[{"doi":"10.21240/mpaed/jb20/2023.09.23.x","user_id":"25394","page":"619-647","publisher":"Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE","_id":"53556","language":[{"iso":"eng"}],"date_updated":"2024-04-17T17:53:39Z","publication_status":"published","title":"‹Ich sehe was, was du nicht siehst…› Zu den Potenzialen von Sketchnoting im Kontext Inklusiver Medienbildung ","year":"2023","status":"public","author":[{"id":"25394","first_name":"Marie-Ann","last_name":"Kückmann","full_name":"Kückmann, Marie-Ann"}],"publication_identifier":{"issn":["1424-3636"]},"keyword":["General Medicine"],"type":"journal_article","date_created":"2024-04-17T17:33:36Z","abstract":[{"text":"<jats:p>Wiederholt wird im Inklusionszusammenhang auf die Bedeutung von Medien verwiesen. Inklusion und Mediatisierung werden dabei als relevante, grundlegende gesellschaftliche Transformationen zunehmend zusammen gedacht. So wird im Kontext des Diskurses um inklusive Medienbildung immer wieder darauf hingewiesen, dass Medien eben Möglichkeiten zur Teilhabe und Interaktion bedingen und darüber entsprechend Kultur d. h. zugrundeliegende Inhalte, Werte usw. (mit) herstellen. Ausgehend von diesen Grundgedanken soll vorliegend neben Inklusion und Mediatisierung auch eine zunehmende Visualisierung als untrennbar miteinander verbundene Prozesse vor dem Hintergrund transformatorischer Bildung in den Blick genommen werden. So ist nicht zuletzt im Zuge digitaler Transformation festzustellen, dass visuelle Ausdrucksformen resp. neuere Kommunikationsmedien wie bspw. «Sketchnotes» vermehrt Eingang in unterschiedliche Lebensbereiche finden. So erfreuen sich etwa Ansätze wie «Graphic Recording» sowie «Visual Facilitation» sowohl im betrieblichen Kontext als auch im (Weiter-)Bildungsbereich zunehmender Beliebtheit. Dabei sind im Besonderen Fragen danach, was das Prinzip Sketchnoting als spezifische mediale Artikulation überhaupt ausmacht und inwiefern dieses hierauf aufbauend einen Beitrag zur inklusiven Medienbildung leisten kann, jedoch weitgehend ungeklärt. Der vorliegende Artikel widmet sich diesen und ähnlichen Fragestellungen aus theoretischer Perspektive, kennzeichnet Sketchnoting als grundlegenden dynamisch-dialektischen Prozess (also bspw. als Wechselspiel von Simultaneität und Sukzession, von Emotionsförderung und Versachlichung sowie von Abstrahierung und Konkretisierung), leitet aufbauend neuartige mediale Ausdrucks-, Interaktions- resp. Verständigungsmöglichkeiten ab und soll so auch einen Ausgangspunkt für weitere Diskussionen sowie für die empirische Forschung eröffnen.</jats:p>","lang":"ger"}],"publication":"MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung","citation":{"mla":"Kückmann, Marie-Ann. “‹Ich Sehe Was, Was Du Nicht Siehst…› Zu Den Potenzialen von Sketchnoting Im Kontext Inklusiver Medienbildung .” <i>MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung</i>, Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE, 2023, pp. 619–47, doi:<a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">10.21240/mpaed/jb20/2023.09.23.x</a>.","bibtex":"@article{Kückmann_2023, title={‹Ich sehe was, was du nicht siehst…› Zu den Potenzialen von Sketchnoting im Kontext Inklusiver Medienbildung }, DOI={<a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">10.21240/mpaed/jb20/2023.09.23.x</a>}, journal={MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, publisher={Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE}, author={Kückmann, Marie-Ann}, year={2023}, pages={619–647} }","ama":"Kückmann M-A. ‹Ich sehe was, was du nicht siehst…› Zu den Potenzialen von Sketchnoting im Kontext Inklusiver Medienbildung . <i>MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung</i>. Published online 2023:619-647. doi:<a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">10.21240/mpaed/jb20/2023.09.23.x</a>","ieee":"M.-A. Kückmann, “‹Ich sehe was, was du nicht siehst…› Zu den Potenzialen von Sketchnoting im Kontext Inklusiver Medienbildung ,” <i>MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung</i>, pp. 619–647, 2023, doi: <a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">10.21240/mpaed/jb20/2023.09.23.x</a>.","apa":"Kückmann, M.-A. (2023). ‹Ich sehe was, was du nicht siehst…› Zu den Potenzialen von Sketchnoting im Kontext Inklusiver Medienbildung . <i>MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung</i>, 619–647. <a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">https://doi.org/10.21240/mpaed/jb20/2023.09.23.x</a>","chicago":"Kückmann, Marie-Ann. “‹Ich Sehe Was, Was Du Nicht Siehst…› Zu Den Potenzialen von Sketchnoting Im Kontext Inklusiver Medienbildung .” <i>MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung</i>, 2023, 619–47. <a href=\"https://doi.org/10.21240/mpaed/jb20/2023.09.23.x\">https://doi.org/10.21240/mpaed/jb20/2023.09.23.x</a>.","short":"M.