@phdthesis{Beer2022,
  author    = {Beer, Stephanie},
  title     = {Haushunde als Erziehungsmittel im Internat. Eine empirisch-rekonstruktive Untersuchung zur F{\"o}rderung der nonverbalen Kommunikation zwischen Teilnehmer und Hund},
  doi       = {10.25972/OPUS-28773},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-287734},
  school      = {Universit{\"a}t W{\"u}rzburg},
  year      = {2022},
  abstract  = {Die Symbiose zwischen Mensch und Hund ist die wohl engste und zugleich auch {\"a}lteste Verbindung zwischen Mensch und Natur. Dass Hunde als Rudeltiere vorurteilsfrei und ehrlich die bewusste N{\"a}he zu Menschen suchen, wurde sich bereits im anglo-amerikanischen Raum im psychologisch-p{\"a}dagogischen Bereich bedient. Im Internatsbereich der Caritas Don Bosco gGmbH, bei dem das Promotionsprojekt ein halbes Jahr stattgefunden hat, sind die jungen Menschen, die aufgrund einer physischen bzw. psychischen Teilhabeeinschr{\"a}nkung eine berufliche Reha-Maßnahme durchlaufen, untergebracht. Aufgrund des vorausgegangenen Versagens in ihrer vorigen (Bildungs-)Laufbahn, ihrer negativen Erfahrungen oder auch wegen ihrer Einschr{\"a}nkungen besitzen sie kaum bis keinerlei soziale Kompetenzen, die f{\"u}r ein sp{\"a}teres Leben in der Gesellschaft unerl{\"a}sslich sind. Da das Tier mit keinerlei Erwartungshaltung an die Betroffenen herangeht, kann sich dies zunutze gemacht werden. Den jungen Menschen wird in diesem tiergest{\"u}tzten Trainingskonzept die M{\"o}glichkeit gegeben, in verschiedenen {\"U}bungsinteraktionen mit dem Hund ihr (non-)verbales Verhalten abzustimmen, um anschließend einen sozio-emotionalen Kompetenzzuwachs zu erlangen, der sich dann im Verlauf unterbewusst auf den zwischenmenschlichen Bereich transformieren l{\"a}sst. In dieser Arbeit zeigt sich, inwieweit der eingesetzte Hund, den jungen Menschen als assistierendes Erziehungsmittel der p{\"a}dagogischen Studienleiterin dabei helfen kann, {\"u}ber die positiven, nonverbalen Interaktionserfahrungen mit dem Tier einen sozio-emotionalen Kompetenzzuwachs zu erlangen.},
  subject      = {nonverbal},
  language  = {de}
}
@article{HeinLatoschikWienrich2022,
  author    = {Hein, Rebecca M. and Latoschik, Marc Erich and Wienrich, Carolin},
  title     = {Inter- and transcultural learning in cocial virtual reality: a proposal for an inter- and transcultural virtual object database to be used in the implementation, reflection, and evaluation of virtual encounters},
  series = {Multimodal Technologies and Interaction},
  volume    = {6},
  journal   = {Multimodal Technologies and Interaction},
  number    = {7},
  issn      = {2414-4088},
  doi       = {10.3390/mti6070050},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-278974},
  year      = {2022},
  abstract  = {Visual stimuli are frequently used to improve memory, language learning or perception, and understanding of metacognitive processes. However, in virtual reality (VR), there are few systematically and empirically derived databases. This paper proposes the first collection of virtual objects based on empirical evaluation for inter-and transcultural encounters between English- and German-speaking learners. We used explicit and implicit measurement methods to identify cultural associations and the degree of stereotypical perception for each virtual stimuli (n = 293) through two online studies, including native German and English-speaking participants. The analysis resulted in a final well-describable database of 128 objects (called InteractionSuitcase). In future applications, the objects can be used as a great interaction or conversation asset and behavioral measurement tool in social VR applications, especially in the field of foreign language education. For example, encounters can use the objects to describe their culture, or teachers can intuitively assess stereotyped attitudes of the encounters.},
  language  = {en}
}
@article{Franz2022,
  author    = {Franz, David J.},
  title     = {Is Applied Ethics Morally Problematic?},
  series = {Journal of Academic Ethics},
  volume    = {20},
  journal   = {Journal of Academic Ethics},
  issn      = {1572-8544},
  doi       = {10.1007/s10805-021-09417-1},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-269095},
  pages     = {359-374},
  year      = {2022},
  abstract  = {This paper argues that applied ethics can itself be morally problematic. As illustrated by the case of Peter Singer's criticism of social practice, morally loaded communication by applied ethicists can lead to protests, backlashes, and aggression. By reviewing the psychological literature on self-image, collective identity, and motivated reasoning three categories of morally problematic consequences of ethical criticism by applied ethicists are identified: serious psychological discomfort, moral backfiring, and hostile conflict. The most worrisome is moral backfiring: psychological research suggests that ethical criticism of people's central moral convictions can reinforce exactly those attitudes. Therefore, applied ethicists unintentionally can contribute to a consolidation of precisely those social circumstances that they condemn to be unethical. Furthermore, I argue that the normative concerns raised in this paper are not dependent on the commitment to one specific paradigm in moral philosophy. Utilitarianism, Aristotelian virtue ethics, and Rawlsian contractarianism all provide sound reasons to take morally problematic consequences of ethical criticism seriously. Only the case of deontological ethics is less clear-cut. Finally, I point out that the issues raised in this paper provide an excellent opportunity for further interdisciplinary collaboration between applied ethics and social sciences. I also propose strategies for communicating ethics effectively.},
