischer Leseprozesse systematisch herausgearbeitet werden.\r\n\r\nDie Ergebnisse zeigen drei zentrale Einflussdimensionen: sprachliche, sozial‑affektive und geschichtsspezifische Faktoren. Zudem wird deutlich, dass Unterstützungsmaßnahmen stets zwischen kurzfristiger Hilfe und dem langfristigen Aufbau von Disciplinary Literacy ausbalanciert werden müssen. Ihre Wirksamkeit hängt wesentlich von der bewussten Auswahl und Zugänglichkeit durch die Lehrkraft sowie von den Möglichkeiten der Lernenden ab, Unterstützung gezielt einzufordern. Lernwirksam wird Geschichtsunterricht besonders dann, wenn hohe fachliche Anforderungen mit reflektierter sprachlicher Unterstützung verbunden werden. Die Studie leistet damit einen Beitrag zur Forschung zu sprachbewusstem Fachunterricht und bietet Impulse für eine kritisch‑reflexive Sprachsensibilität in schulischen Bildungsprozessen." author: - first_name: Jennifer full_name: Müller, Jennifer id: '108285' last_name: Müller citation: ama: Müller J. Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht. Springer Spektrum apa: Müller, J. (n.d.). Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht. Springer Spektrum. bibtex: '@book{Müller, place={Wiesbaden}, series={Sprachsensibilität in Bildungsprozessen}, title={Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht}, publisher={Springer Spektrum}, author={Müller, Jennifer}, collection={Sprachsensibilität in Bildungsprozessen} }' chicago: 'Müller, Jennifer. Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht. Sprachsensibilität in Bildungsprozessen. Wiesbaden: Springer Spektrum, n.d.' ieee: 'J. Müller, Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht. Wiesbaden: Springer Spektrum.' mla: Müller, Jennifer. Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht. Springer Spektrum. short: J. Müller, Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht, Springer Spektrum, Wiesbaden, n.d. date_created: 2026-04-30T07:52:15Z date_updated: 2026-04-30T07:54:27Z keyword: - Scaffolding - Sprache und Fach - Grounded Theory Methodology - Lesen in der Sekundarstufe I - Sprachsensibler Geschichtsunterricht - Durchgängige Sprachbildung language: - iso: ger main_file_link: - url: https://link.springer.com/book/9783658514198 place: Wiesbaden publication_identifier: eisbn: - 978-3-658-51420-4 publication_status: inpress publisher: Springer Spektrum series_title: Sprachsensibilität in Bildungsprozessen status: public title: Unterstützung von Verstehen im Fachunterricht. Eine Grounded Theory zum sprach- und fachverbindenden Geschichtsunterricht type: dissertation user_id: '108285' year: '2026' ... --- _id: '55400' abstract: - lang: eng text: "This study contributes to the evolving field of robot learning in interaction\r\nwith humans, examining the impact of diverse input modalities on learning\r\noutcomes. It introduces the concept of \"meta-modalities\" which encapsulate\r\nadditional forms of feedback beyond the traditional preference and scalar\r\nfeedback mechanisms. Unlike prior research that focused on individual\r\nmeta-modalities, this work evaluates their combined effect on learning\r\noutcomes. Through a study with human participants, we explore user preferences\r\nfor these modalities and their impact on robot learning performance. Our\r\nfindings reveal that while individual modalities are perceived differently,\r\ntheir combination significantly improves learning behavior and usability. This\r\nresearch not only provides valuable insights into the optimization of\r\nhuman-robot interactive task learning but also opens new avenues for enhancing\r\nthe interactive freedom and scaffolding capabilities provided to users in such\r\nsettings." article_type: original author: - first_name: Helen full_name: Beierling, Helen last_name: Beierling - first_name: 'Robin ' full_name: 'Beierling, Robin ' last_name: Beierling - first_name: Anna-Lisa full_name: Vollmer, Anna-Lisa last_name: Vollmer citation: ama: Beierling H, Beierling R, Vollmer A-L. The power of combined modalities in interactive robot learning. Frontiers in Robotics and AI. 2025;12. apa: Beierling, H., Beierling, R., & Vollmer, A.-L. (2025). The power of combined modalities in interactive robot learning. Frontiers in Robotics and AI, 12. bibtex: '@article{Beierling_Beierling_Vollmer_2025, title={The power of combined modalities in interactive robot learning}, volume={12}, journal={Frontiers in Robotics and AI}, publisher={Frontiers }, author={Beierling, Helen and Beierling, Robin and Vollmer, Anna-Lisa}, year={2025} }' chicago: Beierling, Helen, Robin Beierling, and Anna-Lisa Vollmer. “The Power of Combined Modalities in Interactive Robot Learning.” Frontiers in Robotics and AI 12 (2025). ieee: H. Beierling, R. Beierling, and A.-L. Vollmer, “The power of combined modalities in interactive robot learning,” Frontiers in Robotics and AI, vol. 12, 2025. mla: Beierling, Helen, et al. “The Power of Combined Modalities in Interactive Robot Learning.” Frontiers in Robotics and AI, vol. 12, Frontiers , 2025. short: H. Beierling, R. Beierling, A.