---
_id: '66638'
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.
author:
- first_name: Julian
full_name: Todt, Julian
last_name: Todt
- first_name: Emiram
full_name: Kablo, Emiram
id: '46433'
last_name: Kablo
- first_name: Felix
full_name: Morsbach, Felix
last_name: Morsbach
- first_name: Patricia
full_name: Arias Cabarcos, Patricia
id: '92804'
last_name: Arias Cabarcos
- first_name: Thorsten
full_name: Strufe, Thorsten
last_name: Strufe
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. Proceedings on Privacy Enhancing Technologies. 2026;2026(4):7-35.
doi:10.56553/popets-2026-0108'
apa: 'Todt, J., Kablo, E., Morsbach, F., Arias Cabarcos, P., & Strufe, T. (2026).
“The city isn’t uploading me to TikTok”: Exploring Privacy Attitudes towards Data
Collection in Urban Public Spaces. Proceedings on Privacy Enhancing Technologies,
2026(4), 7–35. https://doi.org/10.56553/popets-2026-0108'
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={10.56553/popets-2026-0108},
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} }'
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.” Proceedings on Privacy Enhancing
Technologies 2026, no. 4 (2026): 7–35. https://doi.org/10.56553/popets-2026-0108.'
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,” Proceedings on Privacy Enhancing Technologies,
vol. 2026, no. 4, pp. 7–35, 2026, doi: 10.56553/popets-2026-0108.'
mla: 'Todt, Julian, et al. “‘The City Isn’t Uploading Me to TikTok’: Exploring Privacy
Attitudes towards Data Collection in Urban Public Spaces.” Proceedings on Privacy
Enhancing Technologies, vol. 2026, no. 4, Privacy Enhancing Technologies Symposium
Advisory Board, 2026, pp. 7–35, doi:10.56553/popets-2026-0108.'
short: J. Todt, E. Kablo, F. Morsbach, P. Arias Cabarcos, T. Strufe, Proceedings
on Privacy Enhancing Technologies 2026 (2026) 7–35.
date_created: 2026-08-03T10:46:58Z
date_updated: 2026-08-03T10:49:58Z
department:
- _id: '679'
doi: 10.56553/popets-2026-0108
intvolume: ' 2026'
issue: '4'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://petsymposium.org/popets/2026/popets-2026-0108.php
oa: '1'
page: 7-35
publication: Proceedings on Privacy Enhancing Technologies
publication_identifier:
issn:
- 2299-0984
publication_status: published
publisher: Privacy Enhancing Technologies Symposium Advisory Board
status: public
title: '“The city isn’t uploading me to TikTok”: Exploring Privacy Attitudes towards
Data Collection in Urban Public Spaces'
type: journal_article
user_id: '46433'
volume: 2026
year: '2026'
...
---
_id: '66633'
abstract:
- lang: eng
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.
author:
- first_name: Rebecca
full_name: Schmidt, Rebecca
id: '94416'
last_name: Schmidt
orcid: https://orcid.org/0000-0002-2516-359X
citation:
ama: Schmidt R. Inscription of power dynamics in platformized classrooms. Exploring
coded spaces of platform architectures through Participatory Action Research.
Learning, Media and Technology. Published online 2026:1-16. doi:10.1080/17439884.2026.2708693
apa: Schmidt, R. (2026). Inscription of power dynamics in platformized classrooms.
Exploring coded spaces of platform architectures through Participatory Action
Research. Learning, Media and Technology, 1–16. https://doi.org/10.1080/17439884.2026.2708693
bibtex: '@article{Schmidt_2026, title={Inscription of power dynamics in platformized
classrooms. Exploring coded spaces of platform architectures through Participatory
Action Research}, DOI={10.1080/17439884.2026.2708693},
journal={Learning, Media and Technology}, publisher={Informa UK Limited}, author={Schmidt,
Rebecca}, year={2026}, pages={1–16} }'
chicago: Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms.
Exploring Coded Spaces of Platform Architectures through Participatory Action
Research.” Learning, Media and Technology, 2026, 1–16. https://doi.org/10.1080/17439884.2026.2708693.
ieee: 'R. Schmidt, “Inscription of power dynamics in platformized classrooms. Exploring
coded spaces of platform architectures through Participatory Action Research,”
Learning, Media and Technology, pp. 1–16, 2026, doi: 10.1080/17439884.2026.2708693.'
mla: Schmidt, Rebecca. “Inscription of Power Dynamics in Platformized Classrooms.
Exploring Coded Spaces of Platform Architectures through Participatory Action
Research.” Learning, Media and Technology, Informa UK Limited, 2026, pp.
1–16, doi:10.1080/17439884.2026.2708693.
short: R. Schmidt, Learning, Media and Technology (2026) 1–16.
date_created: 2026-08-03T06:58:34Z
date_updated: 2026-08-03T07:06:53Z
department:
- _id: '121'
- _id: '477'
doi: 10.1080/17439884.2026.2708693
has_accepted_license: '1'
keyword:
- Intersectionality
- platform studies
- action research
- post-platform education
- breakdowns
- translation software
- classroom reserach
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.tandfonline.com/doi/epdf/10.1080/17439884.2026.2708693?needAccess=true
oa: '1'
page: 1-16
publication: Learning, Media and Technology
publication_identifier:
issn:
- 1743-9884
- 1743-9892
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: Inscription of power dynamics in platformized classrooms. Exploring coded spaces
of platform architectures through Participatory Action Research
type: journal_article
user_id: '94416'
year: '2026'
...
---
_id: '65493'
author:
- first_name: Emiram
full_name: Kablo, Emiram
id: '46433'
last_name: Kablo
- first_name: Avishan
full_name: Sharafi, Avishan
last_name: Sharafi
- first_name: Patricia
full_name: Arias Cabarcos, Patricia
id: '92804'
last_name: Arias Cabarcos
citation:
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: Proceedings of the Extended Abstracts of the 2026 CHI
Conference on Human Factors in Computing Systems. ACM; 2026. doi:10.1145/3772363.3798346'
apa: 'Kablo, E., Sharafi, A., & Arias Cabarcos, P. (2026). “I store some passwords
in WhatsApp”: Understanding User Experiences and Usability Challenges of Password
Managers in Virtual Reality. Proceedings of the Extended Abstracts of the 2026
CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3772363.3798346'
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={10.1145/3772363.3798346},
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} }'
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 Proceedings of the Extended Abstracts
of the 2026 CHI Conference on Human Factors in Computing Systems. ACM, 2026.
https://doi.org/10.1145/3772363.3798346.'
