[{"citation":{"mla":"Hartwich, Katharina, et al., editors. <i>Bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen Gerecht. Zukunftsszenarien von Arbeit, Bildung Und Beruf</i>. Berufs- und Wirtschaftspädagogik – online. , 2026.","bibtex":"@book{Hartwich_Heisler_Lippegaus_Schmökel_Schwede_Sommer_2026, title={bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen gerecht. Zukunftsszenarien von Arbeit, Bildung und Beruf}, publisher={Berufs- und Wirtschaftspädagogik – online. }, year={2026} }","ama":"Hartwich K, Heisler D, Lippegaus P, Schmökel MJ, Schwede J, Sommer C, eds. <i>Bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen Gerecht. Zukunftsszenarien von Arbeit, Bildung Und Beruf</i>. Berufs- und Wirtschaftspädagogik – online. ; 2026.","ieee":"K. Hartwich, D. Heisler, P. Lippegaus, M. J. Schmökel, J. Schwede, and C. Sommer, Eds., <i>bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen gerecht. Zukunftsszenarien von Arbeit, Bildung und Beruf</i>. Berufs- und Wirtschaftspädagogik – online. , 2026.","apa":"Hartwich, K., Heisler, D., Lippegaus, P., Schmökel, M. J., Schwede, J., &#38; Sommer, C. (Eds.). (2026). <i>bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen gerecht. Zukunftsszenarien von Arbeit, Bildung und Beruf</i>. Berufs- und Wirtschaftspädagogik – online. .","chicago":"Hartwich, Katharina, Dietmar Heisler, Petra Lippegaus, Michelle Jaquelina Schmökel, Jana Schwede, and Christian Sommer, eds. <i>Bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen Gerecht. Zukunftsszenarien von Arbeit, Bildung Und Beruf</i>. Berufs- und Wirtschaftspädagogik – online. , 2026.","short":"K. Hartwich, D. Heisler, P. Lippegaus, M.J. Schmökel, J. Schwede, C. Sommer, eds., Bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen Gerecht. Zukunftsszenarien von Arbeit, Bildung Und Beruf, Berufs- und Wirtschaftspädagogik – online. , 2026."},"type":"book_editor","date_created":"2026-07-28T10:04:30Z","date_updated":"2026-07-28T12:45:29Z","year":"2026","status":"public","title":"bwp@ Spezial HT2025: Nachhaltig – Digital – Chancen gerecht. Zukunftsszenarien von Arbeit, Bildung und Beruf","editor":[{"first_name":"Katharina","last_name":"Hartwich","full_name":"Hartwich, Katharina"},{"id":"60285","last_name":"Heisler","first_name":"Dietmar","full_name":"Heisler, Dietmar"},{"last_name":"Lippegaus","first_name":"Petra","full_name":"Lippegaus, Petra"},{"id":"68230","last_name":"Schmökel","first_name":"Michelle Jaquelina","full_name":"Schmökel, Michelle Jaquelina"},{"full_name":"Schwede, Jana","last_name":"Schwede","first_name":"Jana"},{"full_name":"Sommer, Christian","first_name":"Christian","last_name":"Sommer"}],"user_id":"60067","_id":"66607","language":[{"iso":"eng"}],"publisher":"Berufs- und Wirtschaftspädagogik – online. "},{"has_accepted_license":"1","status":"public","ddc":["370"],"user_id":"94416","publisher":"OAPublishing Collective","_id":"65613","page":"181-205","quality_controlled":"1","citation":{"ieee":"R. Schmidt, H. Drath, and I. Steinhardt, “Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien,” <i>MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung</i>, pp. 181–205, 2026, doi: <a href=\"https://doi.org/10.21240/mpaed/00/2026.05.12.x\">10.21240/mpaed/00/2026.05.12.x</a>.","apa":"Schmidt, R., Drath, H., &#38; Steinhardt, I. (2026). Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien. <i>MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung</i>, 181–205. <a href=\"https://doi.org/10.21240/mpaed/00/2026.05.12.x\">https://doi.org/10.21240/mpaed/00/2026.05.12.x</a>","chicago":"Schmidt, Rebecca, Hannah Drath, and Isabel Steinhardt. “Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien.” <i>MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung</i>, 2026, 181–205. <a href=\"https://doi.org/10.21240/mpaed/00/2026.05.12.x\">https://doi.org/10.21240/mpaed/00/2026.05.12.x</a>.","short":"R. Schmidt, H. Drath, I. Steinhardt, MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung (2026) 181–205.","mla":"Schmidt, Rebecca, et al. “Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien.” <i>MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung</i>, OAPublishing Collective, 2026, pp. 181–205, doi:<a href=\"https://doi.org/10.21240/mpaed/00/2026.05.12.x\">10.21240/mpaed/00/2026.05.12.x</a>.","bibtex":"@article{Schmidt_Drath_Steinhardt_2026, title={Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien}, DOI={<a href=\"https://doi.org/10.21240/mpaed/00/2026.05.12.x\">10.21240/mpaed/00/2026.05.12.x</a>}, journal={MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}, publisher={OAPublishing Collective}, author={Schmidt, Rebecca and Drath, Hannah and Steinhardt, Isabel}, year={2026}, pages={181–205} }","ama":"Schmidt R, Drath H, Steinhardt I. Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien. <i>MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung</i>. Published online 2026:181-205. doi:<a href=\"https://doi.org/10.21240/mpaed/00/2026.05.12.x\">10.21240/mpaed/00/2026.05.12.x</a>"},"file_date_updated":"2026-05-13T07:22:52Z","oa":"1","external_id":{"unknown":["https://www.medienpaed.com/article/view/2066/1619"]},"date_updated":"2026-08-03T07:09:16Z","publication_status":"published","publication_identifier":{"issn":["1424-3636"]},"author":[{"id":"94416","orcid":"https://orcid.org/0000-0002-2516-359X","last_name":"Schmidt","first_name":"Rebecca","full_name":"Schmidt, Rebecca"},{"full_name":"Drath, Hannah","first_name":"Hannah","last_name":"Drath"},{"id":"90339","first_name":"Isabel","last_name":"Steinhardt","orcid":"https://orcid.org/0000-0002-2590-6189","full_name":"Steinhardt, Isabel"}],"title":"Stereotype Darstellungen im Bild. Analyse von Bildmaterial digital verfügbarer Unterrichtsmaterialien","year":"2026","doi":"10.21240/mpaed/00/2026.05.12.x","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.medienpaed.com/article/view/2066/1619"}],"abstract":[{"text":"<jats:p>Lehrer:innen nutzen und veröffentlichen Unterrichtsmaterial auf verschiedenen Plattformen. Da diese Materialien, anders als Schulbücher, kein Qualitätssicherungsverfahren durchlaufen, wird aktuell die Frage nach der Verantwortung für die Qualitätssicherung dieses Materials diskutiert. Abbildungen von Menschen im Unterrichtsmaterial transportieren soziokulturelle und pädagogische Inhalte, die eine kritische Prüfung erfordern. Dieser Beitrag adressiert die Frage, welche Differenzkonstruktionen und Stereotypisierungen im Bildmaterial von digital verfügbarem Unterrichtsmaterial vorhanden sind. Verwendet wurde ein Materialkorpus drei verschiedener Plattformen mit Unterrichtsmaterialien der Sekundarstufe 1 (5. – 10. Klasse) mit 329 Bildern von Menschen (Zeichnungen und Fotografien). Dieser wurde analysiert in Bezug auf die deskriptive Häufigkeit der Darstellung bestimmter Personengruppen sowie qualitativ und intersektional mit der hermeneutischen Sequenzanalyse. Zentrale Ergebnisse sind, dass vor allem Personen dargestellt werden, die in maximal einer Dimension von der weissen, heterosexuellen, nicht behinderten Norm abweichen. Darstellungen von sichtbaren Behinderungen und People of Color (BIPoC) kommen kaum vor. Diversität wird vereinzelt in Gruppenbildern dargestellt, jedoch nicht in Familienbildern. Othering und negative emotionale Konnotationen sind in den Darstellungen erkennbar, wenn z. B. Schwarzsein als Abweichung von der Norm verstanden wird, Körperproportionen verzerrt oder Sportler:innen als unsicher dargestellt werden. Die Analyse von digital bereitgestelltem Unterrichtsmaterial macht deutlich, dass ähnliche Problematiken zu beobachten sind, wie sie durch die Schulbuchforschung für Schulbücher beschrieben werden.</jats:p>","lang":"eng"}],"publication":"MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung","department":[{"_id":"121"},{"_id":"477"}],"type":"journal_article","date_created":"2026-05-13T07:20:59Z","file":[{"date_created":"2026-05-13T07:22:52Z","creator":"schmidt6","file_id":"65614","success":1,"content_type":"application/pdf","file_name":"2066_Schmidt+et+al_final.pdf","access_level":"closed","file_size":1205719,"relation":"main_file","date_updated":"2026-05-13T07:22:52Z"}]},{"publication_status":"published","date_updated":"2026-08-03T06:45:01Z","article_type":"original","title":"Spatially Uniform and Defect‐Tolerant Plasmonic Responses in 3D Printed Gold Nanoparticle Assemblies","year":"2026","author":[{"id":"103814","full_name":"Devaraj, Vasanthan","last_name":"Devaraj","first_name":"Vasanthan"},{"full_name":"Kwak, Sunghyun","last_name":"Kwak","first_name":"Sunghyun"},{"last_name":"Kim","first_name":"Hyeongjip","full_name":"Kim, Hyeongjip"},{"full_name":"Sung, Sang‐Keun","first_name":"Sang‐Keun","last_name":"Sung"},{"first_name":"Jong‐Min","last_name":"Lee","full_name":"Lee, Jong‐Min"},{"first_name":"Thomas","last_name":"Zentgraf","orcid":"0000-0002-8662-1101","full_name":"Zentgraf, Thomas","id":"30525"},{"first_name":"Won‐Geun","last_name":"Kim","full_name":"Kim, Won‐Geun"}],"publication_identifier":{"issn":["1863-8880","1863-8899"]},"doi":"10.1002/lpor.71686","article_number":"e71686","main_file_link":[{"url":"https://onlinelibrary.wiley.com/doi/10.1002/lpor.71686","open_access":"1"}],"language":[{"iso":"eng"}],"abstract":[{"text":"Three‐dimensional (3D) assemblies of gold nanoparticles (AuNPs) offer a rich platform for plasmonic coupling and near‐field engineering, yet their optical behavior is often complex due to structural disorder and fabrication‐induced variability. Here, we present a systematic optical investigation of large‐scale 3D AuNP assemblies fabricated via meniscus‐guided assembly, focusing on the reproducibility, spatial uniformity, and mode evolution of their plasmonic responses. Spatially‐resolved dark‐field scattering measurements