@article{30696, author = {{Zirngibl, C. and Schleich, B. and Wartzack, S.}}, journal = {{Proceedings of the Design Society}}, pages = {{521}}, title = {{{Approach for the automated and data-based design of mechanical joints}}}, doi = {{10.1017/pds.2021.52}}, volume = {{1}}, year = {{2021}}, } @article{30700, author = {{Zirngibl, C. and Dworschak, F. and Schleich, B. and Wartzack, S.}}, journal = {{Production Engineering}}, title = {{{Application of reinforcement learning for the optimization of clinch joint characteristics}}}, doi = {{10.1007/s11740-021-01098-4}}, year = {{2021}}, } @article{30701, author = {{Römisch, D. and Popp, J. and Drummer, D. and Merklein, M.}}, journal = {{Production Engineering}}, title = {{{Joining of CFRT-steel hybrid parts via hole-forming and subsequent pin caulking}}}, doi = {{10.1007/s11740-021-01093-9}}, year = {{2021}}, } @article{30697, author = {{Lafarge, R. and Wolf, A. and Guilleaume, C. and Brosius, A.}}, journal = {{Minerals, Metals and Materials Series}}, pages = {{1461}}, title = {{{A New Non-destructive Testing Method Applied to Clinching}}}, doi = {{10.1007/978-3-030-75381-8_121}}, year = {{2021}}, } @article{30684, abstract = {{Due to stricter emission targets in the mobility sector and the resulting trend towards lightweight construction in order to reduce weight and consequently emissions, multi-material systems that allow a material to be placed in the right quantity and in the right place are becoming increasingly important. One major challenge that is holding back the rapid and widespread use of multi-material systems is the lack of adequate joining processes that are suitable for joining dissimilar materials. Joining processes without auxiliary elements have the advantage of a reduced assembly effort and no additional added weight. Conventional joining processes without auxiliary elements, such as welding, clinching, or the use of adhesives, reach their limits due to different mechanical properties and chemical incompatibilities. A process with potential in the field of joining dissimilar materials is joining without an auxiliary element using pin structures. However, current pin manufacturing processes are mostly time-consuming or can only be integrated barely into existing industrial manufacturing processes due to their specific properties. For this reason, the present work investigates the production of single- and multi-pin structures from high-strength dual-phase steel HCT590X + Z (DP600, t0 = 1.5 mm) by cold extrusion directly out of the sheet metal. These structures are subsequently joined with an aluminium sheet (EN AW-6014-T4, t0 = 1.5 mm) by direct pin pressing. For a quantitative evaluation of the joint quality, tensile shear tests are carried out and the influence of different pin heights, pin number, and pin arrangements, as well as different joining strategies on the joint strength is experimentally evaluated. It is proven that a single pin structure with a diameter of 1.5 mm and an average height of 1.86 mm achieves a maximum tensile shear force of 1025 N. The results reveal that the formation of a form-fit during direct pin pressing is essential for the joint strength. By increasing the number of pins, a linear increase in force could be demonstrated, which is independent of the arrangement of the pin structures.}}, author = {{Römisch, D. and Kraus, M. and Merklein, M.}}, journal = {{Journal of Manufacturing and Materials Processing}}, pages = {{25}}, title = {{{Experimental study on joining by forming of hct590x + z and en-aw 6014 sheets using cold extruded pin structures}}}, doi = {{10.3390/jmmp5010025}}, volume = {{5}}, year = {{2021}}, } @article{30682, abstract = {{Lightweight constructions become more and more important, especially in the mobility sector. In this industry, the increasingly strict regulations regarding the emissions of carbon dioxide can be achieved to a certain extent by reducing the vehicle weight. Thus, multi-material systems are used. Conventional joining techniques reach their limits when joining different materials due to different thermal expansion, unequal stiffness or chemical incompatibilities. This is why additional joining elements or adhesives are used. These must be viewed critically regarding a lightweight and resource-efficient production, since they add weight or complicate the recycling process of these components. Consequently, there is a great and growing need for new versatile joining technologies in order to overcome these challenges and to be able to react to changing process parameters and boundary conditions. Joining without an auxiliary element using pin structures formed directly from the sheet metal plane is one approach to meet these challenges. These pin structures are then joined by direct pressing into the joining partner. This is possible with a variety of material combinations, but is advantageous with regard to continuous fibre-reinforced thermoplastic composites (CFRTP), as the fibres do not have to be cut when joining CFRTP using pin structures. In this paper, the formability of pin structures made of a dual-phase steel DP600 (HCT590X + Z) is investigated. The extruded pin structures are joined by direct pin pressing with an EN AW-6014 to form tensile shear specimens. Different joining strategies are investigated to compare their influence on the joint strength. The results have shown that it is feasible to form suitable pins from a DP600 dual-phase steel to produce reliable connections with an aluminium sheet joined by direct pin pressing. }}, author = {{Römisch, D. and Kraus, M. and Merklein, M.}}, journal = {{Key Engineering Materials}}, pages = {{19--26}}, title = {{{Investigation of Different Joining by Forming Strategies when Connecting Different Metals without Auxiliary Elements}}}, doi = {{10.4028/www.scientific.net/kem.883.19}}, volume = {{883}}, year = {{2021}}, } @article{30718, abstract = {{The growing demands of resource-saving processes and products are leading to increasing importance of lightweight construction for the automotive industry. One approach is multi-material design, which uses high-strength steels and aluminium alloys in the production of vehicle bodies. Therefore, reliable processes for joining components with different mechanical properties and geometries are necessary. As conventional joining processes reach their limits, new versatile processes and methods are required which can adapt to different process conditions and disturbance variables. A widely used joining process to join different materials is self-piercing riveting as a joining by forming method, however it is characterised as inflexible to changing process conditions due to a linear process kinematic and rigid dies. An approach to extend the process limits is the application of a tumbling kinematic for the punch. Thus, an adapted tumbling strategy can be used to influence the joining process and to achieve a controlled material flow in order to manufacture tailored joints. For the fundamental investigation of the process, numerical investigations are necessary. In order to achieve high model quality a precise material modelling is crucial. Therefore, a characterisation of the materials HCT590X+Z and EN AW-6014 as typical materials of multi-material mixes and the rivet material 38B2 is performed. Due to the different stress conditions during tumbling self-piercing riveting suitable characterisation methods are selected and carried out.}}, author = {{Wituschek, S. and Lechner, M.}}, journal = {{ESAFORM 2021}}, title = {{{Material characterisation methods for a tumbling self-piercing riveting process}}}, doi = {{10.25518/esaform21.398}}, year = {{2021}}, } @article{30683, abstract = {{When joining lightweight parts of various materials, clinching is a cost efficient solution. In a production line, the quality of a clinch point is primarily controlled by measurement of dimensions, which are accessible from outside. However, methods such as visual testing and measuring the bottom thickness as well as the outer diameter are not able to deliver any information about the most significant geometrical characteristic of the clinch point, neck thickness and undercut. Furthermore, ex-situ destructive methods such as microsectioning cannot detect elastic deformations and cracks that close after unloading. In order to exceed the current limits, a new non-destructive in-situ testing method for the clinching process is necessary. This work proposes a concept to characterize clinch points in-situ by combining two complementary non-destructive methods, namely, computed tomography (CT) and ultrasonic testing. Firstly, clinch points with different geometrical characteristics are analysed experimentally using ex-situ CT to get a highly spatially resolved 3D-image of the object. In this context, highly X-ray attenuating materials enhancing the visibility of the sheet-sheet interface are investigated. Secondly, the test specimens are modelled using finite element method (FEM) and a transient dynamic analysis (TDA) is conducted to study the effect of the geometrical differences on the deformation energy and to qualify the TDA as a fast in-situ non-destructive method for characterizing clinch points at high temporal resolution. }}, author = {{Köhler, D. and Sadeghian, B. and Kupfer, R. and Troschitz, J. and Gude, M. and Brosius, A.