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: 10.1145/3772363.3798346.'
mla: 'Kablo, Emiram, et al. “‘I Store Some Passwords in WhatsApp’: Understanding
User Experiences and Usability Challenges of Password Managers in Virtual Reality.”
Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human Factors
in Computing Systems, ACM, 2026, doi:10.1145/3772363.3798346.'
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.'
date_created: 2026-04-23T16:03:06Z
date_updated: 2026-08-03T10:50:39Z
department:
- _id: '679'
doi: 10.1145/3772363.3798346
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://dl.acm.org/doi/10.1145/3772363.3798346
oa: '1'
publication: Proceedings of the Extended Abstracts of the 2026 CHI Conference on Human
Factors in Computing Systems
publication_status: published
publisher: ACM
status: public
title: '"I store some passwords in WhatsApp": Understanding User Experiences and Usability
Challenges of Password Managers in Virtual Reality'
type: conference
user_id: '46433'
year: '2026'
...
---
_id: '66631'
author:
- first_name: Bente
full_name: Gortworst, Bente
last_name: Gortworst
- first_name: Cem
full_name: Okulmus, Cem
id: '114410'
last_name: Okulmus
orcid: 0000-0002-7742-0439
- first_name: Magdalena
full_name: Ortiz, Magdalena
last_name: Ortiz
- first_name: Anni-Yasmin
full_name: Turhan, Anni-Yasmin
id: '104470'
last_name: Turhan
citation:
ama: 'Gortworst B, Okulmus C, Ortiz M, Turhan A-Y. Shapes from Examples: Foundations
of Shape Learning in Recursive SHACL. In: Proceedings of the 25th International
Semantic Web Conference (ISWC 2026). ; 2026.'
apa: 'Gortworst, B., Okulmus, C., Ortiz, M., & Turhan, A.-Y. (2026). Shapes
from Examples: Foundations of Shape Learning in Recursive SHACL. Proceedings
of the 25th International Semantic Web Conference (ISWC 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}
}'
chicago: 'Gortworst, Bente, Cem Okulmus, Magdalena Ortiz, and Anni-Yasmin Turhan.
“Shapes from Examples: Foundations of Shape Learning in Recursive SHACL.” In Proceedings
of the 25th International Semantic Web Conference (ISWC 2026), 2026.'
ieee: 'B. Gortworst, C. Okulmus, M. Ortiz, and A.-Y. Turhan, “Shapes from Examples:
Foundations of Shape Learning in Recursive SHACL,” 2026.'
mla: 'Gortworst, Bente, et al. “Shapes from Examples: Foundations of Shape Learning
in Recursive SHACL.” Proceedings of the 25th International Semantic Web Conference
(ISWC 2026), 2026.'
short: 'B. Gortworst, C. Okulmus, M. Ortiz, A.-Y. Turhan, in: Proceedings of the
25th International Semantic Web Conference (ISWC 2026), 2026.'
date_created: 2026-08-02T18:50:17Z
date_updated: 2026-08-02T18:50:22Z
department:
- _id: '888'
language:
- iso: eng
publication: Proceedings of the 25th International Semantic Web Conference (ISWC 2026)
status: public
title: 'Shapes from Examples: Foundations of Shape Learning in Recursive SHACL'
type: conference
user_id: '114410'
year: '2026'
...
---
_id: '66648'
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"
article_type: original
author:
- first_name: Marion
full_name: Keuchen, Marion
id: '251'
last_name: Keuchen
orcid: https://orcid.org/0009-0000-9904-6479
- first_name: Juliane
full_name: Ta Van, Juliane
last_name: Ta Van
- first_name: Mehmet H
full_name: Tuna, Mehmet H
last_name: Tuna
citation:
ama: Keuchen M, Ta Van J, Tuna MH. Position, Positionierungen und Positionalität
im Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört
Autor/innen. TheoWeb Zeitschrift für Religionspädagogik. 2026;25(1):173-189.
doi:10.58069/theow.2026.1.120
apa: Keuchen, M., Ta Van, J., & Tuna, M. H. (2026). Position, Positionierungen
und Positionalität im Religionsunterricht im Unterrichten über Religionen, denen
man nicht angehört Autor/innen. TheoWeb. Zeitschrift für Religionspädagogik,
25(1), 173–189. https://doi.org/10.58069/theow.2026.1.120
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={10.58069/theow.2026.1.120},
number={1}, journal={TheoWeb. Zeitschrift für Religionspädagogik}, author={Keuchen,
Marion and Ta Van, Juliane and Tuna, Mehmet H}, year={2026}, pages={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.” TheoWeb. Zeitschrift für Religionspädagogik
25, no. 1 (2026): 173–89. https://doi.org/10.58069/theow.2026.1.120.'
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,” TheoWeb. Zeitschrift für Religionspädagogik, vol. 25, no.
1, pp. 173–189, 2026, doi: 10.58069/theow.2026.1.120.'
mla: Keuchen, Marion, et al. “ Position, Positionierungen und Positionalität im
Religionsunterricht im Unterrichten über Religionen, denen man nicht angehört
Autor/innen.” TheoWeb. Zeitschrift für Religionspädagogik, vol. 25, no.
1, 2026, pp. 173–89, doi:10.58069/theow.2026.1.120.
short: M. Keuchen, J. Ta Van, M.H. Tuna, TheoWeb. Zeitschrift für Religionspädagogik
25 (2026) 173–189.
date_created: 2026-08-04T09:13:35Z
date_updated: 2026-08-04T09:14:18Z
ddc:
- '200'
department:
- _id: '1028'
doi: 10.58069/theow.2026.1.120
file:
- access_level: closed
content_type: application/pdf
creator: keuchen
date_created: 2026-08-04T09:10:36Z
date_updated: 2026-08-04T09:10:36Z
file_id: '66649'
file_name: Positionierung Keuchen_taVan_Tuna.pdf
file_size: 6075244
relation: main_file
success: 1
file_date_updated: 2026-08-04T09:10:36Z
has_accepted_license: '1'
intvolume: ' 25'
issue: '1'
keyword:
- interreligiöses Lernen
- Religionsunterricht
- Positionierung
- Islam
- Christentum
- Unterrichtsbeobachtung
- Position
- Fremdheit
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://openjournals.fachportal-paedagogik.de/theo-web/article/view/128
oa: '1'
page: 173-189
publication: TheoWeb. Zeitschrift für Religionspädagogik
publication_identifier:
eissn:
- 1863-0502
publication_status: published
quality_controlled: '1'
status: public
title: ' Position, Positionierungen und Positionalität im Religionsunterricht im Unterrichten
über Religionen, denen man nicht angehört Autor/innen'
type: journal_article
user_id: '251'
volume: 25
year: '2026'
...