reveal that high‐aspect‐ratio AuNP pillars exhibit uniform scattering spectra along their height and across different pillars, despite variations in geometry and structure. Electromagnetic simulations suggest that this robustness arises from a collective many‐particle plasmonic response that remains optically active despite structural perturbations. The corresponding near‐field and surface‐charge distributions remain spatially distributed under representative structural perturbations, consistent with volumetric averaging across the three‐dimensional assembly. Building on this robust platform, we introduce compositional modulation through a core–satellite architecture by incorporating smaller AuNPs. This yields a composition‐dependent spectral redistribution, including the emergence of an additional long‐wavelength spectral feature in the core–satellite assemblies. Wavelength‐dependent surface‐enhanced Raman scattering measurements reveal contrasting responses under 633 and 785 nm excitation, reflecting redistribution of local plasmonic coupling pathways. These results provide process‐enabled guidelines for using meniscus‐guided 3D‐nanoprinting to realize robust nanoparticle assemblies.","lang":"eng"}],"publication":"Laser &amp; Photonics Reviews","type":"journal_article","department":[{"_id":"15"},{"_id":"230"},{"_id":"289"},{"_id":"623"}],"date_created":"2026-08-03T06:43:03Z","status":"public","user_id":"30525","_id":"66632","publisher":"Wiley","quality_controlled":"1","citation":{"chicago":"Devaraj, Vasanthan, Sunghyun Kwak, Hyeongjip Kim, Sang‐Keun Sung, Jong‐Min Lee, Thomas Zentgraf, and Won‐Geun Kim. “Spatially Uniform and Defect‐Tolerant Plasmonic Responses in 3D Printed Gold Nanoparticle Assemblies.” <i>Laser &#38;amp; Photonics Reviews</i>, 2026. <a href=\"https://doi.org/10.1002/lpor.71686\">https://doi.org/10.1002/lpor.71686</a>.","short":"V. Devaraj, S. Kwak, H. Kim, S. Sung, J. Lee, T. Zentgraf, W. Kim, Laser &#38;amp; Photonics Reviews (2026).","ieee":"V. Devaraj <i>et al.</i>, “Spatially Uniform and Defect‐Tolerant Plasmonic Responses in 3D Printed Gold Nanoparticle Assemblies,” <i>Laser &#38;amp; Photonics Reviews</i>, Art. no. e71686, 2026, doi: <a href=\"https://doi.org/10.1002/lpor.71686\">10.1002/lpor.71686</a>.","apa":"Devaraj, V., Kwak, S., Kim, H., Sung, S., Lee, J., Zentgraf, T., &#38; Kim, W. (2026). Spatially Uniform and Defect‐Tolerant Plasmonic Responses in 3D Printed Gold Nanoparticle Assemblies. <i>Laser &#38;amp; Photonics Reviews</i>, Article e71686. <a href=\"https://doi.org/10.1002/lpor.71686\">https://doi.org/10.1002/lpor.71686</a>","bibtex":"@article{Devaraj_Kwak_Kim_Sung_Lee_Zentgraf_Kim_2026, title={Spatially Uniform and Defect‐Tolerant Plasmonic Responses in 3D Printed Gold Nanoparticle Assemblies}, DOI={<a href=\"https://doi.org/10.1002/lpor.71686\">10.1002/lpor.71686</a>}, number={e71686}, journal={Laser &#38;amp; Photonics Reviews}, publisher={Wiley}, author={Devaraj, Vasanthan and Kwak, Sunghyun and Kim, Hyeongjip and Sung, Sang‐Keun and Lee, Jong‐Min and Zentgraf, Thomas and Kim, Won‐Geun}, year={2026} }","ama":"Devaraj V, Kwak S, Kim H, et al. Spatially Uniform and Defect‐Tolerant Plasmonic Responses in 3D Printed Gold Nanoparticle Assemblies. <i>Laser &#38;amp; Photonics Reviews</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1002/lpor.71686\">10.1002/lpor.71686</a>","mla":"Devaraj, Vasanthan, et al. “Spatially Uniform and Defect‐Tolerant Plasmonic Responses in 3D Printed Gold Nanoparticle Assemblies.” <i>Laser &#38;amp; Photonics Reviews</i>, e71686, Wiley, 2026, doi:<a href=\"https://doi.org/10.1002/lpor.71686\">10.1002/lpor.71686</a>."},"oa":"1"},{"date_created":"2026-08-03T10:46:58Z","type":"journal_article","department":[{"_id":"679"}],"publication":"Proceedings on Privacy Enhancing Technologies","issue":"4","abstract":[{"lang":"eng","text":"Smart cities promise safer streets, smoother traffic, and more efficient services, enabled by dense networks of urban sensors. Yet this infrastructure, often unnoticed by citizens, introduces pervasive privacy risks, from tracking, profiling, and sensitive inferences to subtle forms of self-censorship. Despite widespread deployment, little is known about how the public understands and perceives these sensing systems. To address this gap, we present an intervention based user study (n = 172) in which participants are exposed to data collection by six urban sensors, including cameras and alternative technologies commonly framed as privacy-preserving. Participants encounter either the sensors alone or sensors accompanied by real-time data visualizations. Our results reveal widespread misunderstanding of some sensors (radar, LiDAR, Wi-Fi, depth, and thermal imaging sensors), particularly their capacity for identification and for attribute inferences such as gender or age. We also identify persistent misconceptions, including the belief that Wi-Fi poses privacy risks only when users connect to public networks. While making sensors visible and visualizing collected data improves privacy awareness, these measures alone are not enough for citizens to understand the actual risks of urban sensing. We derive recommendations for privacy-respecting smart city environments grounded in citizens’ informational needs and expectations."}],"main_file_link":[{"url":"https://petsymposium.org/popets/2026/popets-2026-0108.php","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.56553/popets-2026-0108","title":"“The city isn’t uploading me to TikTok”: Exploring Privacy Attitudes towards Data Collection in Urban Public Spaces","year":"2026","publication_identifier":{"issn":["2299-0984"]},"author":[{"first_name":"Julian","last_name":"Todt","full_name":"Todt, Julian"},{"id":"46433","last_name":"Kablo","first_name":"Emiram","full_name":"Kablo, Emiram"},{"last_name":"Morsbach","first_name":"Felix","full_name":"Morsbach, Felix"},{"first_name":"Patricia","last_name":"Arias Cabarcos","full_name":"Arias Cabarcos, Patricia","id":"92804"},{"full_name":"Strufe, Thorsten","first_name":"Thorsten","last_name":"Strufe"}],"publication_status":"published","date_updated":"2026-08-03T10:49:58Z","intvolume":"      2026","oa":"1","citation":{"ama":"Todt J, Kablo E, Morsbach F, Arias Cabarcos P, Strufe T. “The city isn’t uploading me to TikTok”: Exploring Privacy Attitudes towards Data Collection in Urban Public Spaces. <i>Proceedings on Privacy Enhancing Technologies</i>. 2026;2026(4):7-35. doi:<a href=\"https://doi.org/10.56553/popets-2026-0108\">10.56553/popets-2026-0108</a>","bibtex":"@article{Todt_Kablo_Morsbach_Arias Cabarcos_Strufe_2026, title={“The city isn’t uploading me to TikTok”: Exploring Privacy Attitudes towards Data Collection in Urban Public Spaces}, volume={2026}, DOI={<a href=\"https://doi.org/10.56553/popets-2026-0108\">10.56553/popets-2026-0108</a>}, number={4}, journal={Proceedings on Privacy Enhancing Technologies}, publisher={Privacy Enhancing Technologies Symposium Advisory Board}, author={Todt, Julian and Kablo, Emiram and Morsbach, Felix and Arias Cabarcos, Patricia and Strufe, Thorsten}, year={2026}, pages={7–35} }","mla":"Todt, Julian, et al. “‘The City Isn’t Uploading Me to TikTok’: Exploring Privacy Attitudes towards Data Collection in Urban Public Spaces.” <i>Proceedings on Privacy Enhancing Technologies</i>, vol. 2026, no. 4, Privacy Enhancing Technologies Symposium Advisory Board, 2026, pp. 7–35, doi:<a href=\"https://doi.org/10.56553/popets-2026-0108\">10.56553/popets-2026-0108</a>.","short":"J. Todt, E. Kablo, F. Morsbach, P. Arias Cabarcos, T. Strufe, Proceedings on Privacy Enhancing Technologies 2026 (2026) 7–35.","chicago":"Todt, Julian, Emiram Kablo, Felix Morsbach, Patricia Arias Cabarcos, and Thorsten Strufe. “‘The City Isn’t Uploading Me to TikTok’: Exploring Privacy Attitudes towards Data Collection in Urban Public Spaces.” <i>Proceedings on Privacy Enhancing Technologies</i> 2026, no. 4 (2026): 7–35. <a href=\"https://doi.org/10.56553/popets-2026-0108\">https://doi.org/10.56553/popets-2026-0108</a>.","apa":"Todt, J., Kablo, E., Morsbach, F., Arias Cabarcos, P., &#38; Strufe, T. (2026). “The city isn’t uploading me to TikTok”: Exploring Privacy Attitudes towards Data Collection in Urban Public Spaces. <i>Proceedings on Privacy Enhancing Technologies</i>, <i>2026</i>(4), 7–35. <a href=\"https://doi.org/10.56553/popets-2026-0108\">https://doi.org/10.56553/popets-2026-0108</a>","ieee":"J. Todt, E. Kablo, F. Morsbach, P. Arias Cabarcos, and T. Strufe, “‘The city isn’t uploading me to TikTok’: Exploring Privacy Attitudes towards Data Collection in Urban Public Spaces,” <i>Proceedings on Privacy Enhancing Technologies</i>, vol. 2026, no. 4, pp. 7–35, 2026, doi: <a href=\"https://doi.org/10.56553/popets-2026-0108\">10.56553/popets-2026-0108</a>."