-A. Kückmann, MedienPädagogik: Zeitschrift Für Theorie Und Praxis Der Medienbildung (2023) 619–647."}},{"department":[{"_id":"543"}],"type":"book_chapter","date_created":"2024-04-17T20:33:45Z","citation":{"mla":"Schwerin, Imke. “Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2.” <i>Mathematikdidaktik Grundschule</i>, University of Bamberg Press, 2023.","ama":"Schwerin I. Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2. In: <i>Mathematikdidaktik Grundschule</i>. University of Bamberg Press; 2023.","bibtex":"@inbook{Schwerin_2023, title={Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2}, booktitle={Mathematikdidaktik Grundschule}, publisher={University of Bamberg Press}, author={Schwerin, Imke}, year={2023} }","apa":"Schwerin, I. (2023). Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2. In <i>Mathematikdidaktik Grundschule</i>. Herbsttagung des Arbeitskreises Grundschule der Gesellschaft für Didaktik der Mathematik (GDM), Bremen. University of Bamberg Press.","ieee":"I. Schwerin, “Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2,” in <i>Mathematikdidaktik Grundschule</i>, University of Bamberg Press, 2023.","chicago":"Schwerin, Imke. “Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2.” In <i>Mathematikdidaktik Grundschule</i>. University of Bamberg Press, 2023.","short":"I. Schwerin, in: Mathematikdidaktik Grundschule, University of Bamberg Press, 2023."},"publication":"Mathematikdidaktik Grundschule","user_id":"44184","publisher":"University of Bamberg Press","_id":"53565","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2024-04-17T20:34:14Z","author":[{"id":"48912","full_name":"Schwerin, Imke","last_name":"Schwerin","first_name":"Imke"}],"conference":{"location":"Bremen","name":"Herbsttagung des Arbeitskreises Grundschule der Gesellschaft für Didaktik der Mathematik (GDM)"},"status":"public","title":"Verdoppeln und Halbieren im Zahlenraum bis 100 - Erkenntnisse einer Interviewstudie in Klasse 2","year":"2023"},{"publication":"Beiträge zum Mathematikunterricht 2022. 56. 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Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main, WTM-Verlag, Münster, 2023, pp. 1125–1128.","chicago":"Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Mathematik – Lesen – Lernen: Ein Vorlesungskonzept Zur Förderung Mathematischer Lesekompetenz.” In <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>, 1125–1128. Münster: WTM-Verlag, 2023. <a href=\"https://doi.org/10.17877/DE290R-23392\">https://doi.org/10.17877/DE290R-23392</a>.","mla":"Rezat, Sebastian, et al. “Mathematik – Lesen – Lernen: Ein Vorlesungskonzept Zur Förderung Mathematischer Lesekompetenz.” <i>Beiträge Zum Mathematikunterricht 2022. 56. 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Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>. WTM-Verlag; 2023:1125–1128. doi:<a href=\"https://doi.org/10.17877/DE290R-23392\">10.17877/DE290R-23392</a>"},"file_date_updated":"2024-04-12T07:03:22Z","place":"Münster","has_accepted_license":"1","status":"public","user_id":"31132","ddc":["370","510"],"publisher":"WTM-Verlag","_id":"53439","page":"1125–1128"},{"department":[{"_id":"360"}],"type":"conference","date_created":"2024-04-12T07:12:31Z","file":[{"date_created":"2024-04-12T07:14:31Z","creator":"srezat","success":1,"content_type":"application/pdf","file_id":"53442","date_updated":"2024-04-12T07:14:31Z","relation":"main_file","access_level":"closed","file_size":29743,"file_name":"BzMU22_993-2.pdf"}],"publication":"Beiträge zum Mathematikunterricht 2022. 56. 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Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>. Münster: WTM-Verlag, 2023. <a href=\"https://doi.org/10.17877/DE290R-23380\">https://doi.org/10.17877/DE290R-23380</a>.","short":"S.N. Malik, S. Rezat, in: Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main, WTM-Verlag, Münster, 2023.","apa":"Malik, S. N., &#38; Rezat, S. (2023). Herausforderungen anwendungsbezogener Aufgaben - eine curriculare Perspektive auf den Forschungsstand. <i>Beiträge Zum Mathematikunterricht 2022. 56. Jahrestagung Der Gesellschaft Für Didaktik Der Mathematik  Vom 29.08.2022 Bis 02.09.2022 in Frankfurt Am Main</i>. <a href=\"https://doi.org/10.17877/DE290R-23380\">https://doi.org/10.17877/DE290R-23380</a>","ieee":"S. N. Malik and S. 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The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers."}],"publication":"ZDM – Mathematics Education","user_id":"37888","ddc":["510","370"],"publisher":"Springer","_id":"45786","has_accepted_license":"1","status":"public","oa":"1","quality_controlled":"1","file_date_updated":"2023-07-13T09:40:02Z","citation":{"mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, Springer, 2023, doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. Published online 2023. doi:<a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” <i>ZDM – Mathematics Education</i>, 2023, doi: <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">10.1007/s11858-023-01505-3</a>.","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. <i>ZDM – Mathematics Education</i>. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” <i>ZDM – Mathematics Education</i>, 2023. <a href=\"https://doi.org/10.1007/s11858-023-01505-3\">https://doi.org/10.1007/s11858-023-01505-3</a>.","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023)."}},{"page":"561-595","language":[{"iso":"ger"}],"_id":"48319","publisher":"Springer Berlin Heidelberg","user_id":"37888","doi":"10.1007/978-3-662-66604-3_18","title":"Sprache und Mathematiklernen","status":"public","year":"2023","publication_identifier":{"isbn":["9783662666036","9783662666043"]},"author":[{"first_name":"Dominik","last_name":"Leiss","full_name":"Leiss, Dominik"},{"full_name":"Gerlach, Kerstin","last_name":"Gerlach","first_name":"Kerstin"},{"full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel","id":"85190"},{"full_name":"Schmidt-Thieme, Barbara","last_name":"Schmidt-Thieme","first_name":"Barbara"}],"publication_status":"published","date_updated":"2024-04-18T09:04:54Z","date_created":"2023-10-19T09:12:45Z","place":"Berlin, Heidelberg","type":"book_chapter","department":[{"_id":"643"}],"publication":"Handbuch der Mathematikdidaktik","citation":{"apa":"Leiss, D., Gerlach, K., Wessel, L., &#38; Schmidt-Thieme, B. 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Framing Goals of Mathematics Support Measures. In: <i>Practice-Oriented Research in Tertiary Mathematics Education</i>. Springer International Publishing; 2023:91-117. doi:<a href=\"https://doi.org/10.1007/978-3-031-14175-1_5\">10.1007/978-3-031-14175-1_5</a>","bibtex":"@inbook{Liebendörfer_Büdenbender-Kuklinski_Lankeit_Schürmann_Biehler_Schaper_2023, place={Cham}, title={Framing Goals of Mathematics Support Measures}, DOI={<a href=\"https://doi.org/10.1007/978-3-031-14175-1_5\">10.1007/978-3-031-14175-1_5</a>}, booktitle={Practice-Oriented Research in Tertiary Mathematics Education}, publisher={Springer International Publishing}, author={Liebendörfer, Michael and Büdenbender-Kuklinski, Christiane and Lankeit, Elisa and Schürmann, Mirko and Biehler, Rolf and Schaper, Niclas}, year={2023}, pages={91–117} }","apa":"Liebendörfer, M., Büdenbender-Kuklinski, C., Lankeit, E., Schürmann, M., Biehler, R., &#38; Schaper, N. (2023). Framing Goals of Mathematics Support Measures. In <i>Practice-Oriented Research in Tertiary Mathematics Education</i> (pp. 91–117). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-031-14175-1_5\">https://doi.org/10.1007/978-3-031-14175-1_5</a>","ieee":"M. Liebendörfer, C. Büdenbender-Kuklinski, E. Lankeit, M. Schürmann, R. Biehler, and N. Schaper, “Framing Goals of Mathematics Support Measures,” in <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, Cham: Springer International Publishing, 2023, pp. 91–117.","short":"M. Liebendörfer, C. Büdenbender-Kuklinski, E. Lankeit, M. Schürmann, R. Biehler, N. Schaper, in: Practice-Oriented Research in Tertiary Mathematics Education, Springer International Publishing, Cham, 2023, pp. 91–117.","chicago":"Liebendörfer, Michael, Christiane Büdenbender-Kuklinski, Elisa Lankeit, Mirko Schürmann, Rolf Biehler, and Niclas Schaper. “Framing Goals of Mathematics Support Measures.” In <i>Practice-Oriented Research in Tertiary Mathematics Education</i>, 91–117. Cham: Springer International Publishing, 2023. <a href=\"https://doi.org/10.1007/978-3-031-14175-1_5\">https://doi.org/10.1007/978-3-031-14175-1_5</a>."},"publication":"Practice-Oriented Research in Tertiary Mathematics Education","doi":"10.1007/978-3-031-14175-1_5","user_id":"37888","_id":"35681","publisher":"Springer International Publishing","language":[{"iso":"eng"}],"page":"91-117","date_updated":"2024-04-18T10:10:22Z","publication_status":"published","publication_identifier":{"isbn":["9783031141744","9783031141751"],"issn":["1869-4918","1869-4926"]},"author":[{"orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael","id":"30933"},{"last_name":"Büdenbender-Kuklinski","first_name":"Christiane","full_name":"Büdenbender-Kuklinski, Christiane"},{"first_name":"Elisa","last_name":"Lankeit","full_name":"Lankeit, Elisa"},{"id":"59707","last_name":"Schürmann","orcid":"0000-0003-2646-085X","first_name":"Mirko","full_name":"Schürmann, Mirko"},{"last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274"},{"last_name":"Schaper","first_name":"Niclas","full_name":"Schaper, Niclas"}],"title":"Framing Goals of Mathematics Support Measures","status":"public","year":"2023"}]