---
_id: '61463'
abstract:
- lang: ger
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: eng
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.
article_type: original
author:
- first_name: Ronja
full_name: Hannebohm, Ronja
id: '27419'
last_name: Hannebohm
orcid: 0009-0005-8959-6182
citation:
ama: 'Hannebohm R. Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens
im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende
Literatur- und Kulturwissenschaft. die hochschullehre: Interdisziplinäre Zeitschrift
für Studium und Lehre. 2026;12:65–80. doi:10.3278/HSL2606W'
apa: 'Hannebohm, R. (2026). Potenziale der Portfolioarbeit für den Aufbau vernetzten
Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende
Literatur- und Kulturwissenschaft. die hochschullehre: Interdisziplinäre Zeitschrift
für Studium und Lehre, 12, 65–80. https://doi.org/10.3278/HSL2606W'
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={10.3278/HSL2606W}, journal={die hochschullehre:
Interdisziplinäre Zeitschrift für Studium und Lehre}, publisher={wbv}, author={Hannebohm,
Ronja}, year={2026}, pages={65–80} }'
chicago: 'Hannebohm, Ronja. “Potenziale der Portfolioarbeit für den Aufbau vernetzten
Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende
Literatur- und Kulturwissenschaft.” die hochschullehre: Interdisziplinäre Zeitschrift
für Studium und Lehre 12 (2026): 65–80. https://doi.org/10.3278/HSL2606W.'
ieee: 'R. Hannebohm, “Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens
im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende
Literatur- und Kulturwissenschaft,” die hochschullehre: Interdisziplinäre Zeitschrift
für Studium und Lehre, vol. 12, pp. 65–80, 2026, doi: 10.3278/HSL2606W.'
mla: 'Hannebohm, Ronja. “Potenziale der Portfolioarbeit für den Aufbau vernetzten
Wissens im Bachelorstudium: Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende
Literatur- und Kulturwissenschaft.” die hochschullehre: Interdisziplinäre Zeitschrift
für Studium und Lehre, vol. 12, wbv, 2026, pp. 65–80, doi:10.3278/HSL2606W.'
short: 'R. Hannebohm, die hochschullehre: Interdisziplinäre Zeitschrift für Studium
und Lehre 12 (2026) 65–80.'
date_created: 2025-09-29T12:34:48Z
date_updated: 2026-08-04T13:00:09Z
department:
- _id: '116'
doi: 10.3278/HSL2606W
intvolume: ' 12'
keyword:
- Portfolioarbeit
- portfolio work
- vernetztes Wissen
- knowledge networks
- Beobachtung
- naturalistic observation
- Inhaltsanalyse
- content analysis
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/openaccess-direct/HSL2606W
oa: '1'
page: 65–80
publication: 'die hochschullehre: Interdisziplinäre Zeitschrift für Studium und Lehre'
publication_identifier:
issn:
- 2199–8825
publication_status: published
publisher: wbv
quality_controlled: '1'
related_material:
link:
- description: INFO
relation: other
url: https://www.wbv.de/shop/Paderborner-Beitraege-2025-HSLT2601W
status: public
title: 'Potenziale der Portfolioarbeit für den Aufbau vernetzten Wissens im Bachelorstudium:
Eine Explorationsstudie im Studienfach Komparatistik/Vergleichende Literatur- und
Kulturwissenschaft'
type: journal_article
user_id: '27419'
volume: 12
year: '2026'
...
---
_id: '66643'
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"
article_type: original
author:
- first_name: Manfred
full_name: Karsch, Manfred
last_name: Karsch
- first_name: Marion
full_name: Keuchen, Marion
last_name: Keuchen
- first_name: Astrid
full_name: Weber, Astrid
last_name: Weber
citation:
ama: Karsch M, Keuchen M, Weber A. Kurzfilme als Kommunikations-, Kompensations-,
Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht.
TheoWeb Zeitschrift für Religionspädagogik. 2026;25(1):282-296. doi:10.58069/THEOW.2026.1.128
apa: Karsch, M., Keuchen, M., & Weber, A. (2026). Kurzfilme als Kommunikations-,
Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik
für den Religionsunterricht. TheoWeb. Zeitschrift für Religionspädagogik,
25(1), 282–296. https://doi.org/10.58069/THEOW.2026.1.128
bibtex: '@article{Karsch_Keuchen_Weber_2026, title={Kurzfilme als Kommunikations-,
Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik
für den Religionsunterricht}, volume={25}, DOI={10.58069/THEOW.2026.1.128},
number={1}, journal={TheoWeb. Zeitschrift für Religionspädagogik}, publisher={LibreCat
University}, author={Karsch, Manfred and Keuchen, Marion and Weber, Astrid}, year={2026},
pages={282–296} }'
chicago: 'Karsch, Manfred, Marion Keuchen, and Astrid Weber. “Kurzfilme als Kommunikations-,
Kompensations-, Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik
für den Religionsunterricht.” TheoWeb. Zeitschrift für Religionspädagogik
25, no. 1 (2026): 282–96. https://doi.org/10.58069/THEOW.2026.1.128.'
ieee: 'M. Karsch, M. Keuchen, and A. Weber, “Kurzfilme als Kommunikations-, Kompensations-,
Diskurs- und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht,”
TheoWeb. Zeitschrift für Religionspädagogik, vol. 25, no. 1, pp. 282–296,
2026, doi: 10.58069/THEOW.2026.1.128.'
mla: Karsch, Manfred, et al. “Kurzfilme als Kommunikations-, Kompensations-, Diskurs-
und Inter-/Intramedien. Eine kritische Kurzfilmhermeneutik für den Religionsunterricht.”