},"page":"7-35","publisher":"Privacy Enhancing Technologies Symposium Advisory Board","_id":"66638","user_id":"46433","volume":2026,"status":"public"},{"publication":"Learning, Media and Technology","abstract":[{"text":"Platforms contribute to the ‘world-making’ of education; they play a co-constitutive role by envisioning and inscribing the functionalities anticipated in education. As programmable digital architectures, they both shape and are shaped by teachers’ and students’ practices. Building on two Action Research projects in German schools, the article concentrates on the reproduction of inequality within platformized classrooms. It uses the focus point of translation software usage to explore inscriptions into digital architectures. Analysing breakdowns of translation software usage among students who speak German as a second/foreign language, the article focuses on inscribed power dynamics within translation software, the mismatch between students’ practices and the imagined user, and the discrepancy between software logics and the educational setting. Discussing teachers’ invisible work, care and belonging in platformized education settings, the article highlights the epistemic inscriptions within technology. It describes how dataveillance and testing break down when students use translation software, thereby highlighting teachers’ shift towards creating a collective understanding. Lastly, the article discusses teachers’ autonomy within post-platform education by highlighting the limitations of currently available software products and software production.","lang":"eng"}],"date_created":"2026-08-03T06:58:34Z","type":"journal_article","keyword":["Intersectionality","platform studies","action research","post-platform education","breakdowns","translation software","classroom reserach"],"department":[{"_id":"121"},{"_id":"477"}],"title":"Inscription of power dynamics in platformized classrooms. Exploring coded spaces of platform architectures through Participatory Action Research","year":"2026","publication_identifier":{"issn":["1743-9884","1743-9892"]},"author":[{"first_name":"Rebecca","last_name":"Schmidt","orcid":"https://orcid.org/0000-0002-2516-359X","full_name":"Schmidt, Rebecca","id":"94416"}],"date_updated":"2026-08-03T07:06:53Z","publication_status":"published","main_file_link":[{"open_access":"1","url":"https://www.tandfonline.com/doi/epdf/10.1080/17439884.2026.2708693?needAccess=true"}],"language":[{"iso":"eng"}],"doi":"10.1080/17439884.2026.2708693","citation":{"mla":"Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms. Exploring Coded Spaces of Platform Architectures through Participatory Action Research.” <i>Learning, Media and Technology</i>, Informa UK Limited, 2026, pp. 1–16, doi:<a href=\"https://doi.org/10.1080/17439884.2026.2708693\">10.1080/17439884.2026.2708693</a>.","bibtex":"@article{Schmidt_2026, title={Inscription of power dynamics in platformized classrooms. Exploring coded spaces of platform architectures through Participatory Action Research}, DOI={<a href=\"https://doi.org/10.1080/17439884.2026.2708693\">10.1080/17439884.2026.2708693</a>}, journal={Learning, Media and Technology}, publisher={Informa UK Limited}, author={Schmidt, Rebecca}, year={2026}, pages={1–16} }","ama":"Schmidt R. Inscription of power dynamics in platformized classrooms. Exploring coded spaces of platform architectures through Participatory Action Research. <i>Learning, Media and Technology</i>. Published online 2026:1-16. doi:<a href=\"https://doi.org/10.1080/17439884.2026.2708693\">10.1080/17439884.2026.2708693</a>","ieee":"R. Schmidt, “Inscription of power dynamics in platformized classrooms. Exploring coded spaces of platform architectures through Participatory Action Research,” <i>Learning, Media and Technology</i>, pp. 1–16, 2026, doi: <a href=\"https://doi.org/10.1080/17439884.2026.2708693\">10.1080/17439884.2026.2708693</a>.","apa":"Schmidt, R. (2026). Inscription of power dynamics in platformized classrooms. Exploring coded spaces of platform architectures through Participatory Action Research. <i>Learning, Media and Technology</i>, 1–16. <a href=\"https://doi.org/10.1080/17439884.2026.2708693\">https://doi.org/10.1080/17439884.2026.2708693</a>","short":"R. Schmidt, Learning, Media and Technology (2026) 1–16.","chicago":"Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms. Exploring Coded Spaces of Platform Architectures through Participatory Action Research.” <i>Learning, Media and Technology</i>, 2026, 1–16. <a href=\"https://doi.org/10.1080/17439884.2026.2708693\">https://doi.org/10.1080/17439884.2026.2708693</a>."},"quality_controlled":"1","oa":"1","status":"public","has_accepted_license":"1","page":"1-16","publisher":"Informa UK Limited","_id":"66633","user_id":"94416"},{"user_id":"46433","doi":"10.1145/3772363.3798346","main_file_link":[{"open_access":"1","url":"https://dl.acm.org/doi/10.1145/3772363.3798346"}],"_id":"65493","publisher":"ACM","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-08-03T10:50:39Z","status":"public","year":"2026","title":"\"I store some passwords in WhatsApp\": Understanding User Experiences and Usability Challenges of Password Managers in Virtual Reality","author":[{"full_name":"Kablo, Emiram","last_name":"Kablo","first_name":"Emiram","id":"46433"},{"full_name":"Sharafi, Avishan","last_name":"Sharafi","first_name":"Avishan"},{"full_name":"Arias Cabarcos, Patricia","last_name":"Arias Cabarcos","first_name":"Patricia","id":"92804"}],"type":"conference","department":[{"_id":"679"}],"oa":"1","date_created":"2026-04-23T16:03:06Z","publication":"Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems","citation":{"apa":"Kablo, E., Sharafi, A., &#38; Arias Cabarcos, P. (2026). “I store some passwords in WhatsApp”: Understanding User Experiences and Usability Challenges of Password Managers in Virtual Reality. <i>Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems</i>. <a href=\"https://doi.org/10.1145/3772363.3798346\">https://doi.org/10.1145/3772363.3798346</a>","ieee":"E. Kablo, A. Sharafi, and P. Arias Cabarcos, “‘I store some passwords in WhatsApp’: Understanding User Experiences and Usability Challenges of Password Managers in Virtual Reality,” 2026, doi: <a href=\"https://doi.org/10.1145/3772363.3798346\">10.1145/3772363.3798346</a>.","short":"E. Kablo, A. Sharafi, P. Arias Cabarcos, in: Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems, ACM, 2026.","chicago":"Kablo, Emiram, Avishan Sharafi, and Patricia Arias Cabarcos. “‘I Store Some Passwords in WhatsApp’: Understanding User Experiences and Usability Challenges of Password Managers in Virtual Reality.” In <i>Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems</i>. ACM, 2026. <a href=\"https://doi.org/10.1145/3772363.3798346\">https://doi.org/10.1145/3772363.3798346</a>.","mla":"Kablo, Emiram, et al. “‘I Store Some Passwords in WhatsApp’: Understanding User Experiences and Usability Challenges of Password Managers in Virtual Reality.” <i>Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems</i>, ACM, 2026, doi:<a href=\"https://doi.org/10.1145/3772363.3798346\">10.1145/3772363.3798346</a>.","ama":"Kablo E, Sharafi A, Arias Cabarcos P. “I store some passwords in WhatsApp”: Understanding User Experiences and Usability Challenges of Password Managers in Virtual Reality. In: <i>Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems</i>. ACM; 2026. doi:<a href=\"https://doi.org/10.1145/3772363.3798346\">10.1145/3772363.3798346</a>","bibtex":"@inproceedings{Kablo_Sharafi_Arias Cabarcos_2026, title={“I store some passwords in WhatsApp”: Understanding User Experiences and Usability Challenges of Password Managers in Virtual Reality}, DOI={<a href=\"https://doi.org/10.1145/3772363.3798346\">10.1145/3772363.3798346</a>}, booktitle={Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors in Computing Systems}, publisher={ACM}, author={Kablo, Emiram and Sharafi, Avishan and Arias Cabarcos, Patricia}, year={2026} }"}},{"citation":{"apa":"Gortworst, B., Okulmus, C., Ortiz, M., &#38; Turhan, A.-Y. (2026). Shapes from Examples: Foundations of Shape Learning in Recursive SHACL. <i>Proceedings of the 25th International Semantic Web Conference (ISWC 2026)</i>.","ieee":"B. Gortworst, C. Okulmus, M. Ortiz, and A.-Y. Turhan, “Shapes from Examples: Foundations of Shape Learning in Recursive SHACL,” 2026.","short":"B. Gortworst, C. Okulmus, M. Ortiz, A.-Y. Turhan, in: Proceedings of the 25th International Semantic Web Conference (ISWC 2026), 2026.","chicago":"Gortworst, Bente, Cem Okulmus, Magdalena Ortiz, and Anni-Yasmin Turhan. “Shapes from Examples: Foundations of Shape Learning in Recursive SHACL.” In <i>Proceedings of the 25th International Semantic Web Conference (ISWC 2026)</i>, 2026.","mla":"Gortworst, Bente, et al. “Shapes from Examples: Foundations of Shape Learning in Recursive SHACL.” <i>Proceedings of the 25th International Semantic Web Conference (ISWC 2026)</i>, 2026.","ama":"Gortworst B, Okulmus C, Ortiz M, Turhan A-Y. Shapes from Examples: Foundations of Shape Learning in Recursive SHACL. In: <i>Proceedings of the 25th International Semantic Web Conference (ISWC 2026)</i>. ; 2026.","bibtex":"@inproceedings{Gortworst_Okulmus_Ortiz_Turhan_2026, title={Shapes from Examples: Foundations of Shape Learning in Recursive SHACL}, booktitle={Proceedings of the 25th International Semantic Web Conference (ISWC 2026)}, author={Gortworst, Bente and Okulmus, Cem and Ortiz, Magdalena and Turhan, Anni-Yasmin}, year={2026} }"},"publication":"Proceedings of the 25th International Semantic Web Conference (ISWC 2026)","date_created":"2026-08-02T18:50:17Z","department":[{"_id":"888"}],"type":"conference","author":[{"first_name":"Bente","last_name":"Gortworst","full_name":"Gortworst, Bente"},{"orcid":"0000-0002-7742-0439","last_name":"Okulmus","first_name":"Cem","full_name":"Okulmus, Cem","id":"114410"},{"first_name":"Magdalena","last_name":"Ortiz","full_name":"Ortiz, Magdalena"},{"id":"104470","last_name":"Turhan","first_name":"Anni-Yasmin","full_name":"Turhan, Anni-Yasmin"}],"title":"Shapes from Examples: Foundations of Shape Learning in Recursive SHACL","status":"public","year":"2026","date_updated":"2026-08-02T18:50:22Z","_id":"66631","language":[{"iso":"eng"}],"user_id":"114410"},{"abstract":[{"lang":"ger","text":"Der Beitrag untersucht Kurzfilme als Kommunikations-, Kompensations- und Diskursmedien im Religionsunterricht und entwickelt eine kritische Kurzfilmhermeneutik. Ausgangspunkt ist die Beobachtung, dass Kurzfilme im Unterricht häufig inhaltlich verengt und primär als Mittel zur Themenvermittlung genutzt werden. Demgegenüber betonen die Autor:innen die spezifische Ästhetik, Mehrdeutigkeit und mediale Komplexität des Kurzfilms. Zentrale Kategorien sind dabei das Zusammenspiel von „story“ und „discourse“ sowie inter-, intra- und transmediale Bezüge. Kurzfilme eröffnen durch Verdichtung, Leerstellen und offene Enden eigenständige Zugänge zu Sinnfragen und fördern aktive Rezeptionsprozesse. Anhand des Films „YELLOW“ wird gezeigt, wie filmische Gestaltungselemente Bedeutung generieren und gesellschaftlich-religiöse Diskurse anstoßen. Eine kritische Kurzfilmhermeneutik erweitert somit die Filmdidaktik, indem sie das Medium selbst stärker in den Fokus rückt. Ziel ist eine reflektierte, medienkompetente und dialogorientierte Nutzung von Kurzfilmen im Religionsunterricht.