}}, journal = {{Key Engineering Materials}}, pages = {{89--96}}, title = {{{A Method for Characterization of Geometric Deviations in Clinch Points with Computed Tomography and Transient Dynamic Analysis}}}, doi = {{10.4028/www.scientific.net/kem.883.89}}, volume = {{883}}, year = {{2021}}, } @article{30663, abstract = {{The use of clinch joints, e.g. vehicle structures, is determined by the reliability of the joint and its strength properties - in particular the fatigue strength. Clinch connections offer the advantage over form-closure and force-closure processes that they can also be used for hybrid material combinations. In order to be able to evaluate the influence of the geometry parameters such as e.g. undercut, neck thickness or also base thickness on the fatigue behavior, three clinch connections (in optimum and compromise design) with different tool parameters were designed and examined using the example of a joining task with aluminum sheet material. For this purpose, fatigue curves (F-N curves) in the range of high to very high numbers of load cycles (N = 105 to 107) were determined. In this load cycle range, a so-called "neck fracture" is mainly to be expected as the type of failure, whereas for quasi-static tests, a “buckling” is more likely to occur. The tests were carried out on single-cut overlapping shear tensile specimens. Metallographic and scanning electron microscopic examinations of the joints and the fracture surfaces served to identify the crack initiation site and to clarify the respective type of failure. Significant differences in the damage behaviour of the three clinching variants could be shown. This observation enables one step into the direction of fully understanding the relationship along the causal chain "joint requirements - joining process - fatigue strength". Thus the adaptability of the clinching process can be improved. }}, author = {{Ewenz, L. and Kalich, J. and Zimmermann, M. and Füssel, U.}}, journal = {{Key Engineering Materials}}, pages = {{65--72}}, title = {{{Effect of Different Tool Geometries on the Mechanical Properties of Al-Al Clinch Joints}}}, doi = {{10.4028/www.scientific.net/kem.883.65}}, volume = {{883}}, year = {{2021}}, } @article{30688, abstract = {{Thermally supported clinching (Hotclinch) is a novel promising process to join dissimilar materials. Here, metal and fibre-reinforced thermoplastics (FRTP) are used within this single step joining process and without the usage of auxiliary parts like screws or rivets. For this purpose, heat is applied to improve the formability of the reinforced thermoplastic. This enables joining of the materials using conventional clinching-tools. Focus of this work is the modelling on mesoscopic scale for the numerical simulation of this process. The FTRP-model takes the material behaviour both of matrix and the fabric reinforced organo-sheet under process temperatures into account. For describing the experimentally observed phenomena such as large deformations, fibre failure and the interactions between matrix and fibres as well as between fibres themselves, the usage of conventional, purely Lagrangian based FEM methods is limited. Therefore, the combination of contact-models with advanced modelling approaches like Arbitrary-Lagrangian-Eulerian (ALE), Coupled-Eulerian-Lagrangian (CEL) and Smooth-ParticleHydrodynamics (SPH) for the numerical simulation of the clinching process are employed. The different approaches are compared with regard to simulation feasibility, robustness and results accuracy. It is shown, that the CEL approach represents the most promising approach to describe the clinching process. }}, author = {{Gröger, B. and Hornig, A. and Hoog, A. and Gude, M.}}, journal = {{ESAFORM 2021 - 24th International Conference on Material Forming}}, title = {{{Modelling of thermally supported clinching of fibre-reinforced thermoplastics: Approaches on mesoscale considering large deformations and fibre failure}}}, doi = {{10.25518/esaform21.4293}}, year = {{2021}}, } @article{30685, abstract = {{Joints are an essential part of modern (lightweight) structures in a broad variety of applications. The reason for this is the rapidly increasing number of different material combinations needing to be joined in application areas like the automotive industry. It is currently common to use numerous auxiliary or standardized elements instead of individually adapted joining elements. This leads to a large number of different joining elements per product and thus to high costs. An innovative approach to overcoming this issue is the design, manufacture and setting of joint-specific joining elements. A good candidate for the manufacture of adapted joining elements of this type is the so-called friction spinning process. The joining elements formed in this way can be specifically adapted to the application in question in terms of both shape and mechanical properties. The part geometry required for the properties of a given joint is formed using a universal forming tool. This makes it possible to form a wide variety of sub geometries for the auxiliary joining part as a function of the prevailing joint condition, using a single forming tool and starting from the same semi-finished bar material. By applying different process strategies for the rotational speed and feed rate during the forming operation, the same part geometry can even be given different local mechanical properties. The following contribution presents the results of ongoing research work and includes the process concept, process properties, tooling and the results of experimental investigations into the joining of two sheet metal parts with help of this new joining process.}}, author = {{Wiens, E. and Wischer, C. and Homberg, W.}}, journal = {{ESAFORM}}, pages = {{4682}}, title = {{{Development of a novel adaptive joining technology employing friction-spun joint connectors (FSJC)}}}, doi = {{10.25518/esaform21.4682}}, year = {{2021}}, } @article{30664, abstract = {{Corrosion is a major cause for the failure of metallic components in various branches of the industry. Depending on the corrosion severity, the time until failure of the component varies. On the contrary, a study has shown that certain riveted metal joints, exposed to a short period of mechanical loading and corrosion, have greater fatigue limits. This study gives rise to the question how different corrosion exposure times affect joint metallic components. In the present research, a theoretical approach is developed in order to evaluate the influence of galvanic corrosion on joint integrity of clinched metal joints. At first, the framework for modeling galvanic corrosion is introduced. Furthermore, a simulative investigation of a clinching point is carried out based on the assumption that corrosion leads to a reduction of the contact area which leads to a local increase in contact pressure. For this purpose, the stiffness values of individual elements in a finite element model are reduced locally in the contact area of the undercut and the contact stress along a path is evaluated. Summarizing, a modeling approach is introduced to investigate corrosion effects on load-bearing behavior of clinched joints. }}, author = {{Harzheim, S. and Steinfelder, C. and Wallmersperger, T. and Brosius, A.}}, journal = {{Key Engineering Materials}}, pages = {{97--104}}, title = {{{A First Approach for the Treatment of Galvanic Corrosion and of Load-Bearing Capacity of Clinched Joints}}}, doi = {{10.4028/www.scientific.net/kem.883.97}}, volume = {{883}}, year = {{2021}}, } @article{30694, abstract = {{In recent years, clinching has gathered popularity to join sheets of different materials in industrial applications. The manufacturing process has some advantages, as reduced joining time, reduced costs, and the joints show good fatigue properties. To ensure the joint strength, reliable simulations of the material behaviour accounting for process-induced damage are expected to be beneficial to obtain credible values for the ultimate joint strength and its fatigue limit. A finite plasticity gradient-damage material model is outlined to describe the plastic and damage evolutions during the forming of sheet metals, later applied to clinching. The utilised gradient-enhancement cures the damage-induced localisation by introducing a global damage variable as an additional finite element field. Both, plasticity and damage are strongly coupled, but can, due to a dual-surface approach, evolve independently. The ability of the material model to predict damage in strongly deformed sheets, its flexibility and its regularization properties are illustrated by numerical examples.}}, author = {{Friedlein, J. and Mergheim, J. and Steinmann, P.}}, journal = {{Key Engineering Materials}}, pages = {{57}}, title = {{{A finite plasticity gradient-damage model for sheet metals during forming and clinching}}}, doi = {{10.4028/www.scientific.net/KEM.883.57}}, volume = {{883 KEM}}, year = {{2021}}, } @article{30689, abstract = {{Joining and local forming processes for fibre-reinforced thermoplastics (FRTP) like hole-forming or variations of the clinching process require an in-depth understanding of the process induced effects on meso-scale. For numerical modelling with a geometrical description of a woven fabric, adequate material models for a representative unit cell are identified. Model calibration is achieved employing a mesoscopic finite-element-approach using the embedded element method based on tensile tests of the consolidated organo-sheets and a phenomenological evaluation of photomicrographs. The model takes temperature dependent stiffness and fibre tension failure into account. }}, author = {{Gröger, B. and Hornig, A. and Hoog, A. and Gude, M.}}, journal = {{Key Engineering Materials}}, pages = {{49}}, title = {{{Temperature dependent modelling of fibre-reinforced thermoplastic organo-sheet material for forming and joining process simulations}}}, doi = {{10.4028/www.scientific.net/KEM.883.49}}, volume = {{883 KEM}}, year = {{2021}}, } @article{30720, abstract = {{Predicting the durability of components under mechanical loading combined with environmental conditions leading to corrosion is one of the most challenging tasks in mechanical engineering. Precise predictions are neccesary for lightweight design in transportation due to environmental protection. During corrosion often hydrogen is produced by electrochemical reactions. Hydrogen embrittlement is one of the most feared damage mechanisms for metal constructions leading to early and unexpected failure. Until now predictions are mostly done through costly experiments. In the present research, a first simple simulation model based on the fundamentals of electrochemistry and continuum damage mechanics is developed to couple the damage induced by the mechanical stress with the hydrogen embrittlement. Results of the durability are presented for the case of uniaxial cyclic loading for varying testing frequency.