TheoWeb. Zeitschrift für Religionspädagogik, vol. 25, no. 1, LibreCat University,
2026, pp. 282–96, doi:10.58069/THEOW.2026.1.128.
short: M. Karsch, M. Keuchen, A. Weber, TheoWeb. Zeitschrift für Religionspädagogik
25 (2026) 282–296.
date_created: 2026-08-04T08:41:14Z
date_updated: 2026-08-04T09:15:02Z
ddc:
- '200'
department:
- _id: '1028'
doi: 10.58069/THEOW.2026.1.128
file:
- access_level: closed
content_type: application/pdf
creator: keuchen
date_created: 2026-08-04T08:54:09Z
date_updated: 2026-08-04T08:54:09Z
file_id: '66646'
file_name: Kurzfilme im RU Karsch_Keuchen_Weber.pdf
file_size: 4341332
relation: main_file
success: 1
file_date_updated: 2026-08-04T08:54:09Z
has_accepted_license: '1'
intvolume: ' 25'
issue: '1'
keyword:
- Film
- Religionsunterricht
- Fachdidaktik
- Hermeneutik
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://openjournals.fachportal-paedagogik.de/theo-web/article/view/128
oa: '1'
page: 282-296
publication: TheoWeb. Zeitschrift für Religionspädagogik
publication_identifier:
eissn:
- 1863-0502
publication_status: published
publisher: LibreCat University
quality_controlled: '1'
related_material:
link:
- relation: original
url: https://openjournals.fachportal-paedagogik.de/theo-web/article/view/128
status: public
title: Kurzfilme als Kommunikations-, Kompensations-, Diskurs- und Inter-/Intramedien.
Eine kritische Kurzfilmhermeneutik für den Religionsunterricht
type: journal_article
user_id: '251'
volume: 25
year: '2026'
...
---
_id: '61464'
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. "
author:
- first_name: Ronja
full_name: Hannebohm, Ronja
id: '27419'
last_name: Hannebohm
orcid: 0009-0005-8959-6182
citation:
ama: 'Hannebohm R. Nach 1984: Biopoethik des eugenetischen Romans. Brill
| Fink; 2026. doi:10.30965/9783846771068'
apa: 'Hannebohm, R. (2026). Nach 1984: Biopoethik des eugenetischen Romans.
Brill | Fink. https://doi.org/10.30965/9783846771068'
bibtex: '@book{Hannebohm_2026, place={Paderborn}, title={Nach 1984: Biopoethik des
eugenetischen Romans}, DOI={10.30965/9783846771068},
publisher={Brill | Fink}, author={Hannebohm, Ronja}, year={2026} }'
chicago: 'Hannebohm, Ronja. Nach 1984: Biopoethik des eugenetischen Romans.
Paderborn: Brill | Fink, 2026. https://doi.org/10.30965/9783846771068.'
ieee: 'R. Hannebohm, Nach 1984: Biopoethik des eugenetischen Romans. Paderborn:
Brill | Fink, 2026.'
mla: 'Hannebohm, Ronja. Nach 1984: Biopoethik des eugenetischen Romans. Brill
| Fink, 2026, doi:10.30965/9783846771068.'
short: 'R. Hannebohm, Nach 1984: Biopoethik des eugenetischen Romans, Brill | Fink,
Paderborn, 2026.'
date_created: 2025-09-29T12:38:07Z
date_updated: 2026-08-04T12:58:18Z
department:
- _id: '116'
doi: 10.30965/9783846771068
keyword:
- Ethik
- Eugenik
- Genre
- Lebenswissen
- Macht
- Metamoderne
- Narration
- Postmoderne
- Subjekt
- Zukunft
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://brill.com/downloadpdf/display/title/74830.pdf
oa: '1'
place: Paderborn
publication_identifier:
eisbn:
- 978-3-8467-7106-8
isbn:
- 978-3-7705-7106-2
publication_status: published
publisher: Brill | Fink
related_material:
link:
- description: INFO
relation: other
url: https://brill.com/display/title/74830
status: public
supervisor:
- first_name: Jörn
full_name: Steigerwald, Jörn
id: '37947'
last_name: Steigerwald
title: 'Nach 1984: Biopoethik des eugenetischen Romans'
type: dissertation
user_id: '27419'
year: '2026'
...
---
_id: '66650'
author:
- first_name: Nils
full_name: Sagolla, Nils
id: '86558'
last_name: Sagolla
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
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.
Journal for Educational Research Online. 2026;18(1):31-48. doi:10.31244/jero.2026.01.02'
apa: 'Sagolla, N., Seifert, A., Bohndick, C., & 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. Journal for Educational Research Online, 18(1),
31–48. https://doi.org/10.31244/jero.2026.01.02'
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={10.31244/jero.2026.01.02},
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} }'
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.” Journal for Educational Research Online
18, no. 1 (2026): 31–48. https://doi.org/10.31244/jero.2026.01.02.'
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,” Journal for Educational Research Online, vol. 18, no.
1, pp. 31–48, 2026, doi: 10.31244/jero.2026.01.02.'
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.” Journal
for Educational Research Online, vol. 18, no. 1, Waxmann, 2026, pp. 31–48,
doi:10.31244/jero.2026.01.02.'
short: N. Sagolla, A. Seifert, C. Bohndick, H.M. Buhl, Journal for Educational Research
Online 18 (2026) 31–48.
date_created: 2026-08-04T11:52:34Z
date_updated: 2026-08-04T11:56:54Z
department:
- _id: '427'
doi: 10.31244/jero.2026.01.02
intvolume: ' 18'
issue: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.waxmann.com/zeitschrift/Journal-for-Educational-Research-Online-JERO-/ausgabe/AUG100589-1-2026
oa: '1'
page: 31-48
project:
- _id: '375'
name: 'LehramtsNavi: Beratungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium'
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Journal for Educational Research Online
publisher: Waxmann
status: public
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'
type: journal_article
user_id: '90826'
volume: 18
year: '2026'
...
---
_id: '66665'
abstract:
- lang: eng
text: Multimode quantum light has promising applications in many areas of physics,
such as quantum communications and quantum computing. However, its multimode nature
also makes it challenging to measure its properties. Recently [I. Barakat et al.,
Optica Quantum 3, 36 (2025)], a technique for the simultaneous measurement of
squeezing of multiple broadband modes based on a phase-sensitive amplification
approach was experimentally implemented using a setup that effectively corresponds
to an SU(1,1) interferometer. Here, we aim to provide a complete theoretical analysis
of the modal structure of (generally unbalanced) SU(1,1) interferometers and a
detailed theoretical formal derivation of the framework for this technique. Utilizing
the joint Schmidt decomposition of the transfer functions, we investigate the
shape and phase profiles of the modes of the SU(1,1) interferometer and its components
[parametric down-conversion (PDC) sections] for different parametric gain regimes.