\r\n"}],"issue":"1","publication":"TheoWeb. Zeitschrift für Religionspädagogik","keyword":["interreligiöses Lernen","Religionsunterricht","Positionierung","Islam","Christentum","Unterrichtsbeobachtung","Position","Fremdheit"],"type":"journal_article","department":[{"_id":"1028"}],"file":[{"date_created":"2026-08-04T09:10:36Z","creator":"keuchen","content_type":"application/pdf","success":1,"file_id":"66649","date_updated":"2026-08-04T09:10:36Z","relation":"main_file","access_level":"closed","file_size":6075244,"file_name":"Positionierung Keuchen_taVan_Tuna.pdf"}],"date_created":"2026-08-04T09:13:35Z","date_updated":"2026-08-04T09:14:18Z","publication_status":"published","intvolume":"        25","article_type":"original","title":" Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört Autor/innen","year":"2026","publication_identifier":{"eissn":["1863-0502"]},"author":[{"full_name":"Keuchen, Marion","last_name":"Keuchen","orcid":"https://orcid.org/0009-0000-9904-6479","first_name":"Marion","id":"251"},{"first_name":"Juliane","last_name":"Ta Van","full_name":"Ta Van, Juliane"},{"full_name":"Tuna, Mehmet H","last_name":"Tuna","first_name":"Mehmet H"}],"doi":"10.58069/theow.2026.1.120","main_file_link":[{"url":"https://openjournals.fachportal-paedagogik.de/theo-web/article/view/128","open_access":"1"}],"language":[{"iso":"ger"}],"quality_controlled":"1","file_date_updated":"2026-08-04T09:10:36Z","citation":{"bibtex":"@article{Keuchen_Ta Van_Tuna_2026, title={ Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört Autor/innen}, volume={25}, DOI={<a href=\"https://doi.org/10.58069/theow.2026.1.120\">10.58069/theow.2026.1.120</a>}, number={1}, journal={TheoWeb. Zeitschrift für Religionspädagogik}, author={Keuchen, Marion and Ta Van, Juliane and Tuna, Mehmet H}, year={2026}, pages={173–189} }","ama":"Keuchen M, Ta Van J, Tuna MH.  Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört Autor/innen. <i>TheoWeb Zeitschrift für Religionspädagogik</i>. 2026;25(1):173-189. doi:<a href=\"https://doi.org/10.58069/theow.2026.1.120\">10.58069/theow.2026.1.120</a>","mla":"Keuchen, Marion, et al. “ Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört Autor/innen.” <i>TheoWeb. Zeitschrift für Religionspädagogik</i>, vol. 25, no. 1, 2026, pp. 173–89, doi:<a href=\"https://doi.org/10.58069/theow.2026.1.120\">10.58069/theow.2026.1.120</a>.","short":"M. Keuchen, J. Ta Van, M.H. Tuna, TheoWeb. Zeitschrift für Religionspädagogik 25 (2026) 173–189.","chicago":"Keuchen, Marion, Juliane Ta Van, and Mehmet H Tuna. “ Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört Autor/innen.” <i>TheoWeb. Zeitschrift für Religionspädagogik</i> 25, no. 1 (2026): 173–89. <a href=\"https://doi.org/10.58069/theow.2026.1.120\">https://doi.org/10.58069/theow.2026.1.120</a>.","ieee":"M. Keuchen, J. Ta Van, and M. H. Tuna, “ Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört Autor/innen,” <i>TheoWeb. Zeitschrift für Religionspädagogik</i>, vol. 25, no. 1, pp. 173–189, 2026, doi: <a href=\"https://doi.org/10.58069/theow.2026.1.120\">10.58069/theow.2026.1.120</a>.","apa":"Keuchen, M., Ta Van, J., &#38; Tuna, M. H. (2026).  Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört Autor/innen. <i>TheoWeb. Zeitschrift für Religionspädagogik</i>, <i>25</i>(1), 173–189. <a href=\"https://doi.org/10.58069/theow.2026.1.120\">https://doi.org/10.58069/theow.2026.1.120</a>"},"oa":"1","has_accepted_license":"1","status":"public","ddc":["200"],"user_id":"251","volume":25,"page":"173-189","_id":"66648"},{"status":"public","volume":12,"user_id":"27419","publisher":"wbv","_id":"61463","page":"65–80","quality_controlled":"1","citation":{"mla":"Hannebohm, Ronja. “Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft.” <i>die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre</i>, vol. 12, wbv, 2026, pp. 65–80, doi:<a href=\"https://doi.org/10.3278/HSL2606W\">10.3278/HSL2606W</a>.","bibtex":"@article{Hannebohm_2026, title={Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft}, volume={12}, DOI={<a href=\"https://doi.org/10.3278/HSL2606W\">10.3278/HSL2606W</a>}, journal={die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre}, publisher={wbv}, author={Hannebohm, Ronja}, year={2026}, pages={65–80} }","ama":"Hannebohm R. Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft. <i>die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre</i>. 2026;12:65–80. doi:<a href=\"https://doi.org/10.3278/HSL2606W\">10.3278/HSL2606W</a>","ieee":"R. Hannebohm, “Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft,” <i>die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre</i>, vol. 12, pp. 65–80, 2026, doi: <a href=\"https://doi.org/10.3278/HSL2606W\">10.3278/HSL2606W</a>.","apa":"Hannebohm, R. (2026). Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft. <i>die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre</i>, <i>12</i>, 65–80. <a href=\"https://doi.org/10.3278/HSL2606W\">https://doi.org/10.3278/HSL2606W</a>","chicago":"Hannebohm, Ronja. “Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft.” <i>die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre</i> 12 (2026): 65–80. <a href=\"https://doi.org/10.3278/HSL2606W\">https://doi.org/10.3278/HSL2606W</a>.","short":"R. Hannebohm, die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre 12 (2026) 65–80."},"oa":"1","article_type":"original","intvolume":"        12","publication_status":"published","date_updated":"2026-08-04T13:00:09Z","author":[{"id":"27419","orcid":"0009-0005-8959-6182","first_name":"Ronja","last_name":"Hannebohm","full_name":"Hannebohm, Ronja"}],"publication_identifier":{"issn":["2199–8825"]},"year":"2026","title":"Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und Kulturwissenschaft","doi":"10.3278/HSL2606W","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.wbv.de/shop/openaccess-direct/HSL2606W"}],"related_material":{"link":[{"description":"INFO","relation":"other","url":"https://www.wbv.de/shop/Paderborner-Beitraege-2025-HSLT2601W"}]},"abstract":[{"text":"Vernetztes Wissen ist ein zentrales Lernziel des Hochschulstudiums, insbesondere im interdisziplinär angelegten Studienfach Komparatistik. Um den Aufbau vernetzten Wissens bei Bachelorstudierenden der Komparatistik zu unterstützen, ist in diesem Projekt Portfolioarbeit eingesetzt worden, die als Methode selbsttätigen und selbstreflexiven Lernens geeignet erscheint, zur Auseinandersetzung mit Lerninhalten zu motivieren und zur Kompetenzentwicklung der Studierenden beizutragen. Mittels unstrukturierter Beobachtungen der Portfolioarbeit im Seminar sind inhaltliche Effekte und methodische Entwicklungen erfasst worden. Anhand anteilig quantitativer, überwiegend qualitativer Inhaltsanalysen der Portfolios sind konkrete Vernetzungen zwischen Lerninhalten ermittelt worden. Die Explorationsstudie zeigt veränderte Perspektiven und geweckte Interessen bei den Studierenden durch die Portfolioarbeit sowie vielfältige Kontextualisierungen, Vergleiche und Verknüpfungen in den Portfolios auf und bietet hierdurch einen möglichen Ansatzpunkt für strukturelle Empfehlungen für das Studienfach Komparatistik.","lang":"ger"},{"text":"Knowledge networks are a central learning objective in higher education, especially in the inherently interdisciplinary discipline of comparative literary and cultural studies. To support the development of knowledge networks with undergraduate students of comparative literary and cultural studies, this project utilized portfolio work as a method of self-actuating and self-reflective learning suitable for motivating examinations of learning contents and contributing to students’ skill development. Using naturalistic observations of the portfolio work within the seminar, effects and developments were recorded. With partly quantitative, predominantly qualitative content analyses of the portfolios, concrete connections between learning contents were determined. The explorative study shows changed perspectives and peaked interests of the students because of portfolio work as well as diverse contextualisations, comparisons and connections in the portfolios, thus offering a possible starting point for structural recommendations for the discipline of comparative literary and cultural studies.","lang":"eng"}],"publication":"die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre","department":[{"_id":"116"}],"type":"journal_article","keyword":["Portfolioarbeit","portfolio work","vernetztes Wissen","knowledge networks","Beobachtung","naturalistic observation","Inhaltsanalyse","content analysis"],"date_created":"2025-09-29T12:34:48Z"},{"citation":{"ieee":"M. Karsch, M. Keuchen, and A. Weber, “Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht,” <i>TheoWeb. Zeitschrift für Religionspädagogik</i>, vol. 25, no. 1, pp. 282–296, 2026, doi: <a href=\"https://doi.org/10.58069/THEOW.2026.1.128\">10.58069/THEOW.2026.1.128</a>.","apa":"Karsch, M., Keuchen, M., &#38; Weber, A. (2026). Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht. <i>TheoWeb. Zeitschrift für Religionspädagogik</i>, <i>25</i>(1), 282–296. <a href=\"https://doi.org/10.58069/THEOW.2026.1.128\">https://doi.org/10.58069/THEOW.2026.1.128</a>","short":"M. Karsch, M. Keuchen, A. Weber, TheoWeb. Zeitschrift für Religionspädagogik 25 (2026) 282–296.","chicago":"Karsch, Manfred, Marion Keuchen, and Astrid Weber. “Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht.” <i>TheoWeb. Zeitschrift für Religionspädagogik</i> 25, no. 1 (2026): 282–96. <a href=\"https://doi.org/10.58069/THEOW.2026.1.128\">https://doi.org/10.58069/THEOW.2026.1.128</a>.","mla":"Karsch, Manfred, et al. “Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht.” <i>TheoWeb. Zeitschrift für Religionspädagogik</i>, vol. 25, no. 1, LibreCat University, 2026, pp. 282–96, doi:<a href=\"https://doi.org/10.58069/THEOW.2026.1.128\">10.58069/THEOW.2026.1.128</a>.","bibtex":"@article{Karsch_Keuchen_Weber_2026, title={Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht}, volume={25}, DOI={<a href=\"https://doi.org/10.58069/THEOW.2026.1.128\">10.58069/THEOW.2026.1.128</a>}, number={1}, journal={TheoWeb. Zeitschrift für Religionspädagogik}, publisher={LibreCat University}, author={Karsch, Manfred and Keuchen, Marion and Weber, Astrid}, year={2026}, pages={282–296} }","ama":"Karsch M, Keuchen M, Weber A. Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht. <i>TheoWeb Zeitschrift für Religionspädagogik</i>. 2026;25(1):282-296. doi:<a href=\"https://doi.org/10.58069/THEOW.2026.1.128\">10.58069/THEOW.2026.1.128</a>"},"file_date_updated":"2026-08-04T08:54:09Z","quality_controlled":"1","oa":"1","status":"public","has_accepted_license":"1","_id":"66643","publisher":"LibreCat University","page":"282-296","volume":25,"ddc":["200"],"user_id":"251","issue":"1","publication":"TheoWeb. Zeitschrift für Religionspädagogik","abstract":[{"lang":"ger","text":"Der Beitrag untersucht Kurzfilme als Kommunikations-, Kompensations- und Diskursmedien im Religionsunterricht und entwickelt eine kritische Kurzfilmhermeneutik. Ausgangspunkt ist die Beobachtung, dass Kurzfilme im Unterricht häufig inhaltlich verengt und primär als Mittel zur Themenvermittlung genutzt werden. Demgegenüber betonen die Autor:innen die spezifische Ästhetik, Mehrdeutigkeit und mediale Komplexität des Kurzfilms. Zentrale Kategorien sind dabei das Zusammenspiel von „story“ und „discourse“ sowie inter-, intra- und transmediale Bezüge. Kurzfilme eröffnen durch Verdichtung, Leerstellen und offene Enden eigenständige Zugänge zu Sinnfragen und fördern aktive Rezeptionsprozesse. Anhand des Films „YELLOW“ wird gezeigt, wie filmische Gestaltungselemente Bedeutung generieren und gesellschaftlich-religiöse Diskurse anstoßen. Eine kritische Kurzfilmhermeneutik erweitert somit die Filmdidaktik, indem sie das Medium selbst stärker in den Fokus rückt. Ziel ist eine reflektierte, medienkompetente und dialogorientierte Nutzung von Kurzfilmen im Religionsunterricht.\r\n"}],"related_material":{"link":[{"url":"https://openjournals.fachportal-paedagogik.de/theo-web/article/view/128","relation":"original"}]},"date_created":"2026-08-04T08:41:14Z","file":[{"relation":"main_file","date_updated":"2026-08-04T08:54:09Z","file_name":"Kurzfilme im RU Karsch_Keuchen_Weber.pdf","access_level":"closed","file_size":4341332,"file_id":"66646","success":1,"content_type":"application/pdf","creator":"keuchen","date_created":"2026-08-04T08:54:09Z"}],"department":[{"_id":"1028"}],"type":"journal_article","keyword":["Film","Religionsunterricht","Fachdidaktik","Hermeneutik"],"publication_identifier":{"eissn":["1863-0502"]},"author":[{"full_name":"Karsch, Manfred","first_name":"Manfred","last_name":"Karsch"},{"first_name":"Marion","last_name":"Keuchen","full_name":"Keuchen, Marion"},{"full_name":"Weber, Astrid","last_name":"Weber","first_name":"Astrid"}],"title":"Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht","year":"2026","intvolume":"        25","article_type":"original","date_updated":"2026-08-04T09:15:02Z","publication_status":"published","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://openjournals.fachportal-paedagogik.de/theo-web/article/view/128"}],"doi":"10.58069/THEOW.2026.1.128"},{"publisher":"Brill | Fink","_id":"61464","user_id":"27419","status":"public","place":"Paderborn","oa":"1","citation":{"mla":"Hannebohm, Ronja. <i>Nach 1984: Biopoethik des eugenetischen Romans</i>. Brill | Fink, 2026, doi:<a href=\"https://doi.org/10.30965/9783846771068\">10.30965/9783846771068</a>.","bibtex":"@book{Hannebohm_2026, place={Paderborn}, title={Nach 1984: Biopoethik des eugenetischen Romans}, DOI={<a href=\"https://doi.org/10.30965/9783846771068\">10.30965/9783846771068</a>}, publisher={Brill | Fink}, author={Hannebohm, Ronja}, year={2026} }","ama":"Hannebohm R. <i>Nach 1984: Biopoethik des eugenetischen Romans</i>. Brill | Fink; 2026. doi:<a href=\"https://doi.org/10.30965/9783846771068\">10.30965/9783846771068</a>","ieee":"R. Hannebohm, <i>Nach 1984: Biopoethik des eugenetischen Romans</i>. Paderborn: Brill | Fink, 2026.","apa":"Hannebohm, R. (2026). <i>Nach 1984: Biopoethik des eugenetischen Romans</i>. Brill | Fink. <a href=\"https://doi.org/10.30965/9783846771068\">https://doi.org/10.30965/9783846771068</a>","chicago":"Hannebohm, Ronja. <i>Nach 1984: Biopoethik des eugenetischen Romans</i>. Paderborn: Brill | Fink, 2026. <a href=\"https://doi.org/10.30965/9783846771068\">https://doi.org/10.30965/9783846771068</a>.","short":"R. Hannebohm, Nach 1984: Biopoethik des eugenetischen Romans, Brill | Fink, Paderborn, 2026."},"supervisor":[{"full_name":"Steigerwald, Jörn","last_name":"Steigerwald","first_name":"Jörn","id":"37947"}],"language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://brill.com/downloadpdf/display/title/74830.pdf"}],"doi":"10.30965/9783846771068","publication_identifier":{"isbn":["978-3-7705-7106-2"],"eisbn":["978-3-8467-7106-8"]},"author":[{"id":"27419","last_name":"Hannebohm","first_name":"Ronja","orcid":"0009-0005-8959-6182","full_name":"Hannebohm, Ronja"}],"title":"Nach 1984: Biopoethik des eugenetischen Romans","year":"2026","publication_status":"published","date_updated":"2026-08-04T12:58:18Z","date_created":"2025-09-29T12:38:07Z","department":[{"_id":"116"}],"type":"dissertation","keyword":["Ethik","Eugenik","Genre","Lebenswissen","Macht","Metamoderne","Narration","Postmoderne","Subjekt","Zukunft"],"related_material":{"link":[{"relation":"other","url":"https://brill.com/display/title/74830","description":"INFO"}]},"abstract":[{"lang":"ger","text":"Was bedeutet es, ‚Mensch‘ zu sein im Zeitalter des entschlüsselten Genoms?\r\n\r\nDer eugenetische Roman ist als ein literarisches Genre zu begreifen, das biowissenschaftliche, bioethische und biopoetische Dimensionen miteinander verbindet, um ebendiese Frage auszuloten und hierbei Grenzen und Konstanten des Mensch(lich)en auszuhandeln.\r\n\r\nMindestens seit Darwin und Galton sind die Modifizierung des menschlichen Individuums und die Optimierung der menschlichen Spezies diskutiert worden, spätestens seit den 1980er Jahren haben humangenetische und biotechnologische Entwicklungen den Diskurs neu perspektiviert. Literatur trägt zu diesem Diskurs bei, indem sie Erprobungs- und Reflexionsräume schafft: Sie modelliert menschliche Subjekte, die in eugenetische Zukunftsszenarien eingeschrieben sind, und entwickelt spezifische Erzählweisen, die diese Subjekte, ihre Lebensweisen und ihr Lebenswissen narrativ erfahrbar machen.\r\n\r\nFünf eugenetische Romane der englisch- und deutschsprachigen Gegenwartsliteratur von Margaret Atwoods „The Handmaid’s Tale“ (1985) bis Emma Braslavskys „Leben ist keine Art, mit einem Tier umzugehen“ (2016) werden in der Studie hinsichtlich Subjektmodellierungen und Narrationsweisen im Kontext der Eugenetik untersucht. "}]},{"oa":"1","citation":{"mla":"Sagolla, Nils, et al. “Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education.” <i>Journal for Educational Research Online</i>, vol. 18, no. 1, Waxmann, 2026, pp. 31–48, doi:<a href=\"https://doi.org/10.31244/jero.2026.01.02\">10.31244/jero.2026.01.02</a>.","bibtex":"@article{Sagolla_Seifert_Bohndick_Buhl_2026, title={Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education}, volume={18}, DOI={<a href=\"https://doi.org/10.31244/jero.2026.01.02\">10.31244/jero.2026.01.02</a>}, number={1}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Sagolla, Nils and Seifert, Andreas and Bohndick, Carla and Buhl, Heike M.}, year={2026}, pages={31–48} }","ama":"Sagolla N, Seifert A, Bohndick C, Buhl HM. Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education. <i>Journal for Educational Research Online</i>. 2026;18(1):31-48. doi:<a href=\"https://doi.org/10.31244/jero.2026.01.02\">10.31244/jero.2026.01.02</a>","ieee":"N. Sagolla, A. Seifert, C. Bohndick, and H. M. Buhl, “Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education,” <i>Journal for Educational Research Online</i>, vol. 18, no. 1, pp. 31–48, 2026, doi: <a href=\"https://doi.org/10.31244/jero.2026.01.02\">10.31244/jero.2026.01.02</a>.","apa":"Sagolla, N., Seifert, A., Bohndick, C., &#38; Buhl, H. M. (2026). Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education. <i>Journal for Educational Research Online</i>, <i>18</i>(1), 31–48. <a href=\"https://doi.org/10.31244/jero.2026.01.02\">https://doi.org/10.31244/jero.2026.01.02</a>","short":"N. Sagolla, A. Seifert, C. Bohndick, H.M. Buhl, Journal for Educational Research Online 18 (2026) 31–48.","chicago":"Sagolla, Nils, Andreas Seifert, Carla Bohndick, and Heike M. Buhl. “Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education.” <i>Journal for Educational Research Online</i> 18, no. 1 (2026): 31–48. <a href=\"https://doi.org/10.31244/jero.2026.01.02\">https://doi.org/10.31244/jero.2026.01.02</a>."