}}, author = {{Hofmann, M. and Shi, Y. and Wallmersperger, T.}}, journal = {{PAMM}}, title = {{{A first Model of Fatigue Corrosion of a Metal through Hydrogen Embrittlement}}}, doi = {{10.1002/pamm.202000122}}, volume = {{20}}, year = {{2021}}, } @article{30695, abstract = {{Due to their cost-efficiency and environmental friendliness, the demand of mechanical joining processes is constantly rising. However, the dimensioning and design of joints and suitable processes are mainly based on expert knowledge and few experimental data. Therefore, the performance of numerical and experimental studies enables the generation of optimized joining geometries. However, the manual evaluation of the results of such studies is often highly time-consuming. As a novel solution, image segmentation and machine learning algorithm provide methods to automate the analysis process. Motivated by this, the paper presents an approach for the automated analysis of geometrical characteristics using clinching as an example. }}, author = {{Zirngibl, C. and Schleich, B.}}, journal = {{Key Engineering Materials}}, pages = {{105}}, title = {{{Approach for the automated analysis of geometrical clinch joint characteristics}}}, doi = {{10.4028/www.scientific.net/KEM.883.105}}, volume = {{883 KEM}}, year = {{2021}}, } @inproceedings{34208, abstract = {{Computational homogenization is a powerful tool which allows to obtain homogenized properties of materials on the macroscale from the simulation of the underlying microstructure. The response of the microstructure is, however, strongly affected by variations in the microstructure geometry. The effect of geometry variations is even stronger in cases when the material exhibits plastic deformations. In this work we study a model of a steel alloy with arbitrary distributed elliptic voids. We model one single unit cell of the material containing one single void. The geometry of the void is not precisely known and is modeled as a variable orientation of an ellipse. Large deformations applied to the unit cell necessitate a finite elasto-plastic material model. Since the geometry variation is parameterized, we can utilize the method recently developed for stochastic problems but also applicable to all types of parametric problems — the isoparametric stochastic local FEM (SL-FEM). It is an ideal tool for problems with only a few parameters but strongly nonlinear dependency of the displacement fields on parameters. Simulations demonstrate a strong effect of parameter variation on the plastic strains and, thus, substantiate the use of the parametric computational homogenization approach.}}, author = {{Pivovarov, Dmytro and Mergheim, Julia and Willner, Kai and Steinmann, Paul}}, booktitle = {{PAMM}}, issn = {{1617-7061}}, number = {{1}}, publisher = {{Wiley}}, title = {{{Parametric FEM for computational homogenization of heterogeneous materials with random voids}}}, doi = {{10.1002/pamm.202000071}}, volume = {{20}}, year = {{2021}}, } @article{34087, author = {{Knust, Steffen and Ruhm, Lukas and Kuhlmann, Andreas and Meinderink, Dennis and Bürger, Julius and Lindner, Jörg and de los Arcos de Pedro, Maria Teresa and Grundmeier, Guido}}, issn = {{0377-0486}}, journal = {{Journal of Raman Spectroscopy}}, keywords = {{Spectroscopy, General Materials Science}}, number = {{7}}, pages = {{1237--1245}}, publisher = {{Wiley}}, title = {{{In situ backside Raman spectroscopy of zinc oxide nanorods in an atmospheric‐pressure dielectric barrier discharge plasma}}}, doi = {{10.1002/jrs.6123}}, volume = {{52}}, year = {{2021}}, } @article{35303, abstract = {{Abstract Purpose Studies about effects of lunch dietary Glycemic Index (GI) on cognition of schoolchildren are scarce. Our previous CogniDo GI study found no changes of cognition in the early postprandial phase after consumption of two rice types with medium vs. high dietary GI for lunch (i.e., 45 min after starting lunch). This study investigated whether the dietary GI of lunch has an impact on cognition of schoolchildren in the late postprandial phase, 90 min after lunch. Methods A randomized, 2 × 2 crossover intervention study was conducted at a comprehensive school with 5th and 6th grade students. Participants (n = 212) were randomly assigned to either sequence 1 or 2. In the first period, participants of sequence 1 received a dish with high GI rice (GI: 79), those of sequence 2 with medium GI rice (GI: 64)—in the second period, 1 week later, vice versa. Computer-based cognitive testing was performed 90 min after lunch examining tonic alertness, visual search and task switching, and working memory. Treatment effects and treatment effects adjusted for estimated lunch glycemic load (GL) were analyzed using a linear mixed model. Results The selected cognitive parameters were not affected by the GI of lunch 90 min after lunch, neither after intention-to-treat nor in the per-protocol analysis. Adjustment for GL also did not change results. Conclusion The present study revealed no notable differences after the consumption of two rice types with medium vs. high dietary GI for lunch in children’s cognitive function in the late postprandial phase, 90 min after lunch. Clinical trial registration German Clinical Trials Register (DRKS00013597); date of registration: 16/04/2018, retrospectively registered. }}, author = {{Drozdowska, Alina and Sinningen, Kathrin and Falkenstein, Michael and Rudolf, Henrik and Libuda, Lars and Buyken, Anette and Lücke, Thomas and Kersting, Mathilde}}, issn = {{1436-6207}}, journal = {{European Journal of Nutrition}}, keywords = {{Nutrition and Dietetics, Medicine (miscellaneous)}}, number = {{3}}, pages = {{1637--1647}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Impact of lunch with carbohydrates differing in glycemic index on children's cognitive functioning in the late postprandial phase: a randomized crossover study}}}, doi = {{10.1007/s00394-021-02766-y}}, volume = {{61}}, year = {{2021}}, } @inproceedings{35320, author = {{Menzefricke, Joern Steffen and Wiederkehr, Ingrid and Koldewey, Christian and Dumitrescu, Roman}}, booktitle = {{Procedia CIRP}}, issn = {{2212-8271}}, keywords = {{General Medicine}}, pages = {{241--246}}, publisher = {{Elsevier BV}}, title = {{{Maturity-based Development of Strategic Thrusts for Socio-technical Risks}}}, doi = {{10.1016/j.procir.2021.11.041}}, volume = {{104}}, year = {{2021}}, } @article{35202, abstract = {{Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years. Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.}}, author = {{Goller, Michael and Caruso, Carina and Harteis, Christian}}, issn = {{2197-8646}}, journal = {{International Journal for Research in Vocational Education and Training}}, keywords = {{Work-Based Learning, Organisational Change, Digital Competences, Qualitative Research, Digitalisation, Farming, Dairy, VET, Vocational Education and Training}}, number = {{2}}, pages = {{208–223}}, title = {{{Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}}}, doi = {{10.13152/IJRVET.8.2.4.}}, volume = {{8}}, year = {{2021}}, } @article{35201, abstract = {{Der religionspädagogische Diskurs um die Positionalität bzw. Konfessionalität von Religionslehrinnen und Religionslehrern stellt einen zentralen Aspekt professionsbezogener Lehrkräfteforschung dar. Das gilt insbesondere angesichts aktueller konzeptioneller Weiterentwicklungen des konfessionellen Religionsunterrichts sowie eines mehrfach festgestellten schwindenden konfessionellen Bewusstseins bei Lehrkräften. Der vorliegende Beitrag geht dieser Problematik auf Basis einer Befragung von christlichen Religionslehrkräften zu ihrem professionsbezogenen Selbstverständnis nach. Er präsentiert Forschungsfrage, methodische Anlage sowie explorative Befunde einer qualitativen Studie, in der 344 Statements mittels eines induktiven Kategoriensystems inhaltsanalytisch ausgewertet worden sind.}}, author = {{Caruso, Carina and Woppowa, Jan}}, issn = {{1863-0502}}, journal = {{Theo-Web, Zeitschrift für Religionspädagogik, Academic Journal of Religious Education}}, keywords = {{Konfessionalität, Religionslehrkräfte, professionelles Selbstverständnis, konfessioneller Religionsunterricht, Lehrerbildungsforschung, Inhaltsanalyse}}, number = {{2}}, pages = {{264–279}}, title = {{{„… damit unsere Welt eine gute Welt werden kann.