We discover a complicated interplay between the PDC modes and the modes of the
entire interferometer, and analyze it by using their overlap coefficients as a
similarity measure. Finally, we develop a rigorous processing method for the aforementioned
multimode squeezing measurement technique and discuss necessary approximations
to make this method experimentally feasible.
article_number: '033139'
article_type: original
author:
- first_name: Dennis
full_name: Scharwald, Dennis
id: '55907'
last_name: Scharwald
orcid: 0009-0007-5654-5412
- first_name: Polina
full_name: Sharapova, Polina
id: '60286'
last_name: Sharapova
citation:
ama: Scharwald D, Sharapova P. Characterization of spatial Schmidt modes in high-gain
SU(1,1) interferometers. Physical Review Research. 2026;8(3). doi:10.1103/ph64-ts39
apa: Scharwald, D., & Sharapova, P. (2026). Characterization of spatial Schmidt
modes in high-gain SU(1,1) interferometers. Physical Review Research, 8(3),
Article 033139. https://doi.org/10.1103/ph64-ts39
bibtex: '@article{Scharwald_Sharapova_2026, title={Characterization of spatial Schmidt
modes in high-gain SU(1,1) interferometers}, volume={8}, DOI={10.1103/ph64-ts39},
number={3033139}, journal={Physical Review Research}, publisher={American Physical
Society (APS)}, author={Scharwald, Dennis and Sharapova, Polina}, year={2026}
}'
chicago: Scharwald, Dennis, and Polina Sharapova. “Characterization of Spatial Schmidt
Modes in High-Gain SU(1,1) Interferometers.” Physical Review Research 8,
no. 3 (2026). https://doi.org/10.1103/ph64-ts39.
ieee: 'D. Scharwald and P. Sharapova, “Characterization of spatial Schmidt modes
in high-gain SU(1,1) interferometers,” Physical Review Research, vol. 8,
no. 3, Art. no. 033139, 2026, doi: 10.1103/ph64-ts39.'
mla: Scharwald, Dennis, and Polina Sharapova. “Characterization of Spatial Schmidt
Modes in High-Gain SU(1,1) Interferometers.” Physical Review Research,
vol. 8, no. 3, 033139, American Physical Society (APS), 2026, doi:10.1103/ph64-ts39.
short: D. Scharwald, P. Sharapova, Physical Review Research 8 (2026).
date_created: 2026-08-05T11:51:21Z
date_updated: 2026-08-05T15:06:31Z
department:
- _id: '975'
- _id: '15'
- _id: '623'
- _id: '569'
- _id: '170'
- _id: '35'
- _id: '429'
- _id: '27'
- _id: '34'
- _id: '502'
doi: 10.1103/ph64-ts39
intvolume: ' 8'
issue: '3'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://journals.aps.org/prresearch/pdf/10.1103/ph64-ts39
oa: '1'
publication: Physical Review Research
publication_identifier:
issn:
- 2643-1564
publication_status: published
publisher: American Physical Society (APS)
status: public
title: Characterization of spatial Schmidt modes in high-gain SU(1,1) interferometers
type: journal_article
user_id: '55907'
volume: 8
year: '2026'
...
---
_id: '66668'
abstract:
- lang: eng
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.
author:
- first_name: Adrian Clemens
full_name: Keller, Adrian Clemens
id: '48864'
last_name: Keller
orcid: 0000-0001-7139-3110
citation:
ama: Keller AC. Ongoing efforts to enhance stability. Nucleic Acid Insights.
2026;3(6):461–463. doi:10.18609/nai.2026.055
apa: Keller, A. C. (2026). Ongoing efforts to enhance stability. Nucleic Acid
Insights, 3(6), 461–463. https://doi.org/10.18609/nai.2026.055
bibtex: '@article{Keller_2026, title={Ongoing efforts to enhance stability}, volume={3},
DOI={10.18609/nai.2026.055},
number={6}, journal={Nucleic Acid Insights}, author={Keller, Adrian Clemens},
year={2026}, pages={461–463} }'
chicago: 'Keller, Adrian Clemens. “Ongoing Efforts to Enhance Stability.” Nucleic
Acid Insights 3, no. 6 (2026): 461–463. https://doi.org/10.18609/nai.2026.055.'
ieee: 'A. C. Keller, “Ongoing efforts to enhance stability,” Nucleic Acid Insights,
vol. 3, no. 6, pp. 461–463, 2026, doi: 10.18609/nai.2026.055.'
mla: Keller, Adrian Clemens. “Ongoing Efforts to Enhance Stability.” Nucleic
Acid Insights, vol. 3, no. 6, 2026, pp. 461–463, doi:10.18609/nai.2026.055.
short: A.C. Keller, Nucleic Acid Insights 3 (2026) 461–463.
date_created: 2026-08-06T06:56:02Z
date_updated: 2026-08-06T06:59:39Z
ddc:
- '572'
department:
- _id: '302'
doi: 10.18609/nai.2026.055
file:
- access_level: open_access
content_type: application/pdf
creator: adke
date_created: 2026-08-06T06:55:55Z
date_updated: 2026-08-06T06:55:55Z
file_id: '66669'
file_name: Keller_nai26.pdf
file_size: 278638
relation: main_file
file_date_updated: 2026-08-06T06:55:55Z
has_accepted_license: '1'
intvolume: ' 3'
issue: '6'
language:
- iso: eng
oa: '1'
page: 461–463
publication: Nucleic Acid Insights
status: public
title: Ongoing efforts to enhance stability
type: journal_article
user_id: '48864'
volume: 3
year: '2026'
...
---
_id: '66670'
author:
- first_name: Carolin
full_name: Mensendiek, Carolin
id: '75006'
last_name: Mensendiek
- first_name: Oliver Ludger
full_name: Preuß, Oliver Ludger
id: '102978'
last_name: Preuß
orcid: 0009-0008-9308-2418
- first_name: Jeroen
full_name: Rook, Jeroen
id: '102977'
last_name: Rook
- first_name: Francisco
full_name: Chicano, Francisco
last_name: Chicano
- first_name: Darrell
full_name: Whitley, Darrell
last_name: Whitley
- first_name: Heike
full_name: Trautmann, Heike
id: '100740'
last_name: Trautmann
orcid: 0000-0002-9788-8282
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. 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; 2026:134–142. doi:10.1145/3795095.3805136'
apa: 'Mensendiek, C., Preuß, O. L., Rook, J., Chicano, F., Whitley, D., & Trautmann,
H. (2026). Digging to the Ground Truth: Solving Multi-objective Gray-Box Optimization
Problems through Hyperplane Elimination. 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 (pp. 134–142).
