@inproceedings{62885, author = {{Osnabrügge, Malin and Tenberge, Claudia and Fechner, Sabine}}, keywords = {{Artificial intelligence, primary education, science and technology education}}, location = {{Norrköping, Sweden}}, title = {{{Artificial Intelligence in primary science and technology education with a focus on implementation of AI in learning context – Results of a Scoping Review}}}, year = {{2026}}, } @article{59708, abstract = {{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.}}, author = {{Wohnhas, Verena and Neumann, Phillip and Lütje-Klose, Birgit}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, keywords = {{Arbeitszufriedenheit, Inklusion, Sonderpädagogik, Kooperation, Selbstwirksamkeit, Schulentwicklung, job satisfaction, Inclusion, Special Education, Self-efficacy, school development}}, number = {{2}}, publisher = {{University Library J. C. Senckenberg}}, title = {{{Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen}}}, doi = {{10.21248/qfi.167}}, volume = {{6}}, year = {{2025}}, } @article{59915, abstract = {{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.}}, author = {{Bödicker, Anne and Elisath, Sandra}}, issn = {{2624-9367}}, journal = {{Frontiers in Sports and Active Living}}, keywords = {{inclusion, narrative interview, sports, teacher-education, vulnerability}}, title = {{{"I have a personal claim to myself": a visually impaired student’s perspective on her participation in physical activity and physical education settings}}}, doi = {{10.3389/fspor.2025.1585254}}, volume = {{Volume 7 - 2025}}, year = {{2025}}, } @inproceedings{61017, abstract = {{Selecting tasks is a typical job in everyday teaching that requires teachers to have content-specific expertise, including categories to think about and perceive conceptual understanding. This contribution investigates the activation of prospective teachers’ categories when solving tasks on the scalar product and evaluating their relevance for teaching in upper secondary school. To further investigate, whether input on content-related aspects could be helpful to promote a professional justification for the selection of tasks, two groups with and without input are to be differentiated. Different ways of dealing with underlying concept elements and evaluating the relevance of tasks are discussed by examples.}}, author = {{Herrmann, Janine}}, booktitle = {{Proceedings of the 48th Conference of the International Group for the Psychology of Mathematics Education}}, editor = {{Cornejo, Claudia and Felmer, Patricio and Gómez, David M. and Dartnell, Pablo and Araya, Paulina and Peri, Armando and Randolph, Valeria }}, keywords = {{Teacher expertise, noticing, analytical vectorial geometry}}, location = {{Santiago de Chile}}, title = {{{Which categories do prospective teachers apply when selecting tasks for the scalar product?}}}, volume = {{1}}, year = {{2025}}, } @article{58917, abstract = {{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. }}, author = {{Adler, Luise}}, journal = {{Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025}}, keywords = {{interkulturelle Kompetenz, interkulturelle Sensitivität, Musikwissenschaft, digitale Lehre, hybride Lehre, intercultural competence, intercultural sensitivity, musicology, digital education, hybrid education}}, number = {{17}}, pages = {{218 -- 231}}, publisher = {{Nerea Vöing, Diana Bücker}}, title = {{{Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare}}}, doi = {{10.3278/HSL2459W}}, volume = {{11}}, year = {{2025}}, } @inproceedings{60892, abstract = {{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. Using 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. The 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 = {{Alptekin, Mesut and Froese, Lennart and Temmen, Katrin}}, booktitle = {{Recent Trends of AI Technologies and Virtual Reality: Proceedings of 8th International Conference on Artificial Intelligence and Virtual Reality (AIVR 2024)}}, keywords = {{Augmented Reality, Mixed Reality, Literature Review, Bibliometric Analysis, Education \and Laboratories}}, location = {{Fukuoka, Japan}}, pages = {{427}}, publisher = {{Springer Nature}}, title = {{{Quantitative and Qualitative Literature Review of Augmented Reality in Teaching}}}, volume = {{432}}, year = {{2025}}, } @inproceedings{62752, abstract = {{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 = {{Vogelsang, Christoph and Grotegut, Lea and Wotschel, Philipp and Janzen, Thomas}}, keywords = {{teacher education, physics, assessment, pre-service teachers}}, location = {{Copenhagen}}, title = {{{Prospective Physics Teachers' Perceptions of an Objective Structured Teaching Examination (OSTE)}}}, year = {{2025}}, } @inproceedings{62920, author = {{Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}}, booktitle = {{GDCP Jahrestagung}}, keywords = {{Artificial intelligence, education, chemistry}}, location = {{Frankfurt}}, title = {{{KI-Einsatz durch Lernende im Erkenntnisgewinnungsprozess - ein Review}}}, year = {{2025}}, } @inbook{58874, author = {{Fahrbach, Manuel and Jenert, Tobias and Fust, Alexander and Bellwald, Noah and Winkler, Christoph}}, booktitle = {{Annals of Entrepreneurship Education and Pedagogy - 2025}}, isbn = {{9781035325795}}, keywords = {{Self-Regulated Learning, Entrepreneurship Education, Entrepreneurship Research}}, pages = {{249–265}}, publisher = {{Edward Elgar Publishing}}, title = {{{Fostering self-regulated entrepreneurial learning in entrepreneurship education}}}, doi = {{10.4337/9781035325795.00021}}, year = {{2025}}, } @inbook{58875, author = {{Winkler, Christoph and Jenert, Tobias and Fust, Alexander}}, booktitle = {{Annals of Entrepreneurship Education and Pedagogy - 2025}}, isbn = {{9781035325795}}, keywords = {{Methodology, Entrepreneurship Education, Entrepreneurship Research}}, pages = {{93–105 }}, publisher = {{Edward Elgar Publishing}}, title = {{{Transferability as a key to impactful entrepreneurship education outcomes: a new quest}}}, doi = {{10.4337/9781035325795.00013}}, year = {{2025}}, } @inproceedings{62921, author = {{Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}}, booktitle = {{Conference of The European Science Education Research Association (ESERA)}}, keywords = {{Artificial intelligence, education, chemistry}}, location = {{Copenhagen, Denmark}}, title = {{{How can students be supported by ChatGPT as a tutor in hands-on chemistry education?}}}, year = {{2025}}, } @inbook{65167, abstract = {{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. }}, author = {{Keuchen, Marion}}, booktitle = {{The Oxford Handbook of the Bible and the Reformation}}, editor = {{Powell McNutt, Jennifer and Selderhuis, Herman}}, isbn = {{ 9780198753186}}, keywords = {{Reformation children’s Bibles, Bible illustrations, lay Bible, passional, Martin Luther, Wendelin Rihel, religious education of children}}, pages = {{171--185}}, publisher = {{Oxford University Press}}, 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}}, year = {{2025}}, } @article{53417, abstract = {{Abstract 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.}}, author = {{Gschwind, Stéphane and Hohmann, Sascha and Müller, Andreas and Nordine, Jeffrey and Riesen, Timm-Emanuel}}, issn = {{1742-6588}}, journal = {{Journal of Physics: Conference Series}}, keywords = {{Computer Science Applications, History, Education}}, location = {{Hanoi}}, number = {{1}}, publisher = {{IOP Publishing}}, title = {{{The Stellarium Gornergrat: Astrophysics with your own Data}}}, doi = {{10.1088/1742-6596/2727/1/012011}}, volume = {{2727}}, year = {{2024}}, } @article{53567, abstract = {{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 ($$N=427$$ N = 427 und $$N=779$$ N = 779 ) 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.}}, author = {{Zeller, Jannis and Schiering, Dustin and Kulgemeyer, Christoph and Neumann, Knut and Riese, Josef and Sorge, Stefan}}, issn = {{0340-4099}}, journal = {{Unterrichtswissenschaft}}, keywords = {{Education}}, publisher = {{Springer Science and Business Media LLC}}, 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}}, year = {{2024}}, } @article{49655, abstract = {{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.}}, author = {{Höper, Lukas and Schulte, Carsten}}, issn = {{2398-5348}}, journal = {{Information and Learning Sciences}}, keywords = {{Library and Information Sciences, Computer Science Applications, Education}}, number = {{7/8}}, pages = {{491--512}}, publisher = {{Emerald}}, title = {{{The data awareness framework as part of data literacies in K-12 education}}}, doi = {{10.1108/ils-06-2023-0075}}, volume = {{125}}, year = {{2024}}, } @article{56578, abstract = {{Approaches to modeling and evaluating teachers’ digital competencies are often based on the TPACK model. However, in-depth analyses of the conceptualization of the model show that the specificities of the so-called dual subject matter of vocational education are not sufficiently represented. This article provides insights into the development and testing of an instrument for teachers’ self-assessment of digital competencies in vocational education.The instrument is based on the structure of TPACK but is adapted in various ways to reflect the specificities of vocational education. The aim of this article is to transfer a conceptual extension oft he TPACK model into an initial instrument and to analyze it as part of an initial exploration. }}, author = {{Sänger, Niklas}}, journal = {{International