“ Explorative Befunde einer Befragung von Religionslehrkräften zu ihrem professionsbezogenen Selbstverständnis}}}, doi = {{10.23770/tw0223}}, volume = {{20}}, year = {{2021}}, } @article{35139, abstract = {{Mentor*innen unterstützen Studierende u.a. bei der Planung, Durchführung und Reflexion von Unterricht. Obwohl Mentor*innen ein hoher Einfluss auf die Professionalisierung angehender Lehrkräfte zugeschrieben wird, gibt es nur wenige Studien, in denen die Perspektive von Mentor*innen beforscht wird. Dieser Beitrag zielt darauf, die Perspektive von Mentor*innen zu den Aufgaben der am Praxissemester beteiligten Lernorte sowie Veränderungsbedarfe zu explorieren. Hierzu werden Ergebnisse einer Interviewstudie mit 23 Mentor*innen vorgestellt, die zur Beantwortung nachstehender Forschungsfragen beitragen: (1) Welche Aufgaben haben die am Praxissemester beteiligten Lernorte und die dort tätigen Akteur*innen hinsichtlich der Vorbereitung, Unterstützung und Begleitung der Studierenden im Praxissemester aus Perspektive befragter Mentor*innen? (2) Was sind aus Sicht von Mentor*innen Veränderungsbedarfe hinsichtlich der Rahmenbedingungen bzw. Konzeption des Praxissemesters? Ein zentraler Befund der Studie ist, dass allen Lernorten attribuiert wird, dass diese Studierende auf die praktische Unterrichtstätigkeit vorbereiten sollen. Die Relevanz der Universitäten wird dabei allerdings als gering eingeschätzt. Auch theoretisch-reflexive Aspekte spielen in den Aussagen der meisten Mentor*innen keine Rolle. Veränderungsbedarf wird von den Mentor*innen vor allem in der Rolle des Zentrums für schulpraktische Lehrerausbildung und der Universität gesehen. Diese Befunde werden anschließend kritisch diskutiert. }}, author = {{Caruso, Carina and Goller, Michael}}, issn = {{ 1867-2779}}, journal = {{Lehrerbildung auf dem Prüfstand}}, keywords = {{Lehrerbildung, Mentoring, Praxissemester, Professionalisierung / internship, mentoring, professionalisation, teacher education}}, number = {{2}}, pages = {{296--310}}, publisher = {{Universität Paderborn}}, title = {{{Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe}}}, volume = {{14}}, year = {{2021}}, } @book{34866, editor = {{Caruso, Carina and Harteis, Christian and Gröschner, Alexander}}, isbn = {{9783658325671}}, issn = {{2524-8677}}, publisher = {{Springer Fachmedien}}, title = {{{Theorie und Praxis in der Lehrerbildung}}}, doi = {{10.1007/978-3-658-32568-8}}, year = {{2021}}, } @article{35199, abstract = {{Der Beitrag verbindet die Sichtweisen verschiedener Professionalisierungsansätze mit der Frage nach der Gestaltung der (universitären) Begleitung angehender Lehrkräfte im Praxissemester. Dabei wird der Wert von Fallarbeit herausgearbeitet und beschrieben, wie eine Unterstützung angehender (Religions-)Lehrkräfte gestaltet sein müsste, um Entwicklung und Lernen im Praxissemester systematisch zu begleiten. Der Beitrag widmet sich daher zuerst den Rahmenbedingungen und Forschungsbefunden zu Langzeitpraktika und der Gestalt von Professionalisierung durch Praxis. Daran schließen sich Denkfiguren zur Unterstützung (religionspäda­gogischer) Professionalisierungsprozesse von angehenden Lehrkräften im Schulpraktikum durch rekonstruktive Fallarbeit an, aus Sicht etablierter Professionalisierungsansätze.}}, author = {{Caruso, Carina and Woppowa, Jan}}, issn = {{2750 - 3941}}, journal = {{Religionspädagogische Beiträge. Journal for Religion in Education }}, keywords = {{Fallarbeit, Praxissemester, Professionalität, Professionalisierung, Lehrerinnen- und Lehrerbildung / casework, teacher education, internship, professionalization, professionalism}}, number = {{1}}, pages = {{15–23}}, publisher = {{University of Bamberg Press}}, title = {{{Zur Relevanz von Fallarbeit}}}, doi = {{10.20377/rpb-82}}, volume = {{44}}, year = {{2021}}, } @article{35197, abstract = {{Im Praxissemester sind Mentor*innen für Studierende wichtige Bezugspersonen und Kooperationspartner*innen, die die Studierenden u.a. bei der Planung, Durchführung und Reflexion von Unterricht begleiten. Während z.B. zur Kompetenzentwicklung Studierender im Praxissemester mehrere Erkenntnisse vorliegen, wurde die Perspektive von Mentor*innen bisher wenig untersucht. Dieser Beitrag zielt darauf, die Perspektive und Erfahrungen von Mentor*innen zu explorieren und sichtbar zu machen. In diesem Zusammenhang werden Ergebnisse einer leitfadenzentrierten Interviewstudie vorgestellt, an der 23 nordrhein-westfälische Lehrkräfte teilnahmen. Auf Grundlage der inhaltsanalytischen Auswertung der Transkripte werden die nachstehenden Fragestellungen beantwortet: (1) Was sind aus Sicht von Mentor*innen Aufgaben im Zusammenhang mit der Betreuung und Begleitung von Praxissemesterstudierenden? (2) Welche Ziele haben Praxisphasen aus der Perspektive der Mentor*innen? (3) Welchen Betreuungsstrategien folgen Mentor*innen bei der Betreuung und Begleitung von Praxissemesterstudierenden? Die Ergebnisse zeigen, dass die Antworten der Mentor*innen hinsichtlich der ihnen selbst zugeschriebenen Aufgaben und der dem Praxissemester attribuierten Ziele kaum differieren. Die Betreuungsstrategien der Befragten unterscheiden sich hingegen vergleichsweise stark. Unterschiede bestehen u.a. bezüglich der den Studierenden zugesprochenen Freiheitsgrade bei der Unterrichtsplanung und -durchführung sowie bei der (gemeinsamen) Gestaltung der Unterrichtsplanung bzw. -vorbesprechung.}}, author = {{Caruso, Carina and Goller, Michael}}, issn = {{2629-5628}}, journal = {{PraxisForschungLehrer*innenBildung}}, keywords = {{Lehrer*innenbildung, Mentoring, Praxissemester, Professionalisierung, Kompetenzentwicklung}}, number = {{1}}, pages = {{104–113}}, publisher = {{Universität Bielefeld }}, title = {{{Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften}}}, doi = {{10.11576/pflb-45413}}, volume = {{3}}, year = {{2021}}, } @article{35200, abstract = {{m Zentrum dieses Beitrags stehen Ergebnisse der Messung pädagogischer Kompetenzen Studierender, die das Praxissemester absolviert haben. Das bildungswissenschaftliche Wissen, Kompetenzselbsteinschätzungen sowie die Einschätzung der im Praxissemester erreichten Ziele Studierender werden dabei unter Berücksichtigung ihrer individuellen Voraussetzungen (Ausrichtung des Lehramtsstudiums auf eine Schulform; Geschlecht; Alter; Abitur- und Bachelornote) betrachtet (N = 2 008). Bevor die Hypothesen abgeleitet, die Anlage der Studie sowie die Testinstrumente vorgestellt, die Ergebnisse präsentiert und diskutiert werden, stehen u. a. exemplarische Forschungsbefunde zur schulformspezifischen Professionalisierung sowie Annahmen zur Relevanz von Wissen für Lehrerhandeln im Fokus. Die Ergebnisse zeigen u. a. (1) signifikante Mittelwertsunterschiede in den Studiengängen bezüglich des Geschlechts, des Alters, der Abitur- und Bachelornote, (2) dass das Geschlecht, die Abitur- und Bachelornote signifikante Prädiktoren für das bildungswissenschaftliche Wissen sind, (3) dass sich die Kompetenzselbsteinschätzungen insbesondere in Abhängigkeit der Ausrichtung des Lehramtsstudiums auf eine Schulform unterscheiden und (4) dass die Einschätzung der im Praxissemester erreichten Ziele in Abhängigkeit des Geschlechts differiert.}}, author = {{Caruso, Carina and Seifert, Andreas }}, issn = {{2629-5628}}, journal = {{PraxisForschungLehrer*innenBildung}}, keywords = {{Bildungswissenschaftliches Wissen, Hintergrundmerkmale, Kompetenzmessung, Kompetenzselbsteinschätzung, Praxissemester, Professionalisierung}}, number = {{1}}, pages = {{173–187}}, publisher = {{Universität Bielefeld }}, title = {{{Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen}}}, doi = {{10.11576/pflb-4749}}, volume = {{3}}, year = {{2021}}, } @article{35327, author = {{Wortmann, Martin and Viertel, Klaus and Welle, Alexander and Keil, Waldemar and Frese, Natalie and Hachmann, Wiebke and Krieger, Philipp and Brikmann, Johannes and Schmidt, Claudia and Moritzer, Elmar and Hüsgen, Bruno}}, issn = {{0017-9310}}, journal = {{International Journal of Heat and Mass Transfer}}, keywords = {{Fluid Flow and Transfer Processes, Mechanical Engineering, Condensed Matter Physics}}, publisher = {{Elsevier BV}}, title = {{{Anomalous bulk diffusion of methylene diphenyl diisocyanate in silicone elastomer}}}, doi = {{10.1016/j.ijheatmasstransfer.2021.121536}}, volume = {{177}}, year = {{2021}}, } @inbook{35409, abstract = {{Der Beitrag konstituiert sich als Zusammenschau von Perspektiven der Beiträge, die in diesem Sammelband enthalten sind. Es werden dabei Kerninhalte wie zentrale Fragen, Gestaltungsansätze und Perspektiven der Beiträge gebündelt, wobei die einzelnen fachdidaktischen Akzentuierungen in Bezug auf das Verständnis der Theorie-Praxis-Relationierung sowie fachspezifische Impulse zur Gestaltung der Lernbegleitung nicht wiederholt werden. Vielmehr zielt der Beitrag darauf ab, ausgewählte Aspekte zusammenzuführen und kritisch zu diskutieren, um Akzentuierungen in den fachdidaktischen Perspektiven hervorzuheben. Um diesem Vorhaben Rechnung zu tragen, gliedert sich dieses Resümee entlang der fachspezifischen Besonderheiten und Gemeinsamkeiten, die in den voranstehenden Beiträgen zur Geltung kommen. Im Rahmen einer abschließenden Diskussion werden Fragen hinsichtlich der zukünftigen Theorie-Praxis-Relationierung aufgeführt, deren Beantwortung als Aufgabe der Lehrerbildung bestehen bleibt. }}, author = {{Caruso, Carina and Harteis, Christian and Gröschner, Alexander}}, booktitle = {{ Theorie und Praxis in der Lehrerbildung: Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken}}, editor = {{Caruso, Carina and Harteis, Christian and Gröschner, Alexander}}, isbn = {{978-3-658-32567-1}}, issn = {{2524-8685}}, keywords = {{Fachdidaktik, Lehrerbildung, Professionalisierung, Theorie-Praxis-Relationierung}}, pages = {{441–457}}, publisher = {{Springer}}, title = {{{Fachdidaktische Ansätze der Theorie-Praxis-Relationierung}}}, doi = {{10.1007/978-3-658-32568-8}}, year = {{2021}}, } @inbook{35414, abstract = {{Lehramtsanwärter*innen können pandemiebedingt häufig weder wie gewohnt bedarfsdeckenden Unterricht noch Ausbildungsunterricht durchführen. Stattdessen konzipieren sie u.a. Lerngelegenheiten für den (digital gestützten) Fernunterricht und den Unterricht unter Berücksichtigung der Hygiene- und Abstandsregeln, sodass sich ihre Tätigkeiten von denen unter regulären Bedingungen unterscheiden. Hinzu absolvieren sie teilweise modifizierte unterrichtspraktische Prüfungen in Form von (digital gestützten) Ersatzleistungen. Anzunehmen ist, dass diese Bedingungen einerseits dazu führen, dass die Anwärter*innen mit Situationen konfrontiert sind, die sie zur Erweiterung ihrer eigenen (Medien-)Kompetenzen nutzen können. Andererseits kann der veränderte Vorbereitungsdienst und der erforderliche Einsatz digitaler Medien Kompetenzbedarfe aufdecken sowie Überforderungen auslösen. Im Zentrum des Beitrags steht eine explorative, leitfadengestützte Interviewstudie mit Lehramtsanwärter*innen. Die Studie zielt darauf, die Rahmenbedingungen näher zu beleuchten, unter denen Lehramtsanwärter*innen im Jahr 2020 ihren Vorbereitungsdienst absolvieren und ihre Erfahrungen zu explorieren.