ACM. https://doi.org/10.1145/3795095.3805136'
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={10.1145/3795095.3805136},
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}
}'
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 Proceedings
of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional
de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026, edited by
Leonardo Trujillo and Ting Hu, 134–142. ACM, 2026. https://doi.org/10.1145/3795095.3805136.'
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 Proceedings of the Genetic and Evolutionary
Computation Conference, GECCO 2026, Centro Internacional de Convenciones CIC-ANDE,
San Jose, Costa Rica, July 13-17, 2026, 2026, pp. 134–142, doi: 10.1145/3795095.3805136.'
mla: 'Mensendiek, Carolin, et al. “Digging to the Ground Truth: Solving Multi-Objective
Gray-Box Optimization Problems through Hyperplane Elimination.” Proceedings
of the Genetic and Evolutionary Computation Conference, GECCO 2026, Centro Internacional
de Convenciones CIC-ANDE, San Jose, Costa Rica, July 13-17, 2026, edited by
Leonardo Trujillo and Ting Hu, ACM, 2026, pp. 134–142, doi:10.1145/3795095.3805136.'
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.'
date_created: 2026-08-06T06:59:20Z
date_updated: 2026-08-06T07:00:02Z
department:
- _id: '819'
doi: 10.1145/3795095.3805136
editor:
- first_name: Leonardo
full_name: Trujillo, Leonardo
last_name: Trujillo
- first_name: Ting
full_name: Hu, Ting
last_name: Hu
language:
- iso: eng
page: 134–142
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
publisher: ACM
status: public
title: 'Digging to the Ground Truth: Solving Multi-objective Gray-Box Optimization
Problems through Hyperplane Elimination'
type: conference
user_id: '15504'
year: '2026'
...
---
_id: '66671'
author:
- first_name: Viviane
full_name: Gladow, Viviane
last_name: Gladow
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Gladow V, Buhl HM. Partner models of explainers: a qualitative interview study.
Frontiers in Education. 2026;11. doi:10.3389/feduc.2026.1891741'
apa: 'Gladow, V., & Buhl, H. M. (2026). Partner models of explainers: a qualitative
interview study. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1891741'
bibtex: '@article{Gladow_Buhl_2026, title={Partner models of explainers: a qualitative
interview study}, volume={11}, DOI={10.3389/feduc.2026.1891741},
journal={Frontiers in Education}, author={Gladow, Viviane and Buhl, Heike M.},
year={2026} }'
chicago: 'Gladow, Viviane, and Heike M. Buhl. “Partner Models of Explainers: A Qualitative
Interview Study.” Frontiers in Education 11 (2026). https://doi.org/10.3389/feduc.2026.1891741.'
ieee: 'V. Gladow and H. M. Buhl, “Partner models of explainers: a qualitative interview
study,” Frontiers in Education, vol. 11, 2026, doi: 10.3389/feduc.2026.1891741.'
mla: 'Gladow, Viviane, and Heike M. Buhl. “Partner Models of Explainers: A Qualitative
Interview Study.” Frontiers in Education, vol. 11, 2026, doi:10.3389/feduc.2026.1891741.'
short: V. Gladow, H.M. Buhl, Frontiers in Education 11 (2026).
date_created: 2026-08-06T08:38:05Z
date_updated: 2026-08-06T08:41:48Z
department:
- _id: '427'
doi: 10.3389/feduc.2026.1891741
intvolume: ' 11'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2026.1891741/full
oa: '1'
project:
- _id: '111'
name: 'TRR 318 - Projekt A01: Adaptives Erklären'
publication: Frontiers in Education
status: public
title: 'Partner models of explainers: a qualitative interview study'
type: journal_article
user_id: '90826'
volume: 11
year: '2026'
...
---
_id: '65386'
abstract:
- lang: eng
text: "Abstract\r\n \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 N\r\n
\ = 15 and\r\n N\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 "
article_number: '2'
author:
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
citation:
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. Journal für Mathematik-Didaktik. 2026;47(1). doi:10.1007/s13138-026-00268-0
apa: Eichler, A., Büchter, T., & Binder, K. (2026). Conceptualising Risk and
Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz –
Ergebnisse einer Delphi-Studie. Journal Für Mathematik-Didaktik, 47(1),
Article 2. https://doi.org/10.1007/s13138-026-00268-0
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={10.1007/s13138-026-00268-0},
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} }'
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.” Journal Für Mathematik-Didaktik
47, no. 1 (2026). https://doi.org/10.1007/s13138-026-00268-0.
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,” Journal für Mathematik-Didaktik, vol. 47, no. 1,
Art. no. 2, 2026, doi: 10.1007/s13138-026-00268-0.'
mla: Eichler, Andreas, et al. “Conceptualising Risk and Risk Literacy—Results of
a Delphi Study Konzeptualisierung von Risiko Und Risikokompetenz – Ergebnisse
Einer Delphi-Studie.” Journal Für Mathematik-Didaktik, vol. 47, no. 1,
2, Springer Science and Business Media LLC, 2026, doi:10.1007/s13138-026-00268-0.
short: A. Eichler, T. Büchter, K. Binder, Journal Für Mathematik-Didaktik 47 (2026).
date_created: 2026-04-10T05:49:41Z
date_updated: 2026-08-06T14:22:44Z
ddc:
- '370'
doi: 10.1007/s13138-026-00268-0
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:20:33Z
date_updated: 2026-04-20T16:20:33Z
file_id: '65468'
file_name: Eichler Büchter Binder 2026 Conceptualising Risk and Risk Literacy -
results of a Delphi Study.pdf
file_size: 2030179
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:20:33Z
has_accepted_license: '1'
intvolume: ' 47'
issue: '1'
language:
- iso: eng
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Journal für Mathematik-Didaktik
publication_identifier:
issn:
- 0173-5322
- 1869-2699
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung
von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie
type: journal_article
user_id: '83381'
volume: 47
year: '2026'
...
---
_id: '66678'
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."
author:
- first_name: Linda
full_name: Zwick, Linda
last_name: Zwick
- first_name: Eva
full_name: Bühler, Eva
last_name: Bühler
- first_name: David Christoph
full_name: Weiler, David Christoph
id: '118219'
last_name: Weiler
orcid: 0000-0003-2164-0341
citation:
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. KI in der naturwissenschaftlichen Bildung . ; 2026.'
apa: Zwick, L., Bühler, E., & Weiler, D. C. (2026). Evaluation des Buddy-Programms
der GDCP-Jahrestagung 2025. In P. Pollmeier & Gesellschaft für Didaktik der
Chemie und Physik (GDCP) (Eds.), KI in der naturwissenschaftlichen Bildung
.