},"project":[{"name":"LehramtsNavi: Beratungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"375"},{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"page":"31-48","publisher":"Waxmann","_id":"66650","user_id":"90826","volume":18,"status":"public","date_created":"2026-08-04T11:52:34Z","type":"journal_article","department":[{"_id":"427"}],"issue":"1","publication":"Journal for Educational Research Online","main_file_link":[{"url":"https://www.waxmann.com/zeitschrift/Journal-for-Educational-Research-Online-JERO-/ausgabe/AUG100589-1-2026","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.31244/jero.2026.01.02","year":"2026","title":"Skills Help, but They Don’t Help All at Once: Changes in the Relationship Between Study- Relevant Skills and Student Stress as Well as Study Satisfaction During the First Two Years of Teacher Education","author":[{"full_name":"Sagolla, Nils","last_name":"Sagolla","first_name":"Nils","id":"86558"},{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"},{"full_name":"Bohndick, Carla","last_name":"Bohndick","first_name":"Carla"},{"id":"27152","first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M."}],"date_updated":"2026-08-04T11:56:54Z","intvolume":"        18"},{"type":"journal_article","department":[{"_id":"302"}],"file":[{"file_id":"66669","content_type":"application/pdf","relation":"main_file","date_updated":"2026-08-06T06:55:55Z","file_name":"Keller_nai26.pdf","access_level":"open_access","file_size":278638,"date_created":"2026-08-06T06:55:55Z","creator":"adke"}],"date_created":"2026-08-06T06:56:02Z","abstract":[{"text":"Over the last few decades, a large variety of nucleic acid‑based therapeutic approaches and drug formulations have been developed in the lab, tested in the clinic, and brought to market, ranging from antisense oligonucleotides (ASOs) and siRNAs to aptamer inhibitors and mRNA vaccines, with DNA and RNA nanostructure therapeutics already looming on the horizon. However, being susceptible toward hydrolysis, oxidation, non‑specific binding, and nuclease digestion, unmodified nucleic acids are rapidly degraded in vivo, resulting in poor therapeutic performance. Therefore, several stabilization strategies have been developed in order to protect those fragile molecules against adverse conditions during storage and in the body, while simultaneously accommodating their various mechanisms of action such as cellular uptake, target binding, or translation. These strategies include chemical modifications at the nucleoside level, complexation with proteins and polymers, and encapsulation in lipid nanoparticles (LNPs). Despite this variety of available methods, the field still faces many challenges, and this issue aims to provide an overview of the ongoing efforts to enhance the stability of therapeutic nucleic acids.","lang":"eng"}],"publication":"Nucleic Acid Insights","issue":"6","doi":"10.18609/nai.2026.055","language":[{"iso":"eng"}],"date_updated":"2026-08-06T06:59:39Z","intvolume":"         3","title":"Ongoing efforts to enhance stability","year":"2026","author":[{"last_name":"Keller","first_name":"Adrian Clemens","orcid":"0000-0001-7139-3110","full_name":"Keller, Adrian Clemens","id":"48864"}],"oa":"1","file_date_updated":"2026-08-06T06:55:55Z","citation":{"ama":"Keller AC. Ongoing efforts to enhance stability. <i>Nucleic Acid Insights</i>. 2026;3(6):461–463. doi:<a href=\"https://doi.org/10.18609/nai.2026.055\">10.18609/nai.2026.055</a>","bibtex":"@article{Keller_2026, title={Ongoing efforts to enhance stability}, volume={3}, DOI={<a href=\"https://doi.org/10.18609/nai.2026.055\">10.18609/nai.2026.055</a>}, number={6}, journal={Nucleic Acid Insights}, author={Keller, Adrian Clemens}, year={2026}, pages={461–463} }","mla":"Keller, Adrian Clemens. “Ongoing Efforts to Enhance Stability.” <i>Nucleic Acid Insights</i>, vol. 3, no. 6, 2026, pp. 461–463, doi:<a href=\"https://doi.org/10.18609/nai.2026.055\">10.18609/nai.2026.055</a>.","short":"A.C. Keller, Nucleic Acid Insights 3 (2026) 461–463.","chicago":"Keller, Adrian Clemens. “Ongoing Efforts to Enhance Stability.” <i>Nucleic Acid Insights</i> 3, no. 6 (2026): 461–463. <a href=\"https://doi.org/10.18609/nai.2026.055\">https://doi.org/10.18609/nai.2026.055</a>.","apa":"Keller, A. C. (2026). Ongoing efforts to enhance stability. <i>Nucleic Acid Insights</i>, <i>3</i>(6), 461–463. <a href=\"https://doi.org/10.18609/nai.2026.055\">https://doi.org/10.18609/nai.2026.055</a>","ieee":"A. C. Keller, “Ongoing efforts to enhance stability,” <i>Nucleic Acid Insights</i>, vol. 3, no. 6, pp. 461–463, 2026, doi: <a href=\"https://doi.org/10.18609/nai.2026.055\">10.18609/nai.2026.055</a>."},"ddc":["572"],"user_id":"48864","volume":3,"page":"461–463","_id":"66668","has_accepted_license":"1","status":"public"},{"publication":"Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026","citation":{"ama":"Mensendiek C, Preuß OL, Rook J, Chicano F, Whitley D, Trautmann H. Digging to the Ground Truth: Solving Multi-objective Gray-Box Optimization Problems through Hyperplane Elimination. In: Trujillo L, Hu T, eds. <i>Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026</i>. ACM; 2026:134–142. doi:<a href=\"https://doi.org/10.1145/3795095.3805136\">10.1145/3795095.3805136</a>","bibtex":"@inproceedings{Mensendiek_Preuß_Rook_Chicano_Whitley_Trautmann_2026, title={Digging to the Ground Truth: Solving Multi-objective Gray-Box Optimization Problems through Hyperplane Elimination}, DOI={<a href=\"https://doi.org/10.1145/3795095.3805136\">10.1145/3795095.3805136</a>}, booktitle={Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026}, publisher={ACM}, author={Mensendiek, Carolin and Preuß, Oliver Ludger and Rook, Jeroen and Chicano, Francisco and Whitley, Darrell and Trautmann, Heike}, editor={Trujillo, Leonardo and Hu, Ting}, year={2026}, pages={134–142} }","mla":"Mensendiek, Carolin, et al. “Digging to the Ground Truth: Solving Multi-Objective Gray-Box Optimization Problems through Hyperplane Elimination.” <i>Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026</i>, edited by Leonardo Trujillo and Ting Hu, ACM, 2026, pp. 134–142, doi:<a href=\"https://doi.org/10.1145/3795095.3805136\">10.1145/3795095.3805136</a>.","chicago":"Mensendiek, Carolin, Oliver Ludger Preuß, Jeroen Rook, Francisco Chicano, Darrell Whitley, and Heike Trautmann. “Digging to the Ground Truth: Solving Multi-Objective Gray-Box Optimization Problems through Hyperplane Elimination.” In <i>Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026</i>, edited by Leonardo Trujillo and Ting Hu, 134–142. ACM, 2026. <a href=\"https://doi.org/10.1145/3795095.3805136\">https://doi.org/10.1145/3795095.3805136</a>.","short":"C. Mensendiek, O.L. Preuß, J. Rook, F. Chicano, D. Whitley, H. Trautmann, in: L. Trujillo, T. Hu (Eds.), Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026, ACM, 2026, pp. 134–142.","apa":"Mensendiek, C., Preuß, O. L., Rook, J., Chicano, F., Whitley, D., &#38; Trautmann, H. (2026). Digging to the Ground Truth: Solving Multi-objective Gray-Box Optimization Problems through Hyperplane Elimination. In L. Trujillo &#38; T. Hu (Eds.), <i>Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026</i> (pp. 134–142). ACM. <a href=\"https://doi.org/10.1145/3795095.3805136\">https://doi.org/10.1145/3795095.3805136</a>","ieee":"C. Mensendiek, O. L. Preuß, J. Rook, F. Chicano, D. Whitley, and H. Trautmann, “Digging to the Ground Truth: Solving Multi-objective Gray-Box Optimization Problems through Hyperplane Elimination,” in <i>Proceedings of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026</i>, 2026, pp. 134–142, doi: <a href=\"https://doi.org/10.1145/3795095.3805136\">10.1145/3795095.3805136</a>."},"type":"conference","department":[{"_id":"819"}],"date_created":"2026-08-06T06:59:20Z","date_updated":"2026-08-06T07:00:02Z","title":"Digging to the Ground Truth: Solving Multi-objective Gray-Box Optimization Problems through Hyperplane Elimination","status":"public","year":"2026","author":[{"full_name":"Mensendiek, Carolin","last_name":"Mensendiek","first_name":"Carolin","id":"75006"},{"full_name":"Preuß, Oliver Ludger","last_name":"Preuß","orcid":"0009-0008-9308-2418","first_name":"Oliver Ludger","id":"102978"},{"first_name":"Jeroen","last_name":"Rook","full_name":"Rook, Jeroen","id":"102977"},{"last_name":"Chicano","first_name":"Francisco","full_name":"Chicano, Francisco"},{"first_name":"Darrell","last_name":"Whitley","full_name":"Whitley, Darrell"},{"full_name":"Trautmann, Heike","orcid":"0000-0002-9788-8282","first_name":"Heike","last_name":"Trautmann","id":"100740"}],"doi":"10.1145/3795095.3805136","user_id":"15504","editor":[{"last_name":"Trujillo","first_name":"Leonardo","full_name":"Trujillo, Leonardo"},{"full_name":"Hu, Ting","first_name":"Ting","last_name":"Hu"}],"page":"134–142","_id":"66670","publisher":"ACM","language":[{"iso":"eng"}]},{"date_updated":"2026-08-06T08:41:48Z","intvolume":"        11","title":"Partner models of explainers: a qualitative interview study","status":"public","year":"2026","author":[{"full_name":"Gladow, Viviane","last_name":"Gladow","first_name":"Viviane"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"}],"user_id":"90826","doi":"10.3389/feduc.2026.1891741","volume":11,"main_file_link":[{"url":"https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1891741/full","open_access":"1"}],"_id":"66671","language":[{"iso":"eng"}],"project":[{"_id":"111","name":"TRR 318 - Projekt A01: Adaptives Erklären"}],"publication":"Frontiers in Education","citation":{"short":"V. Gladow, H.M. Buhl, Frontiers in Education 11 (2026).","chicago":"Gladow, Viviane, and Heike M. Buhl. “Partner Models of Explainers: A Qualitative Interview Study.