}}, author = {{Caruso, Carina and Bruns, Marike}}, booktitle = {{Das Bildungssystem in Zeiten der Krise Empirische Befunde, Konsequenzen und Potenziale für das Lehren und Lernen}}, editor = {{Reintjes, Christian and Porsch, Raphaela and im Brahm, Grit}}, isbn = {{978-3-8309-4362-4}}, keywords = {{Lehramtsanwärter*innen, Lehrer*innenbildung, Medienkompetenz, Professionalisierung, Vorbereitungsdienst}}, pages = {{239–257}}, publisher = {{Waxmann}}, title = {{{(Medienbezogene) Lerngelegenheiten und Kompetenzbedarfe im Vorbereitungsdienst}}}, doi = {{10.31244/9783830993629}}, year = {{2021}}, } @inbook{35411, abstract = {{Die Ausweitung schulpraktischer Anteile bzw. die Integration von Langzeitpraktika kennzeichnet die universitäre Lehrerbildung in Deutschland. Mit dieser Ausweitung bzw. Integration ist der Anspruch verbunden, dass schulpraktische Anteile im Studium die professionelle Entwicklung angehender Lehrpersonen positiv beeinflussen. }}, author = {{Caruso, Carina and Harteis, Christian and Gröschner, Alexander}}, booktitle = {{Theorie und Praxis in der Lehrerbildung Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken}}, editor = {{Caruso, Carina and Harteis, Christian and Gröschner, Alexander}}, isbn = {{978-3-658-32567-1}}, issn = {{2524-8685}}, pages = {{3--11}}, publisher = {{Springer}}, title = {{{Praxisphasen in der Lehrerbildung}}}, doi = {{10.1007/978-3-658-32568-8}}, year = {{2021}}, } @inbook{35408, author = {{Caruso, Carina and Reis, Oliver}}, booktitle = {{Digitale Praktiken (Jahrbuch für konstruktivistische Religionspädagogik)}}, editor = {{Brieden, Norbert and Mendl, Hans and Reis, Oliver and Roose, Hanna}}, pages = {{35–47}}, publisher = {{Ludwig Sauter}}, title = {{{ Eingeprägte Ordnungen in digital gestützte Praktiken im (Religions-)Unterricht}}}, volume = {{12}}, year = {{2021}}, } @inbook{35464, abstract = {{The digital transformation of organizations in the industrial sector is primarily driven by the opportunity to increase productivity while simultaneously reducing costs through integration into a cyber-physical system. One way to fully tap the potential of a cyber-physical system is the concept of the digital twin, i.e., the real-time digital representation of machines and resources involved – including human resources. The vision of representing humans by digital twins primarily aims at increasing economic benefits. The digital twin of a human, however, cannot be designed in a similar way to that of a machine. The human digital twin shall rather enable humans to act within the cyber-physical system. It therefore offers humans a power of control and the opportunity to provide feedback. The concept of the digital twin is still in its infancy and raises many questions in particular from an educational perspective. The contribution aims at answering the following questions and refers to the example of team learning: Which and how much data should and may the digital twin contain in order to support humans in their learning? To what extent will humans be able to control and design their own learning? How may skills, experiences, and social interactions of humans be represented in the digital twin; their growth and further development, respectively? With cyber-physical systems transcending corporate, national, and legal boundaries, what learning culture will be the frame of reference for the involved organizations?}}, author = {{Berisha-Gawlowski, Angelina and Caruso, Carina and Harteis, Christian}}, booktitle = {{Digital Transformation of Learning Organizations }}, editor = {{Ifenthaler, Dirk and Hofhues, Sandra and Egloffstein, Marc and Helbig, Christian}}, isbn = {{978-3-030-55877-2}}, keywords = {{Digital twin, Learning organization, Change, Team learning, Professional development}}, pages = {{ 95–114}}, publisher = {{Springer}}, title = {{{The Concept of a Digital Twin and Its Potential for Learning Organizations}}}, doi = {{10.1007/978-3-030-55878-9_6}}, year = {{2021}}, } @inbook{35463, author = {{Woppowa, Jan and Caruso, Carina}}, booktitle = {{Praxis für die Zukunft. Erfahrungen, Beispiele und Modelle kooperativen Religionsunterrichts}}, editor = {{Tuna, Mehmet Hilmi and Juen, Maria}}, isbn = {{3170389165}}, pages = {{ 53–69}}, publisher = {{Kohlhammer}}, title = {{{Gemeinsam lernen? Erkenntnisse und kritische Anfragen aus einem Unterrichtsversuch zum religionskooperativen Religionsunterricht}}}, volume = {{5}}, year = {{2021}}, } @article{35114, abstract = {{Given the pandemic-induced school lockdown in Germany in the spring of 2020, COVID-19 evidently had a negative impact on child and adolescent mental health and wellbeing. However, there is no evidence regarding the specific problems of students with special educational needs in emotional and behavioral disorders (E/BD) during or after the school lockdown. Thus, this study bridges the gap. A sample of 173 students across Germany was included in the analysis. The students were rated by their teachers in an online survey via a standardized teacher-report form for emotional and behavioral problems and competencies, as well as perceptions of inclusion. Several student- and teacher-level predictors were applied in a stepwise regression analysis. The results showed that the school lockdown marginally impacted E/BD, with small differences between student groups. The strongest predicting variable was students’ psychosocial situation. Hence, the psychosocial situation of students should be monitored by teachers and school psychologists to provide sufficient support during lockdown. Keywords: COVID-19; lockdown; externalizing problems; internalizing problems; positive school-related behavior}}, author = {{Scheer, D. and Laubenstein, Désirée}}, journal = {{The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. In: Social Sciences, 11. Jahrgang, Nr. 10.}}, title = {{{The impact of Covid-19 on mental health: Psychosocial conditions of students with and without special educational needs. }}}, doi = {{doi.org/10.3390/socsci10110405.}}, year = {{2021}}, } @article{26143, author = {{Knorr, Karin and Hein-Pensel, Franziska and Oertel, Simon and Thommes, Kirsten}}, issn = {{0065-0668}}, journal = {{Academy of Management Proceedings}}, title = {{{Rhetoricians of the past: Rhetorical history and the crafting of organizational identity}}}, doi = {{10.5465/ambpp.2021.15116abstract}}, year = {{2021}}, } @book{29184, editor = {{Koeller, Katharina and Tophinke, Doris}}, title = {{{Orthografieunterricht heute. Theorie – Empirie – Didaktik}}}, volume = {{3}}, year = {{2021}}, } @article{22517, author = {{Köller, Katharina and Tophinke, Doris}}, journal = {{Der Deutschunterricht}}, number = {{3}}, pages = {{2–13}}, publisher = {{Friedrich Verlag}}, title = {{{Das ,rechte Schreiben‘ lernen. Von der Buchstabiermethode zur sprachsystematischen Vermittlung}}}, volume = {{LXXIII}}, year = {{2021}}, } @inproceedings{35512, author = {{Haak, Viktor and Meschut, Gerson and Reisgen, Uwe and Schiebahn, Alexander and Epperlein, Maike}}, booktitle = {{11. Fügetechnisches Gemeinschaftskolloquium}}, location = {{Dresden}}, title = {{{Einseitiges Widerstandselementschweißen für die stahlintensive Mischbauweise (eWES)}}}, year = {{2021}}, } @article{25453, abstract = {{Die pandemiebedingten Schulschließungen im Frühjahr 2020 hatten auch einen starken Einfluss auf Langzeitpraktika in der Lehramtsausbildung. Lehramtsstudierende im Praxissemester waren verstärkt mit vollständigen Schließungen und Unterricht auf Distanz konfrontiert. Auch wenn teilweise Öffnungen stattfanden, waren das Ausmaß und die Art von schulischen Lerngelegenheiten anders als unter Bedingungen typischer Praxissemester. Universitäre Begleitveranstaltungen fanden ebenfalls überwiegend auf Distanz statt. Solche Situationen der Ungewissheit und schnelle Adaptionen an veränderte Rahmenbedingungen können zu verstärktem Stress führen. Um zu untersuchen, inwiefern sich die Bedingungen des Praxissemesters während des Lockdowns im Frühjahr 2020 auf das Belastungserleben der Studierenden ausgewirkt haben, wurde eine Vergleichsanalyse zweier repräsentativer Praxissemesterkohorten der Universität Paderborn vorgenommen. Als Teil regelmäßiger Onlinebefragungen wurde das Belastungserleben der Studierenden der COVID-19-beeinflussten Kohorte (N1=344) und der vorherigen Kohorte unter typischen Bedingungen (N2=268) sowohl zu Beginn als auch am Ende des Praxissemesters mit Hilfe des Maslach-Burnout- Inventars für Studierende erhoben. Die Ergebnisse zeigen, dass die emotionale Erschöpfung im Verlauf des COVID-19-beeinflussten Praxissemesters geringer wurde. Zudem war das Erleben emotionaler Erschöpfung im Praxissemester während der Schulschließungen geringer als im typischen Praxissemester. Die Unterstützung durch Praxismentor*innen konnte als wichtiger Einflussfaktor bestätigt werden. Als subjektiv bedeutsamsten Belastungsfaktor im COVID-19-Semester nannten die Studierenden die Wahrnehmung von Ungewissheit bzgl. ihrer professionellen Entwicklung.}}, author = {{Vogelsang, Christoph}}, journal = {{Herausforderung Lehrer* Innenbildung-Zeitschrift Zur Konzeption, Gestaltung Und Diskussion}}, title = {{{Wie belastend war das Corona-Semester? Belastungserleben Lehramtsstudierender im Praxissemester während COVID-19-bedingter Schulschließungen im Frühjahr 2020}}}, doi = {{10.11576/HLZ-4376}}, year = {{2021}}, } @inbook{35520, abstract = {{Auch in der Lehrkräftebildung in der Domäne Physik ist es Ziel, im Studium vermittelte, theoretische Kenntnisse mit berufspraktischen Anforderungen von angehenden Lehrkräften in Beziehung zu setzen. Charakteristisch für das Fach ist dabei zum einen eine eher anwendungsorientierte theoretische Position zum Zusammenhang von Theorie und Praxis. Zum anderen zeichnet es sich auch durch eine Art experimentelle Orientierung aus, die die Relationierung beider Aspekte als empirisch zu klärende Herausforderung begreift. In diesem Beitrag wird daher zunächst ein kurzer Überblick über Modelle und empirische Forschungen zum Zusammenhang zwischen theoretischem Wissen und praktischem Lehrkräftehandeln gegeben, die das Verständnis der Relationierung von Theorie und Praxis in der Didaktik der Physik prägen. Anschließend werden typische Lehr-Lern-Formate beschrieben und dabei auch jeweils die Ergebnisse begleitender Wirksamkeitsevaluationen kurz dargestellt.