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} }'
chicago: Zwick, Linda, Eva Bühler, and David Christoph Weiler. “Evaluation des Buddy-Programms
der GDCP-Jahrestagung 2025.” In KI in der naturwissenschaftlichen Bildung ,
edited by Pascal Pollmeier and Gesellschaft für Didaktik der Chemie und Physik
(GDCP). Paderborn, 2026.
ieee: L. Zwick, E. Bühler, and D. C. Weiler, “Evaluation des Buddy-Programms der
GDCP-Jahrestagung 2025,” in KI in der naturwissenschaftlichen Bildung ,
Frankfurt am Main, 2026.
mla: Zwick, Linda, et al. “Evaluation des Buddy-Programms der GDCP-Jahrestagung
2025.” KI in der naturwissenschaftlichen Bildung , edited by Pascal Pollmeier
and Gesellschaft für Didaktik der Chemie und Physik (GDCP), 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.'
conference:
end_date: 11.09.2025
location: Frankfurt am Main
name: Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik (GDCP e.
V.)
start_date: 08.09.2025
corporate_editor:
- Gesellschaft für Didaktik der Chemie und Physik (GDCP)
date_created: 2026-08-07T06:44:39Z
date_updated: 2026-08-07T06:44:55Z
ddc:
- '370'
department:
- _id: '864'
editor:
- first_name: Pascal
full_name: Pollmeier, Pascal
last_name: Pollmeier
file:
- access_level: closed
content_type: application/pdf
creator: dweiler
date_created: 2026-08-07T06:26:44Z
date_updated: 2026-08-07T06:26:44Z
file_id: '66679'
file_name: 005_Buddy-Evaluation.pdf
file_size: 244802
relation: main_file
success: 1
file_date_updated: 2026-08-07T06:26:44Z
has_accepted_license: '1'
keyword:
- GDCP
- Buddy-Programm
- Evaluation
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://gdcp-ev.de/wp-content/uploads/securepdfs/2026/08/005_Buddy-Evaluation.pdf
oa: '1'
place: Paderborn
publication: 'KI in der naturwissenschaftlichen Bildung '
publication_status: published
related_material:
link:
- relation: table_of_contents
url: https://gdcp-ev.de/tagungsbaende/tagungsband-2026-band-46/
status: public
title: Evaluation des Buddy-Programms der GDCP-Jahrestagung 2025
type: conference
user_id: '118219'
year: '2026'
...
---
_id: '64583'
author:
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
citation:
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. Proceedings of the IASE 2025 Satellite Conference - Statistics and
Data Science Education in STEAM. International Association for Statistics
Education; 2026. doi:10.52041/iase25.125'
apa: Büchter, T., Binder, K., & Eichler, A. (2026). The integration of probability-based
arguments in risk-related contexts. 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. https://doi.org/10.52041/iase25.125
bibtex: '@inproceedings{Büchter_Binder_Eichler_2026, title={The integration of probability-based
arguments in risk-related contexts}, DOI={10.52041/iase25.125},
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} }'
chicago: Büchter, Theresa, Karin Binder, and Andreas Eichler. “The Integration of
Probability-Based Arguments in Risk-Related Contexts.” In Proceedings of the
IASE 2025 Satellite Conference - Statistics and Data Science Education in STEAM,
edited by Lisa Birk, Gerrit Loth, Luca Jotzo, Karin Binder, and Daniel Frischemeier.
International Association for Statistics Education, 2026. https://doi.org/10.52041/iase25.125.
ieee: 'T. Büchter, K. Binder, and A. Eichler, “The integration of probability-based
arguments in risk-related contexts,” in Proceedings of the IASE 2025 Satellite
Conference - Statistics and Data Science Education in STEAM, 2026, doi: 10.52041/iase25.125.'
mla: Büchter, Theresa, et al. “The Integration of Probability-Based Arguments in
Risk-Related Contexts.” Proceedings of the IASE 2025 Satellite Conference -
Statistics and Data Science Education in STEAM, edited by Lisa Birk et al.,
International Association for Statistics Education, 2026, doi:10.52041/iase25.125.
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.'
date_created: 2026-02-22T10:00:03Z
date_updated: 2026-08-06T14:22:09Z
ddc:
- '370'
doi: 10.52041/iase25.125
editor:
- first_name: Lisa
full_name: Birk, Lisa
last_name: Birk
- first_name: Gerrit
full_name: Loth, Gerrit
last_name: Loth
- first_name: Luca
full_name: Jotzo, Luca
last_name: Jotzo
- first_name: Karin
full_name: Binder, Karin
last_name: Binder
- first_name: Daniel
full_name: Frischemeier, Daniel
last_name: Frischemeier
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:23:48Z
date_updated: 2026-04-20T16:23:48Z
file_id: '65469'
file_name: Büchter Binder Eichler 2025 The integration of probability-based arguments
in risk-related contexts.pdf
file_size: 498856
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:23:48Z
has_accepted_license: '1'
language:
- iso: eng
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Proceedings of the IASE 2025 Satellite Conference - Statistics and Data
Science Education in STEAM
publication_status: published
publisher: International Association for Statistics Education
status: public
title: The integration of probability-based arguments in risk-related contexts
type: conference
user_id: '83381'
year: '2026'
...
---
_id: '66676'
citation:
ama: Büchter T, Eichler A, Binder K, eds. Simulationen in Der MINT-Bildung -
Impulse Für Den Mathematikunterricht. Vol 72. Friedrich Verlag; 2026:2-5.
apa: Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht. (2026).
In T. Büchter, A. Eichler, & K. Binder (Eds.), Der Mathematikunterricht
(Vol. 72, Issue 3, pp. 2–5). Friedrich Verlag.
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}
}'
chicago: Büchter, Theresa, Andreas Eichler, and Karin Binder, eds. Simulationen
in Der MINT-Bildung - Impulse Für Den Mathematikunterricht. Der Mathematikunterricht.
Vol. 72. Friedrich Verlag, 2026.
ieee: T. Büchter, A. Eichler, and K. Binder, Eds., Simulationen in der MINT-Bildung
- Impulse für den Mathematikunterricht, vol. 72, no. 3. Friedrich Verlag,
2026, pp. 2–5.
mla: Büchter, Theresa, et al., editors. “Simulationen in Der MINT-Bildung - Impulse
Für Den Mathematikunterricht.” Der Mathematikunterricht, 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.
date_created: 2026-08-06T14:19:31Z
date_updated: 2026-08-06T14:21:43Z
department:
- _id: '983'
editor:
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
intvolume: ' 72'
issue: '3'
language:
- iso: eng
page: 2-5
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Der Mathematikunterricht
publisher: Friedrich Verlag
status: public
title: Simulationen in der MINT-Bildung - Impulse für den Mathematikunterricht
type: journal_editor
user_id: '83381'
volume: 72
year: '2026'
...