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1891741\">https://doi.org/10.3389/feduc.2026.1891741</a>.","apa":"Gladow, V., &#38; Buhl, H. M. (2026). Partner models of explainers: a qualitative interview study. <i>Frontiers in Education</i>, <i>11</i>. <a href=\"https://doi.org/10.3389/feduc.2026.1891741\">https://doi.org/10.3389/feduc.2026.1891741</a>","ieee":"V. Gladow and H. M. Buhl, “Partner models of explainers: a qualitative interview study,” <i>Frontiers in Education</i>, vol. 11, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1891741\">10.3389/feduc.2026.1891741</a>.","ama":"Gladow V, Buhl HM. Partner models of explainers: a qualitative interview study. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1891741\">10.3389/feduc.2026.1891741</a>","bibtex":"@article{Gladow_Buhl_2026, title={Partner models of explainers: a qualitative interview study}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1891741\">10.3389/feduc.2026.1891741</a>}, journal={Frontiers in Education}, author={Gladow, Viviane and Buhl, Heike M.}, year={2026} }","mla":"Gladow, Viviane, and Heike M. Buhl. “Partner Models of Explainers: A Qualitative Interview Study.” <i>Frontiers in Education</i>, vol. 11, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1891741\">10.3389/feduc.2026.1891741</a>."},"type":"journal_article","department":[{"_id":"427"}],"oa":"1","date_created":"2026-08-06T08:38:05Z"},{"project":[{"name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk","_id":"2784"}],"file_date_updated":"2026-04-20T16:20:33Z","citation":{"chicago":"Eichler, Andreas, Theresa Büchter, and Karin Binder. “Conceptualising Risk and Risk Literacy—Results of a Delphi Study Konzeptualisierung von Risiko Und Risikokompetenz – Ergebnisse Einer Delphi-Studie.” <i>Journal Für Mathematik-Didaktik</i> 47, no. 1 (2026). <a href=\"https://doi.org/10.1007/s13138-026-00268-0\">https://doi.org/10.1007/s13138-026-00268-0</a>.","short":"A. Eichler, T. Büchter, K. Binder, Journal Für Mathematik-Didaktik 47 (2026).","apa":"Eichler, A., Büchter, T., &#38; Binder, K. (2026). Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie. <i>Journal Für Mathematik-Didaktik</i>, <i>47</i>(1), Article 2. <a href=\"https://doi.org/10.1007/s13138-026-00268-0\">https://doi.org/10.1007/s13138-026-00268-0</a>","ieee":"A. Eichler, T. Büchter, and K. Binder, “Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie,” <i>Journal für Mathematik-Didaktik</i>, vol. 47, no. 1, Art. no. 2, 2026, doi: <a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>.","ama":"Eichler A, Büchter T, Binder K. Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie. <i>Journal für Mathematik-Didaktik</i>. 2026;47(1). doi:<a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>","bibtex":"@article{Eichler_Büchter_Binder_2026, title={Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie}, volume={47}, DOI={<a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>}, number={12}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Eichler, Andreas and Büchter, Theresa and Binder, Karin}, year={2026} }","mla":"Eichler, Andreas, et al. “Conceptualising Risk and Risk Literacy—Results of a Delphi Study Konzeptualisierung von Risiko Und Risikokompetenz – Ergebnisse Einer Delphi-Studie.” <i>Journal Für Mathematik-Didaktik</i>, vol. 47, no. 1, 2, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s13138-026-00268-0\">10.1007/s13138-026-00268-0</a>."},"has_accepted_license":"1","status":"public","ddc":["370"],"user_id":"83381","volume":47,"publisher":"Springer Science and Business Media LLC","_id":"65386","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n                  <jats:p>\r\n                    Risk is an integral part of modern societies and therefore school education, and in particular mathematics education, should develop students’ risk literacy. Students’ risk literacy is part of the interdisciplinary research project siMINT (Understanding complex STEM topics: Using simulations to promote competences for the 21st century). One first challenge in this project was to find a common ground for the inconsistently conceptualised terms of risk and risk literacy. Consequently, the aim of this paper is to contribute to the conceptualisation of risk and risk literacy. The first part of this paper provides a literature review on these areas, resulting in a working conceptualisation of the two concepts. We further carried out two consecutive steps of a Delphi study with\r\n                    <jats:italic>N</jats:italic>\r\n                     = 15 and\r\n                    <jats:italic>N</jats:italic>\r\n                     = 12 experts respectively, to develop a common conceptualisation based on the plurality of different dimensions and elements of risk and risk literacy. Based on the results of the first step of the Delphi study, we modified our working conceptualisation, using a common model of risk and risk literacy with different dimensions. In the second step of the Delphi study, the experts comment on (i) the dimensions and (ii) the elements of risk and risk literacy in these dimensions. The results showed that the experts are able to locate their individual definitions of risk in the model with three dimensions (relation between risk/uncertainty, connotation, and mathematical object) that we developed and to formulate reasons for their allocation. Furthermore, the results revealed that risk literacy consists of subsets of mathematical and non-mathematical elements that the experts rate differently with regard to their importance. In general, the results contribute to clarifying the constructs of risk and risk literacy as a basis for developing approaches to improve risk literacy.\r\n                  </jats:p>","lang":"eng"}],"publication":"Journal für Mathematik-Didaktik","issue":"1","type":"journal_article","file":[{"creator":"binder","date_created":"2026-04-20T16:20:33Z","access_level":"closed","file_size":2030179,"file_name":"Eichler Büchter Binder 2026 Conceptualising Risk and Risk Literacy - results of a Delphi Study.pdf","date_updated":"2026-04-20T16:20:33Z","relation":"main_file","success":1,"content_type":"application/pdf","file_id":"65468"}],"date_created":"2026-04-10T05:49:41Z","date_updated":"2026-08-06T14:22:44Z","publication_status":"published","intvolume":"        47","year":"2026","title":"Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie","author":[{"first_name":"Andreas","last_name":"Eichler","full_name":"Eichler, Andreas"},{"first_name":"Theresa","last_name":"Büchter","full_name":"Büchter, Theresa"},{"full_name":"Binder, Karin","first_name":"Karin","last_name":"Binder","id":"83381"}],"publication_identifier":{"issn":["0173-5322","1869-2699"]},"doi":"10.1007/s13138-026-00268-0","article_number":"2","language":[{"iso":"eng"}]},{"date_updated":"2026-08-07T06:44:55Z","publication_status":"published","year":"2026","title":"Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025","author":[{"first_name":"Linda","last_name":"Zwick","full_name":"Zwick, Linda"},{"first_name":"Eva","last_name":"Bühler","full_name":"Bühler, Eva"},{"last_name":"Weiler","orcid":"0000-0003-2164-0341","first_name":"David Christoph","full_name":"Weiler, David Christoph","id":"118219"}],"corporate_editor":["Gesellschaft für Didaktik der Chemie und Physik (GDCP)"],"main_file_link":[{"open_access":"1","url":"https://gdcp-ev.de/wp-content/uploads/securepdfs/2026/08/005_Buddy-Evaluation.pdf"}],"language":[{"iso":"ger"}],"abstract":[{"lang":"ger","text":"Der Erfolg von Wissenschaftler:innen in frühen Karrierephasen (WiKa) hängt von vielen Faktoren ab, wobei die wissenschaftliche Gemeinschaft ein entscheidender Faktor sein kann (Cornér et al., 2018; Corceslles et al., 2019; Corcelles-Seuba et al., 2023). Vor diesem Hintergrund ist es wichtig, dass die wissenschaftliche Gemeinschaft gezielte Unterstützungsangebote für WiKa bereitstellt, in denen sie neben dem fachlichen Austausch auch Möglichkeiten\r\nzur Vernetzung und sozialen Unterstützung haben. Die WiKa der GDCP haben 2023 mit dem Buddy-Programm auf der Jahrestagung begonnen, um Wissenschaftler:innen zu Beginn ihrer Promotionszeit ein strukturiertes Unterstützungsangebot bereitzustellen. Das Buddy-Programm wurde in den folgenden Jahren basierend auf den Rückmeldungen der Teilnehmenden weiterentwickelt. In diesem Beitrag werden die Evaluationsergebnisse des Buddy-Programms während der Jahrestagung 2025 vorgestellt und diskutiert."}],"related_material":{"link":[{"relation":"table_of_contents","url":"https://gdcp-ev.de/tagungsbaende/tagungsband-2026-band-46/"}]},"publication":"KI in der naturwissenschaftlichen Bildung ","type":"conference","keyword":["GDCP","Buddy-Programm","Evaluation"],"department":[{"_id":"864"}],"file":[{"file_id":"66679","success":1,"content_type":"application/pdf","relation":"main_file","date_updated":"2026-08-07T06:26:44Z","file_name":"005_Buddy-Evaluation.pdf","access_level":"closed","file_size":244802,"date_created":"2026-08-07T06:26:44Z","creator":"dweiler"}],"date_created":"2026-08-07T06:44:39Z","has_accepted_license":"1","status":"public","conference":{"name":"Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik (GDCP e. V.)","start_date":"08.09.2025","location":"Frankfurt am Main","end_date":"11.09.2025"},"ddc":["370"],"user_id":"118219","editor":[{"full_name":"Pollmeier, Pascal","first_name":"Pascal","last_name":"Pollmeier"}],"_id":"66678","file_date_updated":"2026-08-07T06:26:44Z","citation":{"bibtex":"@inproceedings{Zwick_Bühler_Weiler_2026, place={Paderborn}, title={Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025}, booktitle={KI in der naturwissenschaftlichen Bildung }, author={Zwick, Linda and Bühler, Eva and Weiler, David Christoph}, editor={Pollmeier, Pascal and Gesellschaft für Didaktik der Chemie und Physik (GDCP)}, year={2026} }","ama":"Zwick L, Bühler E, Weiler DC. Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025. In: Pollmeier P, Gesellschaft für Didaktik der Chemie und Physik (GDCP), eds. <i>KI in der naturwissenschaftlichen Bildung </i>. ; 2026.","mla":"Zwick, Linda, et al. “Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025.” <i>KI in der naturwissenschaftlichen Bildung </i>, edited by Pascal Pollmeier and Gesellschaft für Didaktik der Chemie und Physik (GDCP), 2026.","chicago":"Zwick, Linda, Eva Bühler, and David Christoph Weiler. “Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025.” In <i>KI in der naturwissenschaftlichen Bildung </i>, edited by Pascal Pollmeier and Gesellschaft für Didaktik der Chemie und Physik (GDCP). Paderborn, 2026.","short":"L. Zwick, E. Bühler, D.C. Weiler, in: P. Pollmeier, Gesellschaft für Didaktik der Chemie und Physik (GDCP) (Eds.), KI in der naturwissenschaftlichen Bildung , Paderborn, 2026.","ieee":"L. Zwick, E. Bühler, and D. C. Weiler, “Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025,” in <i>KI in der naturwissenschaftlichen Bildung </i>, Frankfurt am Main, 2026.","apa":"Zwick, L., Bühler, E., &#38; Weiler, D. C. (2026). Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025. In P. Pollmeier &#38; Gesellschaft für Didaktik der Chemie und Physik (GDCP) (Eds.), <i>KI in der naturwissenschaftlichen Bildung </i>."},"oa":"1","place":"Paderborn"},{"project":[{"name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk","_id":"2784"}],"file_date_updated":"2026-04-20T16:23:48Z","citation":{"short":"T. Büchter, K. Binder, A. Eichler, in: L. Birk, G. Loth, L. Jotzo, K. Binder, D. Frischemeier (Eds.), Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM, International Association for Statistics Education, 2026.","chicago":"Büchter, Theresa, Karin Binder, and Andreas Eichler. “The Integration of Probability-Based Arguments in Risk-Related Contexts.” In <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier. International Association for Statistics Education, 2026. <a href=\"https://doi.org/10.52041/iase25.125\">https://doi.org/10.52041/iase25.125</a>.","apa":"Büchter, T., Binder, K., &#38; Eichler, A. (2026). The integration of probability-based arguments in risk-related contexts. In L. Birk, G. Loth, L. Jotzo, K. Binder, &#38; D. Frischemeier (Eds.), <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education. <a href=\"https://doi.org/10.52041/iase25.125\">https://doi.org/10.52041/iase25.125</a>","ieee":"T. Büchter, K. Binder, and A. Eichler, “The integration of probability-based arguments in risk-related contexts,” in <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, 2026, doi: <a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>.","ama":"Büchter T, Binder K, Eichler A. The integration of probability-based arguments in risk-related contexts. In: Birk L, Loth G, Jotzo L, Binder K, Frischemeier D, eds. <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>. International Association for Statistics Education; 2026. doi:<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>","bibtex":"@inproceedings{Büchter_Binder_Eichler_2026, title={The integration of probability-based arguments in risk-related contexts}, DOI={<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>}, booktitle={Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM}, publisher={International Association for Statistics Education}, author={Büchter, Theresa and Binder, Karin and Eichler, Andreas}, editor={Birk, Lisa and Loth, Gerrit and Jotzo, Luca and Binder, Karin and Frischemeier, Daniel}, year={2026} }","mla":"Büchter, Theresa, et al. “The Integration of Probability-Based Arguments in Risk-Related Contexts.” <i>Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM</i>, edited by Lisa Birk et al., International Association for Statistics Education, 2026, doi:<a href=\"https://doi.org/10.52041/iase25.125\">10.52041/iase25.125</a>."},"ddc":["370"],"user_id":"83381","editor":[{"first_name":"Lisa","last_name":"Birk","full_name":"Birk, Lisa"},{"full_name":"Loth, Gerrit","first_name":"Gerrit","last_name":"Loth"},{"full_name":"Jotzo, Luca","last_name":"Jotzo","first_name":"Luca"},{"first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"},{"full_name":"Frischemeier, Daniel","last_name":"Frischemeier","first_name":"Daniel"}],"_id":"64583","publisher":"International Association for Statistics Education","has_accepted_license":"1","status":"public","type":"conference","file":[{"relation":"main_file","date_updated":"2026-04-20T16:23:48Z","file_name":"Büchter Binder Eichler 2025 The integration of probability-based arguments in risk-related contexts.pdf","access_level":"closed","file_size":498856,"file_id":"65469","content_type":"application/pdf","success":1,"creator":"binder","date_created":"2026-04-20T16:23:48Z"}],"date_created":"2026-02-22T10:00:03Z","publication":"Proceedings of the IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM","doi":"10.52041/iase25.125","language":[{"iso":"eng"}],"date_updated":"2026-08-06T14:22:09Z","publication_status":"published","title":"The integration of probability-based arguments in risk-related contexts","year":"2026","author":[{"full_name":"Büchter, Theresa","first_name":"Theresa","last_name":"Büchter"},{"full_name":"Binder, Karin","last_name":"Binder","first_name":"Karin","id":"83381"},{"full_name":"Eichler, Andreas","first_name":"Andreas","last_name":"Eichler"}]},{"year":"2026","status":"public","title":"Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht","intvolume":"        72","date_updated":"2026-08-06T14:21:43Z","_id":"66676","publisher":"Friedrich Verlag","language":[{"iso":"eng"}],"page":"2-5","volume":72,"editor":[{"full_name":"Büchter, Theresa","first_name":"Theresa","last_name":"Büchter"},{"first_name":"Andreas","last_name":"Eichler","full_name":"Eichler, Andreas"},{"first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin","id":"83381"}],"user_id":"83381","citation":{"bibtex":"@book{Büchter_Eichler_Binder_2026, title={Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht}, volume={72}, number={3}, journal={Der Mathematikunterricht}, publisher={Friedrich Verlag}, year={2026}, pages={2–5} }","ama":"Büchter T, Eichler A, Binder K, eds. <i>Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht</i>. Vol 72. Friedrich Verlag; 2026:2-5.","mla":"Büchter, Theresa, et al., editors. “Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht.” <i>Der Mathematikunterricht</i>, vol. 72, no. 3, Friedrich Verlag, 2026, pp. 2–5.","short":"T. Büchter, A. Eichler, K. Binder, eds., Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht, Friedrich Verlag, 2026.","chicago":"Büchter, Theresa, Andreas Eichler, and Karin Binder, eds. <i>Simulationen in Der MINT-Bildung - Impulse Für Den Mathematikunterricht</i>. <i>Der Mathematikunterricht</i>. Vol. 72. Friedrich Verlag, 2026.","ieee":"T. Büchter, A. Eichler, and K. Binder, Eds., <i>Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht</i>, vol. 72, no. 3. Friedrich Verlag, 2026, pp. 2–5.","apa":"Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht. (2026). In T. Büchter, A. Eichler, &#38; K. Binder (Eds.), <i>Der Mathematikunterricht</i> (Vol. 72, Issue 3, pp. 2–5). Friedrich Verlag."},"publication":"Der Mathematikunterricht","issue":"3","project":[{"name":"„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21. Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk","_id":"2784"}],"date_created":"2026-08-06T14:19:31Z","department":[{"_id":"983"}],"type":"journal_editor"},{"year":"2026","status":"public","title":"The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. ","author":[{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"id":"12978","full_name":"Knickenberg, Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita"},{"full_name":"Funk, Michael","last_name":"Funk","first_name":"Michael"},{"id":"41118","full_name":"Casamassima, Gianna","last_name":"Casamassima","first_name":"Gianna"},{"last_name":"Löper","first_name":"Marwin Felix","full_name":"Löper, Marwin Felix","id":"26693"}],"date_updated":"2026-08-07T06:58:52Z","language":[{"iso":"eng"}],"_id":"65398","publisher":"Polytechnic Porto (P.Porto)","user_id":"57672","citation":{"bibtex":"@inproceedings{Hellmich_Knickenberg_Funk_Casamassima_Löper_2026, place={Porto, Portugal}, title={The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. }, publisher={Polytechnic Porto (P.Porto)}, author={Hellmich, Frank and Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix}, year={2026} }","ama":"Hellmich F, Knickenberg M, Funk M, Casamassima G, Löper MF. The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. . In: Polytechnic Porto (P.Porto); 2026.","mla":"Hellmich, Frank, et al. <i>The Role of Social-Emotional Competencies for Children’s Cooperative Learning Processes in Inclusive Primary School Classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. </i>. Polytechnic Porto (P.Porto), 2026.","short":"F. Hellmich, M. Knickenberg, M. Funk, G. Casamassima, M.F. Löper, in: Polytechnic Porto (P.Porto), Porto, Portugal, 2026.","chicago":"Hellmich, Frank, Margarita Knickenberg, Michael Funk, Gianna Casamassima, and Marwin Felix Löper. “The Role of Social-Emotional Competencies for Children’s Cooperative Learning Processes in Inclusive Primary School Classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. .” Porto, Portugal: Polytechnic Porto (P.Porto), 2026.","ieee":"F. Hellmich, M. Knickenberg, M. Funk, G. Casamassima, and M. F. Löper, “The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. ,” 2026.","apa":"Hellmich, F., Knickenberg, M., Funk, M., Casamassima, G., &#38; Löper, M. F. (2026). <i>The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. </i>."},"date_created":"2026-04-13T06:17:27Z","place":"Porto, Portugal","type":"conference_abstract","department":[{"_id":"460"}]}]