}}, author = {{Vogelsang, Christoph and Rehfeldt, Daniel}}, booktitle = {{Edition Fachdidaktiken}}, isbn = {{9783658325671}}, issn = {{2524-8677}}, pages = {{333--348}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Relationierung von Theorie und Praxis in der Lehrkräftebildung im Fach Physik – eine Übersicht über Forschungen und Formate}}}, doi = {{10.1007/978-3-658-32568-8_19}}, year = {{2021}}, } @article{35526, author = {{Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and Vogelsang, Christoph}}, issn = {{0950-0693}}, journal = {{International Journal of Science Education}}, keywords = {{Education}}, number = {{18}}, pages = {{3035--3057}}, publisher = {{Informa UK Limited}}, title = {{{Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience}}}, doi = {{10.1080/09500693.2021.2006820}}, volume = {{43}}, year = {{2021}}, } @article{35575, author = {{Schulze Darup, Moritz and Alexandru, Andreea B. and Quevedo, Daniel E. and Pappas, George J.}}, issn = {{1066-033X}}, journal = {{IEEE Control Systems}}, keywords = {{Electrical and Electronic Engineering, Modeling and Simulation, Control and Systems Engineering, Electrical and Electronic Engineering, Modeling and Simulation, Control and Systems Engineering}}, number = {{3}}, pages = {{58--78}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Encrypted Control for Networked Systems: An Illustrative Introduction and Current Challenges}}}, doi = {{10.1109/mcs.2021.3062956}}, volume = {{41}}, year = {{2021}}, } @article{35576, author = {{Schulze Darup, Moritz and Klädtke, Manuel and Mönnigmann, Martin}}, issn = {{2405-8963}}, journal = {{IFAC-PapersOnLine}}, keywords = {{Control and Systems Engineering}}, number = {{6}}, pages = {{290--295}}, publisher = {{Elsevier BV}}, title = {{{Exact solution to a special class of nonlinear MPC problems}}}, doi = {{10.1016/j.ifacol.2021.08.559}}, volume = {{54}}, year = {{2021}}, } @article{35578, author = {{Faulwasser, Timm and Lucia, Sergio and Schulze Darup, Moritz and Mönnigmann, Martin}}, issn = {{2405-8963}}, journal = {{IFAC-PapersOnLine}}, keywords = {{Control and Systems Engineering}}, number = {{6}}, pages = {{238--243}}, publisher = {{Elsevier BV}}, title = {{{Teaching MPC: Which Way to the Promised Land?}}}, doi = {{10.1016/j.ifacol.2021.08.551}}, volume = {{54}}, year = {{2021}}, } @inbook{35579, author = {{Schulze Darup, Moritz and Book, Gerrit}}, booktitle = {{Recent Advances in Model Predictive Control}}, isbn = {{9783030632809}}, issn = {{0170-8643}}, publisher = {{Springer International Publishing}}, title = {{{On Closed-Loop Dynamics of ADMM-Based MPC}}}, doi = {{10.1007/978-3-030-63281-6_5}}, year = {{2021}}, } @article{35571, author = {{Schulze Darup, Moritz and Book, Gerrit and Quevedo, Daniel E. and Nagahara, Masaaki}}, issn = {{0018-9286}}, journal = {{IEEE Transactions on Automatic Control}}, keywords = {{Electrical and Electronic Engineering, Computer Science Applications, Control and Systems Engineering}}, number = {{10}}, pages = {{5416--5423}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Fast Hands-Off Control Using ADMM Real-Time Iterations}}}, doi = {{10.1109/tac.2021.3121255}}, volume = {{67}}, year = {{2021}}, } @article{35572, author = {{Schluter, Nils and Darup, Moritz Schulze}}, issn = {{0018-9286}}, journal = {{IEEE Transactions on Automatic Control}}, keywords = {{Electrical and Electronic Engineering, Computer Science Applications, Control and Systems Engineering}}, number = {{10}}, pages = {{5610--5613}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{On the Stability of Linear Dynamic Controllers With Integer Coefficients}}}, doi = {{10.1109/tac.2021.3131126}}, volume = {{67}}, year = {{2021}}, } @article{35561, author = {{Darup, Moritz Schulze}}, issn = {{2405-8963}}, journal = {{IFAC-PapersOnLine}}, keywords = {{Control and Systems Engineering}}, number = {{2}}, pages = {{3508--3514}}, publisher = {{Elsevier BV}}, title = {{{Encrypted MPC based on ADMM real-time iterations}}}, doi = {{10.1016/j.ifacol.2020.12.1708}}, volume = {{53}}, year = {{2021}}, } @inproceedings{35555, author = {{Schluter, Nils and Schulze Darup, Moritz}}, booktitle = {{2020 59th IEEE Conference on Decision and Control (CDC)}}, publisher = {{IEEE}}, title = {{{Encrypted explicit MPC based on two-party computation and convex controller decomposition}}}, doi = {{10.1109/cdc42340.2020.9304078}}, year = {{2021}}, } @article{35589, author = {{Dragicevic, Tomislav and Parisio, Alessandra and Rodriguez, Jose and Jones, Colin and Quevedo, Daniel and Ferrarini, Luca and Preindl, Matthias and Shafiee, Qobad and Morstyn, Thomas}}, issn = {{0885-8969}}, journal = {{IEEE Transactions on Energy Conversion}}, keywords = {{Electrical and Electronic Engineering, Energy Engineering and Power Technology}}, number = {{2}}, pages = {{1311--1312}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Guest Editorial Model Predictive Control in Energy Conversion Systems}}}, doi = {{10.1109/tec.2021.3076279}}, volume = {{36}}, year = {{2021}}, } @article{24738, abstract = {{In der Debatte um das Verhältnis zwischen Theorie und Praxis wird der Reflexionskompetenz angehender Lehrpersonen eine große Bedeutung zugeschrieben, da sie vielfach als Vermittlungsinstanz zwischen theoreti-schem Wissen und praktischen Handlungserfahrungen verstanden wird (z.B. Häcker, 2017). Anknüpfend an kompetenztheoretische Rahmenmodelle (von Aufschnaiter, Fraij & Kost, 2019; Blömeke, Gustafson & Shavelson, 2015) sowie ein kognitiv-psychologisches Reflexionsverständnis (Aeppli & Lötscher, 2016; Korthagen, 2001) werden im vorliegenden Beitrag Ergebnisse einer Untersuchung zum Zusammenhang von Wissen und Reflexion berichtet. In einer Stichprobe von N=295 Lehramtsstudierenden aller Schulformen wurden das bildungswissenschaftliche Professionswissen mittels eines Wissenstests, reflexionsbezogene affektiv-motivationale Dispositionen durch Selbsteinschätzungsskalen sowie reflexionsbezogene Performanz mit Hilfe schriftlicher Situationsvignetten erfasst. Durch Korrelations- und Regressionsanalysen können signifikante, positive Zusammenhänge zwischen dem Wissen der Studierenden, der subjektiven Einschätzung der Relevanz von Reflexion im Lehramtsstudium, ihren reflexionsbezogenen Selbstwirksamkeitserwartungen sowie der reflexionsbezogenen Performanz nachgewiesen werden. In den Regressionsanalysen zeigt sich ein Effekt ausschließlich bzgl. des bildungswissenschaftlichen Wissens auf die reflexionsbezogene Performanz der Studierenden.}}, author = {{Stender, Jana and Watson, Christina and Vogelsang, Christoph and Schaper, Niclas}}, journal = {{Herausforderung Lehrer* innenbildung-Zeitschrift zur Konzeption, Gestaltung und Diskussion}}, pages = {{229--248}}, title = {{{Wie hängen bildungswissenschaftliches Professionswissen, Einstellungen zu Reflexion und die Reflexionsperformanz angehender Lehrpersonen zusammen?}}}, doi = {{10.11576/HLZ-4057}}, year = {{2021}}, } @inproceedings{24757, author = {{Stender, Jana}}, location = {{Osnabrück (online)}}, title = {{{Wissen & Reflexion im Lehramtsstudium – Ergebnisse zum Verhältnis von Professionswissen und der Reflexionskompetenz angehender Lehrpersonen“ Einzelbeitrag auf der Jahrestagung der DGFE-Sektion Schulpädagogik Reflexion & Reflexivität in Unterricht.}}}, year = {{2021}}, } @inproceedings{24754, author = {{Stender, Jana and Watson, Christina}}, location = {{Mainz (online)}}, title = {{{Reflexion ist erzwungenes Nachdenken – Ein Beitrag zum Reflexionsverständnis Lehramtsstudierender. Einzelbeitrag auf der Sektionstagung empirische Bildungsforschung (AEPF).}}}, year = {{2021}}, } @unpublished{35588, abstract = {{We consider the joint design of control and scheduling under stochastic Denial-of-Service (DoS) attacks in the context of networked control systems. A sensor takes measurements of the system output and forwards its dynamic state estimates to a remote controller over a packet-dropping link. The controller determines the optimal control law for the process using the estimates it receives. An attacker aims at degrading the control performance by increasing the packet-dropout rate with a DoS attack towards the sensor-controller channel. We assume both the controller and the attacker are rational in a game-theoretic sense and establish a partially observable stochastic game to derive the optimal joint design of scheduling and control. Using dynamic programming we prove that the control and scheduling policies can be designed separately without sacrificing optimality, making the problem equivalent to a complete information game. We employ Nash Q-learning to solve the problem and prove that the solution is guaranteed to constitute an $\epsilon$-Nash equilibrium. Numerical examples are provided to illustrate the tradeoffs between control performance and communication cost.}}, author = {{Lu, Jingyi and Quevedo, Daniel E.