---
_id: '65398'
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Michael
full_name: Funk, Michael
last_name: Funk
- first_name: Gianna
full_name: Casamassima, Gianna
id: '41118'
last_name: Casamassima
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
citation:
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.'
apa: Hellmich, F., Knickenberg, M., Funk, M., Casamassima, G., & Löper, M. F.
(2026). 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. .
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} }'
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.
mla: Hellmich, Frank, et al. 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. . 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.'
date_created: 2026-04-13T06:17:27Z
date_updated: 2026-08-07T06:58:52Z
department:
- _id: '460'
language:
- iso: eng
place: Porto, Portugal
publisher: Polytechnic Porto (P.Porto)
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. '
type: conference_abstract
user_id: '57672'
year: '2026'
...
---
_id: '65399'
author:
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Löper MF, Hellmich F. Predictors of primary school students’ prosocial behaviour
toward peers with social-emotional difficulties in inclusive education: Insights
from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto
International Conference on Research in Education (ICRE) 2026. . In: Polytechnic
Porto (P.Porto); 2026.'
apa: 'Löper, M. F., & Hellmich, F. (2026). Predictors of primary school students’
prosocial behaviour toward peers with social-emotional difficulties in inclusive
education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation.
5th Porto International Conference on Research in Education (ICRE) 2026. .'
bibtex: '@inproceedings{Löper_Hellmich_2026, place={Porto, Portugal}, title={Predictors
of primary school students’ prosocial behaviour toward peers with social-emotional
difficulties in inclusive education: Insights from the Theory of Planned Behaviour.
Individual Oral Presentation. 5th Porto International Conference on Research in
Education (ICRE) 2026. }, publisher={Polytechnic Porto (P.Porto)}, author={Löper,
Marwin Felix and Hellmich, Frank}, year={2026} }'
chicago: 'Löper, Marwin Felix, and Frank Hellmich. “Predictors of Primary School
Students’ Prosocial Behaviour toward Peers with Social-Emotional Difficulties
in Inclusive Education: Insights from the Theory of Planned Behaviour. Individual
Oral Presentation. 5th Porto International Conference on Research in Education
(ICRE) 2026. .” Porto, Portugal: Polytechnic Porto (P.Porto), 2026.'
ieee: 'M. F. Löper and F. Hellmich, “Predictors of primary school students’ prosocial
behaviour toward peers with social-emotional difficulties in inclusive education:
Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th
Porto International Conference on Research in Education (ICRE) 2026. ,” 2026.'
mla: 'Löper, Marwin Felix, and Frank Hellmich. Predictors of Primary School Students’
Prosocial Behaviour toward Peers with Social-Emotional Difficulties in Inclusive
Education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation.
5th Porto International Conference on Research in Education (ICRE) 2026. .
Polytechnic Porto (P.Porto), 2026.'
short: 'M.F. Löper, F. Hellmich, in: Polytechnic Porto (P.Porto), Porto, Portugal,
2026.'
date_created: 2026-04-13T06:18:59Z
date_updated: 2026-08-07T06:58:19Z
department:
- _id: '460'
language:
- iso: eng
place: Porto, Portugal
publisher: Polytechnic Porto (P.Porto)
status: public
title: 'Predictors of primary school students’ prosocial behaviour toward peers with
social-emotional difficulties in inclusive education: Insights from the Theory of
Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference
on Research in Education (ICRE) 2026. '
type: conference_abstract
user_id: '57672'
year: '2026'
...
---
_id: '66677'
author:
- first_name: Theresa
full_name: Büchter, Theresa
last_name: Büchter
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
- first_name: Andreas
full_name: Eichler, Andreas
last_name: Eichler
citation:
ama: Büchter T, Binder K, Eichler A. Unterschiedliche Typen von Simulationen - Klassifikation,
Beispiele und unterrichtlicher Einsatz. Der Mathematikunterricht. 2026;73(3):6-15.
apa: Büchter, T., Binder, K., & Eichler, A. (2026). Unterschiedliche Typen von
Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz. Der
Mathematikunterricht, 73(3), 6–15.
bibtex: '@article{Büchter_Binder_Eichler_2026, title={Unterschiedliche Typen von
Simulationen - Klassifikation, Beispiele und unterrichtlicher Einsatz}, volume={73},
number={3}, journal={Der Mathematikunterricht}, author={Büchter, Theresa and Binder,
Karin and Eichler, Andreas}, year={2026}, pages={6–15} }'
chicago: 'Büchter, Theresa, Karin Binder, and Andreas Eichler. “Unterschiedliche
Typen von Simulationen - Klassifikation, Beispiele Und Unterrichtlicher Einsatz.”
Der Mathematikunterricht 73, no. 3 (2026): 6–15.'
ieee: T. Büchter, K. Binder, and A. Eichler, “Unterschiedliche Typen von Simulationen
- Klassifikation, Beispiele und unterrichtlicher Einsatz,” Der Mathematikunterricht,
vol. 73, no. 3, pp. 6–15, 2026.
mla: Büchter, Theresa, et al. “Unterschiedliche Typen von Simulationen - Klassifikation,
Beispiele Und Unterrichtlicher Einsatz.” Der Mathematikunterricht, vol.
73, no. 3, 2026, pp. 6–15.
short: T. Büchter, K. Binder, A. Eichler, Der Mathematikunterricht 73 (2026) 6–15.
date_created: 2026-08-06T14:21:24Z
date_updated: 2026-08-06T14:21:29Z
department:
- _id: '983'
intvolume: ' 73'
issue: '3'
language:
- iso: eng
page: 6-15
project:
- _id: '2784'
name: '„Komplexe MINT-Themen verstehen: Mit Simulationen Kompetenzen für das 21.
Jahrhundert fördern“ (siMINT) - Teilprojekt siMINT Risk'
publication: Der Mathematikunterricht
status: public
title: Unterschiedliche Typen von Simulationen - Klassifikation, Beispiele und unterrichtlicher
Einsatz
type: journal_article
user_id: '83381'
volume: 73
year: '2026'
...