Journal of Vocational Education Studies}}, keywords = {{Digital Competencies, Dual Subject Matter, Evaluation, TPACK, Vocational Teacher Training}}, number = {{2}}, pages = {{35--55}}, title = {{{Evaluation of Digital Competencies - Development of an Instrument for Vocational Teacher Training}}}, doi = {{https://doi.org/10.14361/ijves-2024-010203}}, volume = {{1}}, year = {{2024}}, } @article{53622, abstract = {{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 = {{Höper, Lukas and Schulte, Carsten}}, issn = {{1648-5831}}, journal = {{Informatics in Education}}, keywords = {{Computer Science Applications, Communication, Education, General Engineering}}, publisher = {{Vilnius University Press}}, 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}}, year = {{2024}}, } @article{51270, abstract = {{This study investigates the teaching methods that future teachers of German as a foreign language use in cultural mediation. Utilizing a qualitative and hermeneutic approach, it analyzes data from a teacher-training module of the International Master's in German as a Foreign/Second Language that Friedrich Schiller University Jena in Germany offers. Participants taught an online course to students from a Japanese university, which focused on cultural learning. Within the teacher training module, the participants discussed their lesson plans, conducted classes, and subsequently reflected on their teaching practices by exploring and critiquing the practical application of their teaching skills. The analysis, which was conducted using qualitative evaluative content analysis following Kuckartz's (2018) approach, revealed a preference for distributive/instructive methods, with some recognition of interactive and collaborative methods. A tendency towards both repetitive and reflective practices was evident, with a predominant focus on content that was specific to a supposed target culture rather than intercultural or transcultural content. The study highlights the need to balance knowledge transmission with the development of critical and reflective skills in cultural mediation. It emphasizes the importance of incorporating collaborative and interactive methods, which promote a critical attitude that is necessary in language teachers and learners. In conclusion, this study advocates adaptive and reflective teaching as an essential component in the training of future language teachers in globalized contexts.}}, author = {{Treder, Alexandra}}, journal = {{Revista Lengua y Cultura}}, keywords = {{cultural mediation, teacher training, foreign language teaching, teaching methods, teaching practice}}, number = {{10}}, pages = {{56–68}}, publisher = {{Universidad Autónoma del Estado de Hidalgo, Mexico}}, title = {{{Métodos de la mediación de cultura en el entrenamiento práctico de futuros/as profesores/as de Alemán como Lengua Extranjera}}}, doi = {{https://doi.org/10.29057/lc.v5i10.12379}}, volume = {{5}}, year = {{2024}}, } @article{65163, abstract = {{Dieser Beitrag untersucht aktuelle pädagogische und hermeneutische Ansätze der jüdischen, christlichen und muslimischen Religionspädagogik in Kindertora, Kinderbibel und Kinderkoran. Er betont die Notwendigkeit für Lehrkräfte, sich mit den spezifischen pädagogischen und hermeneutischen Ansätzen der drei monotheistischen Religionen vertraut zu machen, um die didaktischen Heiligen Schriften im Unterricht angemessen nutzen zu können. Beispiele aus dem aktuellen Religionsunterricht zeigen Missverständnisse und Überraschungen auf, die durch unzureichendes Wissen entstehen. Der Artikel hebt die Bedeutung einer jüdischen Identitätsbildung, einer christlichen diversitätssensiblen Perspektive und von muslimischen normativen Diskursen in den verschiedenen Religionspädagogiken hervor und diskutiert die Herausforderungen und Chancen, die mit der Nutzung didaktisierter Heiliger Schriften verbunden sind. }}, author = {{Keuchen, Marion}}, journal = {{TheoWeb. Zeitschrift für Religionspädagogik}}, keywords = {{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}}, pages = {{224--237}}, title = {{{Aktuelle pädagogische und hermeneutische Ansätze aus Judentum, Christentum und Islam in Kindertora, Kinderbibel und Kinderkoran: Identitätsbildung, diversitätssensible Religionspädagogik und normative Diskurse}}}, doi = {{10.23770/tw0360}}, volume = {{2}}, year = {{2024}}, } @misc{49116, author = {{Hüster, Jonas Maximilian}}, booktitle = {{Religionspädagogische Beiträge}}, issn = {{0173-0339}}, keywords = {{Religious studies, Education}}, number = {{1}}, pages = {{127--129}}, publisher = {{Universitatsbibliothek Bamberg}}, title = {{{Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.}}}, doi = {{10.20377/rpb-263}}, volume = {{46}}, year = {{2023}}, }