}}, booktitle = {{arXiv:2103.05893}}, title = {{{A Jointly Optimal Design of Control and Scheduling in Networked Systems under Denial-of-Service Attacks}}}, year = {{2021}}, } @article{34818, author = {{Hanusch, Maximilian}}, issn = {{0926-2245}}, journal = {{Differential Geometry and its Applications}}, keywords = {{Geometry and Topology, Analysis}}, publisher = {{Elsevier BV}}, title = {{{Symmetries of analytic curves}}}, doi = {{10.1016/j.difgeo.2020.101687}}, volume = {{74}}, year = {{2021}}, } @article{35519, abstract = {{Die CoViD-19-Pandemie ab Frühjahr 2020 und die pandemiebedingten Kontaktbeschränkungen hatten erhebliche Auswirkungen auf die studienbegleitenden Praxisphasen im Lehramtsstudium. Studierende, die ihr Praxissemester im Sommersemester 2020 absolvierten, waren in der Folge erheblich von Einschränkungen sowohl während der universitären Begleitveranstaltungen als auch in den Praxisschulen betroffen. Durch die überwiegende Umstellung von Präsenzformaten zu digitalem Lehren und Lernen auf Distanz ist die Annahme naheliegend, dass Studierende vermehrt die Möglichkeit hatten, Erfahrungen mit digitalen Lernformaten zu machen. Anhand einer Sekundäranalyse der Befragung einer Kohorte von Praxissemesterstudierenden der Universität Paderborn (N=362) kann allerdings gezeigt werden, dass der erwartete Möglichkeitsraum für eine digitale Professionalisierung keineswegs ausgeschöpft bzw. überhaupt genutzt wurde. Vielmehr zeigte sich, dass angehende Lehrpersonen digitale Medien vor allem dann in den eigenen Unterricht einbetten, wenn diese in der mentoriellen Begleitung thematisiert wurde oder während Hospitationen beobachtet werden konnte. Zudem deuten die Analysen an, dass ungünstige Professionalisierungsbedingungen an den Praxisschulen nur bedingt durch die universitären Anteile der Praxisphasen aufgefangen werden konnten. Für die Gestaltung der universitären Lehrpersonenausbildung ergibt sich daher u. a. die Notwendigkeit einer intensiveren Kooperation zwischen den verschiedenen Akteuren der drei Phasen der Lehrpersonenbildung.}}, author = {{Schwabl, Franziska and Vogelsang, Christoph}}, journal = {{MedienPädagogik - Zeitschrift für Theorie und Praxis der Medienbildung}}, pages = {{253--281}}, title = {{{CoViD-19 als Katalysator für die digitale Professionalisierung angehender Lehrpersonen? Analysen am Beispiel des Praxissemesters}}}, doi = {{10.21240/mpaed/40/2021.11.19.X.}}, volume = {{40}}, year = {{2021}}, } @inproceedings{30225, author = {{Rüther, Moritz Johannes and Schulze, Dietmar and Schmid, Hans-Joachim}}, location = {{digital}}, title = {{{Flowability Measurements of Different SLS Materials at Elevated Temperatures with a Modified Schulze Ring Shear Tester}}}, year = {{2021}}, } @inproceedings{24580, author = {{Rüther, Moritz Johannes}}, title = {{{Adaption of a PGSS-System for the production of SLS-Materials}}}, year = {{2021}}, } @article{35767, author = {{Laubenstein, Désirée and Scheer, D.}}, journal = {{In: Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen, ESE 3, }}, pages = {{142--152}}, title = {{{Praxis-Forschungs-Netzwerke am Beispiel des Projekts „Geschwisterklassen“}}}, year = {{2021}}, } @article{35762, author = {{Laubenstein, Désirée and Scheer, D.}}, journal = {{ In: Sonderpädagogische Förderung heute, 66. Jahrgang, Nr. 2,}}, pages = {{155--170}}, title = {{{Optimierung von Organisationsstrukturen für die emotionale und soziale Entwicklung?}}}, year = {{2021}}, } @misc{32401, author = {{Siemer, Jan Niklas}}, title = {{{Lattice reductions and their applications to cryptographic systems}}}, year = {{2021}}, } @inproceedings{35782, author = {{Zdoupas, Philippos and Laubenstein, Désirée}}, title = {{{Selbstkonzept und Klassenlehrkraftverhalten - Befunde vergleichender Analysen zu Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in der emotionalen und sozialen Entwicklung.}}}, year = {{2021}}, } @article{35798, author = {{Stenzel, Nadja and Müller, Mareike and Drumm, Sandra}}, journal = {{Informationen Deutsch als Fremdsprache 48}}, number = {{2021}}, pages = {{496--515}}, title = {{{Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.}}}, volume = {{48}}, year = {{2021}}, } @misc{32400, author = {{Anonymous, Anonymous}}, title = {{{Performance Analysis of FHE Libraries}}}, year = {{2021}}, } @article{34054, abstract = {{AbstractColloidal nanosphere monolayers—used as a lithography mask for site-controlled material deposition or removal—offer the possibility of cost-effective patterning of large surface areas. In the present study, an automated analysis of scanning electron microscopy (SEM) images is described, which enables the recognition of the individual nanospheres in densely packed monolayers in order to perform a statistical quantification of the sphere size, mask opening size, and sphere-sphere separation distributions. Search algorithms based on Fourier transformation, cross-correlation, multiple-angle intensity profiling, and sphere edge point detection techniques allow for a sphere detection efficiency of at least 99.8%, even in the case of considerable sphere size variations. While the sphere positions and diameters are determined by fitting circles to the spheres edge points, the openings between sphere triples are detected by intensity thresholding. For the analyzed polystyrene sphere monolayers with sphere sizes between 220 and 600 nm and a diameter spread of around 3% coefficients of variation of 6.8–8.1% for the opening size are found. By correlating the mentioned size distributions, it is shown that, in this case, the dominant contribution to the opening size variation stems from nanometer-scale positional variations of the spheres.}}, author = {{Riedl, Thomas and Lindner, Jörg}}, issn = {{1431-9276}}, journal = {{Microscopy and Microanalysis}}, keywords = {{Instrumentation}}, number = {{1}}, pages = {{185--195}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{Automated SEM Image Analysis of the Sphere Diameter, Sphere-Sphere Separation, and Opening Size Distributions of Nanosphere Lithography Masks}}}, doi = {{10.1017/s1431927621013866}}, volume = {{28}}, year = {{2021}}, } @article{29212, author = {{Fang, Dengyang and Zazzi, Andrea and Müller, Juliana and Daniel, Drayß and Füllner, Christoph and Marin-Palomo, Pablo and Mashayekh, Ali Tabatabaei and Das, Arka Dipta and Weizel, Maxim and Gudyriev, Sergiy and Freude, Wolfgang and Randel, Sebastian and Scheytt, J. Christoph and Witzens, Jeremy and Koos, Christian}}, isbn = {{978-1-943580-86-6}}, journal = {{OSA Technical Digest}}, title = {{{Optical Arbitrary Waveform Measurement (OAWM) on the Silicon Photonic Platform}}}, doi = {{10.1109/JLT.2021.3130764}}, year = {{2021}}, } @article{29202, author = {{De, Souvaraj and Singh, Karanveer and Kress, Christian and Das, Ranjan and Schwabe, Tobias and Preußler, Stefan and Kleine-Ostmann, Thomas and Scheytt, J. Christoph and Schneider, Thomas}}, journal = {{IEEE Photonics Technology Letters}}, number = {{21}}, pages = {{1189--1192}}, title = {{{Roll-Off Factor Analysis of Optical Nyquist Pulses Generated by an On-Chip Mach-Zehnder Modulator}}}, doi = {{10.1109/LPT.2021.3112485}}, volume = {{33}}, year = {{2021}}, } @article{29189, author = {{Rogge, Tim and Vogelsang, Christoph and Pollmeier, Pascal}}, issn = {{1431-2859}}, journal = {{Seminar}}, pages = {{91--105}}, title = {{{Wie erleben Lehramtsstudierende unterschiedliche Feedbacksituationen im Praxissemester? – Analysen auf Basis einer Interviewstudie zum Einsatz von Unterrichtsvideografien}}}, volume = {{4}}, year = {{2021}}, } @inbook{35877, author = {{Krämer, Anike}}, booktitle = {{ Trans* und Inter* Studies - Aktuelle Forschungsbeiträge aus dem deutschsprachigen Raum}}, isbn = {{978-3-98634-117-6}}, title = {{{Die Konstruktion der medizinischen Deutungsmacht auf Inter*}}}, year = {{2021}}, } @inbook{35881, author = {{Krämer, Anike and Sabisch, Katja}}, booktitle = {{ Geschlecht: divers. Die "Dritte Option" im Personenstandsgesetz - Perspektiven für die Soziale Arbeit}}, isbn = {{978-3-8376-5341-0}}, pages = {{61--72}}, title = {{{Making Biological Binarity - Geschlechtszuweisende (Genital-)Operationen bei intergeschlechtlichen Kinden}}}, year = {{2021}}, } @inbook{35882, author = {{Krämer, Anike}}, booktitle = {{Gewissheit. Beiträge und Debatten zum 3. Sektionskongress der Wissenssoziologie}}, isbn = {{978-3-7799-6281-6}}, pages = {{565--575}}, title = {{{Die (Un)Gewissheit der Zweigeschlechtlichkeit. Aushandlungen von Eltern intergeschlechtlicher Kinder}}}, year = {{2021}}, } @book{35876, author = {{Krämer, Anike}}, isbn = {{9783658341411}}, issn = {{2626-0379}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Geschlecht als Zäsur. Zum Alltagserleben von Eltern intergeschlechtlicher Kinder}}}, doi = {{10.1007/978-3-658-34142-8}}, year = {{2021}}, } @misc{35886, author = {{Krämer, Anike}}, booktitle = {{Frankfurter Rundschau}}, title = {{{Anderssein akzeptieren}}}, year = {{2021}}, } @inbook{35774, author = {{Albers, Timm and Filipiak, Agnes and Franzen, Katja and Hellmich, Frank}}, booktitle = {{Grenzen. Gänge. Zwischen. Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung}}, editor = {{Schimek, Bernhard and Kremsner, Gertraud and Proyer, Michelle and Grubich, Rainer and Paudel, Florentine and Grubich-Müller, Regina}}, pages = {{207–214}}, publisher = {{Verlag Julius Klinkhardt}}, title = {{{Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive}}}, doi = {{10.35468/5924-22}}, year = {{2021}}, } @article{35887, author = {{Hoya, Fabian Karl and Hellmich, Frank}}, journal = {{Empirische Pädagogik}}, number = {{4}}, title = {{{Kooperation von Lehrkräften im inklusiven Unterricht}}}, volume = {{35}}, year = {{2021}}, } @techreport{35889, abstract = {{Network and service coordination is important to provide modern services consisting of multiple interconnected components, e.g., in 5G, network function virtualization (NFV), or cloud and edge computing. In this paper, I outline my dissertation research, which proposes six approaches to automate such network and service coordination. All approaches dynamically react to the current demand and optimize coordination for high service quality and low costs. The approaches range from centralized to distributed methods and from conventional heuristic algorithms and mixed-integer linear programs to machine learning approaches using supervised and reinforcement learning. I briefly discuss their main ideas and advantages over other state-of-the-art approaches and compare strengths and weaknesses.