-L. Vollmer, Frontiers in Robotics and AI 12 (2025). date_created: 2024-07-26T08:35:24Z date_updated: 2025-09-17T13:38:18Z ddc: - '004' extern: '1' file: - access_level: closed content_type: application/pdf creator: helebeen date_created: 2025-09-17T13:36:09Z date_updated: 2025-09-17T13:36:09Z file_id: '61331' file_name: frobt-12-1598968.pdf file_size: 36978223 relation: main_file success: 1 file_date_updated: 2025-09-17T13:36:09Z funded_apc: '1' has_accepted_license: '1' intvolume: ' 12' keyword: - human-robot interaction - human-in-the-loop learning - reinforcement learning - interactive robot learning - multi-modal feedback - learning from demonstration - preference-based learning - scaffolding in robot learning language: - iso: eng main_file_link: - open_access: '1' url: https://pmc.ncbi.nlm.nih.gov/articles/PMC12312635/ oa: '1' project: - _id: '123' name: 'TRR 318 - B5: TRR 318 - Subproject B5' publication: Frontiers in Robotics and AI publication_status: published publisher: 'Frontiers ' status: public title: The power of combined modalities in interactive robot learning type: journal_article user_id: '50995' volume: 12 year: '2025' ... --- _id: '56660' abstract: - lang: eng text: In a successful dialogue in general and a successful explanation in specific, partners need to account for both, the task model (what is relevant for the task) and the partner model (what one can con- tribute). The phenomenon of coupling between task and the partner model becomes especially interesting in the context of Human– Robot Interaction where humans have to deal with unknown ca- pabilities of the robot, which can momentarily be perceived when the robot is unable to contribute to the task. Following research on the path over manner prominence in an action [31–33], a robot ex- plained actions to a human by emphasizing two aspects – the path ("where" component) and the manner ("how" component). On criti- cal trials, the robot occasionally omitted one of these components where participants sought missing information for the path or the manner. Participants’ information-seeking and gaze behaviour were analysed. Analysis confirms the initial predictions for, a) task model (path over manner prominence), i.e., earlier information-seeking for path-missing than manner-missing trials, and b) partner model, i.e., while information-seeking is predominantly tied to the attention on the robot’s face, when robot fails to provide resolution, attention shifts more often towards its torso – a behavior likely to indicate an exploration of the robot’s capabilities. An individual-level anal- ysis further confirms that the intra-individual variation in the task model is partly influenced by the perceived capability of the robot. author: - first_name: Amit full_name: Singh, Amit id: '91018' last_name: Singh orcid: 0000-0002-7789-1521 - first_name: Katharina J. full_name: Rohlfing, Katharina J. id: '50352' last_name: Rohlfing citation: ama: 'Singh A, Rohlfing KJ. Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue. In: Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024). ; 2024. doi:10.1145/3686215.3689202' apa: 'Singh, A., & Rohlfing, K. J. (2024). Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue. Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024). 26th ACM International Conference on Multimodal Interaction (ICMI 2024), San Jose, Costa Rica. https://doi.org/10.1145/3686215.3689202' bibtex: '@inproceedings{Singh_Rohlfing_2024, title={Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue}, DOI={10.1145/3686215.3689202}, booktitle={Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024)}, author={Singh, Amit and Rohlfing, Katharina J.}, year={2024} }' chicago: 'Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue.” In Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024), 2024. https://doi.org/10.1145/3686215.3689202.' ieee: 'A. Singh and K. J. Rohlfing, “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue,” presented at the 26th ACM International Conference on Multimodal Interaction (ICMI 2024), San Jose, Costa Rica, 2024, doi: 10.1145/3686215.3689202.' mla: 'Singh, Amit, and Katharina J. Rohlfing. “Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue.” Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024), 2024, doi:10.1145/3686215.3689202.' short: 'A. Singh, K.J. Rohlfing, in: Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024), 2024.' conference: location: San Jose, Costa Rica name: 26th ACM International Conference on Multimodal Interaction (ICMI 2024) date_created: 2024-10-17T09:35:32Z date_updated: 2024-11-06T10:56:34Z ddc: - '410' department: - _id: '749' - _id: '660' doi: 10.1145/3686215.3689202 has_accepted_license: '1' keyword: - Explanation - Scaffolding - Eyetracking - Partner Model - HRI language: - iso: eng project: - _id: '115' grant_number: '438445824' name: 'TRR 318 - A05: TRR 318 - Echtzeitmessung der Aufmerksamkeit im Mensch-Roboter-Erklärdialog (Teilprojekt A05)' publication: Proceedings of 26th ACM International Conference on Multimodal Interaction (ICMI 2024) status: public title: 'Coupling of Task and Partner Model: Investigating the Intra-Individual Variability in Gaze during Human–Robot Explanatory Dialogue' type: conference user_id: '91018' year: '2024' ... --- _id: '48409' article_number: hal-02409325 author: - first_name: Lena full_name: Wessel, Lena id: '85190' last_name: Wessel citation: ama: 'Wessel L. How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In: Jankvist UT, van den Heuvel-Panhuizen M, Veldhuis M, eds. Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Vol TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Freudenthal Group; 2019.' apa: Wessel, L. (2019). How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen, & M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) (hal-02409325; Vol. TWG07, Issue 12). Freudenthal Group. bibtex: '@inproceedings{Wessel_2019, place={Utrecht, Netherlands}, series={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, title={How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}, volume={TWG07}, number={12hal-02409325}, booktitle={Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}, publisher={Freudenthal Group}, author={Wessel, Lena}, editor={Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}, year={2019}, collection={Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)} }' chicago: 'Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” In Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), edited by Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, and Michiel Veldhuis, Vol. TWG07. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11). Utrecht, Netherlands: Freudenthal Group, 2019.' ieee: L. Wessel, “How theories of language-responsive mathematics can inform teaching designs for vocational mathematics,” in Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), 2019, vol. TWG07, no. 12. mla: Wessel, Lena. “How Theories of Language-Responsive Mathematics Can Inform Teaching Designs for Vocational Mathematics.” Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), edited by Uffe Thomas Jankvist et al., vol. TWG07, no. 12, hal-02409325, Freudenthal Group, 2019. short: 'L. Wessel, in: U.T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (CERME11), Freudenthal Group, Utrecht, Netherlands, 2019.' date_created: 2023-10-24T07:56:11Z date_updated: 2024-04-18T09:19:16Z department: - _id: '643' editor: - first_name: Uffe Thomas full_name: Jankvist, Uffe Thomas last_name: Jankvist - first_name: Marja full_name: van den Heuvel-Panhuizen, Marja last_name: van den Heuvel-Panhuizen - first_name: Michiel full_name: Veldhuis, Michiel last_name: Veldhuis issue: '12' keyword: - Vocational education - language - percentages - scaffolding - design research language: - iso: eng main_file_link: - url: https://hal.science/hal-02409325/ place: Utrecht, Netherlands publication: Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) publisher: Freudenthal Group series_title: Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) status: public title: How theories of language-responsive mathematics can inform teaching designs for vocational mathematics type: conference user_id: '37888' volume: TWG07 year: '2019' ... --- _id: '48411' author: - first_name: Lena full_name: Wessel, Lena id: '85190' last_name: Wessel citation: ama: 'Wessel L. How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses. In: Dooley T, Gueudet G, eds. Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017). DCU Institute of Education and ERME.; 2017:1388-1395.' apa: Wessel, L. (2017). How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses. In T. Dooley & G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017) (pp. 1388–1395). DCU Institute of Education and ERME. bibtex: '@inbook{Wessel_2017, place={Dublin, Ireland}, title={How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses}, booktitle={Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}, publisher={DCU Institute of Education and ERME.}, author={Wessel, Lena}, editor={Dooley, T. and Gueudet, G.}, year={2017}, pages={1388–1395} }' chicago: 'Wessel, Lena. “How Do Students Develop Lexical Means for Understanding the Concept of Relative Frequency? Empirical Insights on the Basis of Trace Analyses.” In Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017), edited by T. Dooley and G. Gueudet, 1388–95. Dublin, Ireland: DCU Institute of Education and ERME., 2017.' ieee: 'L. Wessel, “How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses,” in Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017), T. Dooley and G. Gueudet, Eds. Dublin, Ireland: DCU Institute of Education and ERME., 2017, pp. 1388–1395.' mla: Wessel, Lena. “How Do Students Develop Lexical Means for Understanding the Concept of Relative Frequency? Empirical Insights on the Basis of Trace Analyses.” Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017), edited by T. Dooley and G. Gueudet, DCU Institute of Education and ERME., 2017, pp. 1388–95. short: 'L. Wessel, in: T. Dooley, G. Gueudet (Eds.), Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017), DCU Institute of Education and ERME., Dublin, Ireland, 2017, pp. 1388–1395.' date_created: 2023-10-24T07:58:51Z date_updated: 2024-04-18T09:19:24Z department: - _id: '643' editor: - first_name: T. full_name: Dooley, T. last_name: Dooley - first_name: G. full_name: Gueudet, G. last_name: Gueudet keyword: - Academic language - relative frequency - scaffolding - design research - trace analysis language: - iso: eng main_file_link: - url: https://hal.science/hal-01937137/ page: 1388-1395 place: Dublin, Ireland publication: Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017) publisher: DCU Institute of Education and ERME. status: public title: How do students develop lexical means for understanding the concept of relative frequency? Empirical insights on the basis of trace analyses type: book_chapter user_id: '37888' year: '2017' ...