}}, author = {{Schneider, Stefan Balthasar}}, keywords = {{nfv, coordination, machine learning, reinforcement learning, phd, digest}}, title = {{{Conventional and Machine Learning Approaches for Network and Service Coordination}}}, year = {{2021}}, } @inbook{32059, author = {{Asmacher, Judith and Borowoski, Damaris and Böttger, Lydia and Islinger, Günter and Robers, Christin}}, booktitle = {{Universitäre Weiterbildungen im Handlungsfeld von Deutsch als Zweitsprache}}, editor = {{Asmacher, Judith and Serrand, Catherine and Roll, Heike}}, isbn = {{978-3-8309-4303-7}}, pages = {{113--142}}, publisher = {{Waxmann Verlag}}, title = {{{Zur Wirkung der universitären DaZ-Weiterbildungen an den Standorten Duisburg-Essen, Münster und Paderborn. Auswertung von schriftlichen Reflexionen teilnehmender Lehrkräfte}}}, year = {{2021}}, } @inbook{35899, author = {{Groh, Olga and Böttger, Lydia and Niederhaus, Constanze}}, booktitle = {{Universitäre Weiterbildungen im Handlungsfeld von Deutsch als Zweitsprache}}, editor = {{Asmacher, Judith and Serrand, Catherine and Roll, Heike}}, isbn = {{978-3-8309-4303-7}}, pages = {{171--193}}, publisher = {{Waxmann}}, title = {{{Einflüsse einer Sprachlernerfahrung auf die Professionalisierung angehender DaF/DaZ-Lehrkräfte. Ergebnisse einer Analyse von Portfolioeinträgen und Ableitung eines Modells}}}, year = {{2021}}, } @article{23991, author = {{Kruse, Stephan and Gudyriev, Sergiy and Kneuper, Pascal and Schwabe, Tobias and Kurz, Heiko G. and Scheytt, Christoph}}, journal = {{IEEE Microwave and Wireless Components Letters}}, number = {{6}}, pages = {{783--786}}, title = {{{Silicon Photonic Radar Transmitter IC for mm-Wave Large Aperture MIMO Radar Using Optical Clock Distribution}}}, volume = {{31}}, year = {{2021}}, } @inbook{35720, author = {{Biehler, Rolf}}, booktitle = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}}, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, pages = {{285–290}}, publisher = {{Springer Spektrum}}, title = {{{Mathematikvorkurse als Brücke in das Studium–Einführung}}}, doi = {{10.1007/978-3-662-62854-6_13}}, year = {{2021}}, } @article{23476, author = {{Weizel, Maxim and Scheytt, J. Christoph and Kärtner, Franz X. and Witzens, Jeremy}}, issn = {{1094-4087}}, journal = {{Optics Express}}, title = {{{Optically clocked switched-emitter-follower THA in a photonic SiGe BiCMOS technology}}}, doi = {{10.1364/oe.425710}}, year = {{2021}}, } @inbook{35730, author = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, booktitle = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}}, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, isbn = {{9783662628539}}, issn = {{2197-8751}}, pages = {{1--6}}, publisher = {{Springer Spektrum}}, title = {{{Einführung: Lehrinnovationen in der Hochschulmathematik – praxisrelevant – didaktisch fundiert – forschungsbasiert}}}, doi = {{10.1007/978-3-662-62854-6_1}}, year = {{2021}}, } @article{35737, author = {{Biehler, Rolf and Fleischer, Yannik}}, issn = {{0141-982X}}, journal = {{Teaching Statistics}}, keywords = {{Education, Statistics and Probability}}, pages = {{S133--S142}}, publisher = {{Wiley}}, title = {{{Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks}}}, doi = {{10.1111/test.12279}}, volume = {{43}}, year = {{2021}}, } @book{35734, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, isbn = {{9783662628539}}, issn = {{2197-8751}}, publisher = {{Springer Spektrum}}, title = {{{Lehrinnovationen in der Hochschulmathematik}}}, doi = {{10.1007/978-3-662-62854-6}}, year = {{2021}}, } @inbook{35752, author = {{Frischemeier, Daniel and Podworny, Susanne and Biehler, Rolf}}, booktitle = {{Konzepte und Studien Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematikzur Hochschuldidaktik und Lehrerbildung Mathematik}}, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, isbn = {{9783662628539}}, issn = {{2197-8751}}, pages = {{227--249}}, publisher = {{Springer Spektrum}}, title = {{{Integration fachwissenschaftlicher und fachdidaktischer Komponenten in der Lehramtsausbildung Mathematik Grundschule am Beispiel einer Veranstaltung zur Leitidee „Daten, Häufigkeit und Wahrscheinlichkeit“}}}, doi = {{10.1007/978-3-662-62854-6_11}}, year = {{2021}}, } @inbook{35746, author = {{Fleischmann, Yael and Biehler, Rolf and Gold, Alexander and Mai, Tobias}}, booktitle = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}}, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, isbn = {{9783662628539}}, issn = {{2197-8751}}, pages = {{321--363}}, publisher = {{Springer Spektrum}}, title = {{{Integration digitaler Lernmaterialien in die Präsenzlehre am Beispiel des Mathematikvorkurses für Ingenieure an der Universität Paderborn}}}, doi = {{10.1007/978-3-662-62854-6_15}}, year = {{2021}}, } @article{35751, author = {{Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}}, issn = {{0141-982X}}, journal = {{Teaching Statistics}}, keywords = {{Education, Statistics and Probability}}, number = {{S1}}, pages = {{S182--S189}}, publisher = {{Wiley}}, title = {{{A first introduction to data science education in secondary schools: Teaching and learning about data exploration withCODAPusing survey data}}}, doi = {{10.1111/test.12283}}, volume = {{43}}, year = {{2021}}, } @article{35744, author = {{Biehler, Rolf and Weigand, Hans-Georg}}, journal = {{mathematik lehren}}, number = {{228}}, pages = {{2–5}}, publisher = {{Friedrich Verlag}}, title = {{{3D-Geometrie–virtuell und real}}}, volume = {{2021}}, year = {{2021}}, } @inbook{35757, author = {{Hochmuth, Reinhard and Biehler, Rolf and Blum, Werner and Achmetli, Kay and Rode, Jana and Krawitz, Janina and Schukajlow, Stanislaw and Bender, Peter and Haase, Jürgen}}, booktitle = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}}, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, isbn = {{9783662628539}}, issn = {{2197-8751}}, pages = {{611--644}}, publisher = {{Springer Spektrum}}, title = {{{Fachwissen zur Arithmetik bei Grundschullehramtsstudierenden – Entwicklung im ersten Semester und Veränderungen durch eine Lehrinnovation}}}, doi = {{10.1007/978-3-662-62854-6_24}}, year = {{2021}}, } @inbook{35755, author = {{Gold, Alexander and Fleischmann, Yael and Mai, Tobias and Biehler, Rolf and Kempen, Leander}}, booktitle = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}}, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, isbn = {{9783662628539}}, issn = {{2197-8751}}, pages = {{365--397}}, publisher = {{Springer Spektrum}}, title = {{{Die Online-Lernmaterialien im Online-Mathematikvorkurs studiVEMINT: Konzeption und Ergebnisse von Nutzer- und Evaluationsstudien}}}, doi = {{10.1007/978-3-662-62854-6_16}}, year = {{2021}}, } @inbook{35776, author = {{Kempen, Leander and Biehler, Rolf}}, booktitle = {{Lehrinnovationen in der Hochschulmathematik . Konzepte und Studien zur Hochschuldidaktik und Lehrerbildung Mathematik}}, editor = {{Biehler, Rolf and Eichler, Andreas and Hochmuth, Reinhard and Rach, Stefanie and Schaper, Niclas}}, isbn = {{9783662628539}}, issn = {{2197-8751}}, pages = {{477--525}}, publisher = {{Springer Spektrum}}, title = {{{Design-Based Research in der Hochschullehre am Beispiel der Lehrveranstaltung „Einführung in die Kultur der Mathematik“}}}, doi = {{10.1007/978-3-662-62854-6_20}}, year = {{2021}}, } @article{35761, author = {{Höper, Lukas and Malin, Leah and Biehler, Rolf}}, journal = {{mathematik lehren}}, number = {{228}}, pages = {{19–22}}, publisher = {{Friedrich Verlag}}, title = {{{Schatten von 3D-Objekten: Modellierung mit GeoGebra 3D und Anwendungen in der Computergrafik}}}, volume = {{2021}}, year = {{2021}}, } @article{35763, author = {{Hüsing, Sven and Weiser, Niklas and Biehler, Rolf}}, journal = {{mathematik lehren}}, number = {{228}}, pages = {{23–27}}, publisher = {{Friedrich Verlag}}, title = {{{Faszination 3D-Film: Entwicklung einer 3D-Konstruktion}}}, volume = {{2021}}, year = {{2021}}, } @article{35778, abstract = {{AbstractThe aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.}}, author = {{Pepin, Birgit and Biehler, Rolf and Gueudet, Ghislaine}}, issn = {{2198-9745}}, journal = {{International Journal of Research in Undergraduate Mathematics Education}}, keywords = {{Education, Mathematics (miscellaneous)}}, number = {{2}}, pages = {{163--188}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices}}}, doi = {{10.1007/s40753-021-00139-8}}, volume = {{7}}, year = {{2021}}, } @article{35781, author = {{Podworny, Susanne and Biehler, Rolf}}, issn = {{1098-6065}}, journal = {{Mathematical Thinking and Learning}}, keywords = {{Developmental and Educational Psychology, Education, General Mathematics}}, number = {{4}}, pages = {{291--311}}, publisher = {{Informa UK Limited}}, title = {{{The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}}}, doi = {{10.1080/10986065.2021.1922837}}, volume = {{24}}, year = {{2021}}, } @inbook{35704, author = {{Winsløw, Carl and Biehler, Rolf and Jaworski, Barbara and Rønning, Frode and Wawro, Megan}}, booktitle = {{Research and Development in University Mathematics Education}}, editor = {{Durand-Guerrier, V. and Hochmuth, R. and Nardi, E. and Winsløw, C.}}, isbn = {{9780429346859}}, pages = {{59--79}}, publisher = {{Routledge}}, title = {{{Education and professional development of university mathematics teachers}}}, doi = {{10.4324/9780429346859-6}}, year = {{2021}}, } @misc{36006, author = {{Hartmann, Alexandra}}, booktitle = {{Kritikon Litterarum}}, issn = {{1865-7249}}, keywords = {{Materials Chemistry, Economics and Econometrics, Media Technology, Forestry}}, number = {{3-4}}, pages = {{404--410}}, publisher = {{Walter de Gruyter GmbH}}, title = {{{Ashe, Bertram D.; Saal, Ilka (eds.). Slavery and the Post-Black Imagination. Seattle: Washington University Press, 2020. 248 pp.}}}, doi = {{10.1515/kl-2021-0046}}, volume = {{48}}, year = {{2021}}, } @inbook{36032, author = {{Hartmann, Alexandra}}, booktitle = {{Race, Religion, and Black Lives Matter}}, editor = {{Cameron, Christopher and Sinitiere, Phillip Luke}}, isbn = {{0826502067}}, pages = {{246--275}}, publisher = {{Vanderbilt Unviersity Press}}, title = {{{The Sounds of Hope: Black Humanism, Deep Democracy, and Black Lives Matter}}}, year = {{2021}}, } @inproceedings{35777, author = {{Zdoupas, Philippos and Laubenstein, Désirée}}, location = {{Geneva}}, title = {{{Perceptions of Inclusion of Students with Behavioral, Emotional and Social Difficulties (BESD) - online.}}}, year = {{2021}}, }