  language  = {en}
}
@article{FiedlerHeyneBogner2022,
  author    = {Fiedler, Sonja T. and Heyne, Thomas and Bogner, Franz X.},
  title     = {Closing the gap: potentials of ESE distance teaching},
  series = {Sustainability},
  volume    = {14},
  journal   = {Sustainability},
  number    = {14},
  issn      = {2071-1050},
  doi       = {10.3390/su14148330},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-281893},
  year      = {2022},
  abstract  = {Environmental and sustainability education (ESE) traditionally relies on green teaching environments and active participation. Thus, during the lockdown phase, a gap between curricular goals and learning outcomes appeared. This study investigates the impact of ESE distance teaching on 288 Bavarian fifth-graders and learning factors that could bridge this gap. The influence of digital preferences on learning progress is examined and compared with the influence of fascination levels. A negative correlation between spending time outside in nature and spending time inside in front of a digital device is expected. A control group completed a learning unit about biological topics such as plant identification and environmental factors, as well as ESE topics such as characteristics of sustainable agriculture, at an out-of-school ESE center. The experimental group completed the same learning unit in distance teaching. Fascination with Biology (FBio) and Digital Nativity Assessment Scale (DNAS) were applied in addition to a customized knowledge test. Both values seem to have a positive impact on learning outcomes. There were no significant differences between the control and experimental group. Surprisingly, Fascination and Digital Nativity show a low, if not negligible, relationship. Implications for digital ESE, especially between outdoor learning centers and schools, are discussed.},
  language  = {en}
}
@article{EbenbeckRieserJungjohannetal.2022,
  author    = {Ebenbeck, Nikola and Rieser, Jakob and Jungjohann, Jana and Gebhardt, Markus},
  title     = {How the existence of special schools affects the placement of students with special needs in inclusive primary schools},
  series = {Journal of Research in Special Educational Needs},
  volume    = {22},
  journal   = {Journal of Research in Special Educational Needs},
  number    = {3},
  doi       = {10.1111/1471-3802.12565},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-287308},
  pages     = {274 -- 287},
  year      = {2022},
  abstract  = {Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distance effect of special schools affecting the placement of students. For this purpose, official school statistics including all students at special and regular schools in the years 2010, 2015 and 2020 (N = 11 280 040) are evaluated in a spatiotemporal comparison using Educational Data Mining. In a hierarchical regression model on school placement in inclusive schools, the distance between primary and special schools has the highest influence (β = 0.48) on the inclusion rate (i.e., the proportion of students with special needs who are educated in regular schools in relation to all students with disabilities), along with the size (β = -0.14) and the density of special schools in a district (β = -0.12). The effects differ according to the population density of the region and are stronger in large cities. When the proportion of students with and without SEN in regular schools is considered (support rate), the density of special schools has the greatest impact on school placement (ß = 43.44). Self-preservation of schools, traditional funding systems and regional differences between urban and rural areas are discussed as possible reasons.},
  language  = {en}
}
@article{JustSiller2022,
  author    = {Just, Janina and Siller, Hans-Stefan},
  title     = {The role of mathematics in STEM secondary classrooms: a systematic literature review},
  series = {Education Sciences},
  volume    = {12},
  journal   = {Education Sciences},
  number    = {9},
  issn      = {2227-7102},
  doi       = {10.3390/educsci12090629},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-288075},
  year      = {2022},
  abstract  = {Nowadays, science, technology, engineering, and mathematics (STEM) play a critical role in a nation's global competitiveness and prosperity. Thus, there is a need to educate students in these subjects to meet the current and future demands of personal life and society. While applications, especially in science, engineering, and technology, are directly obvious, mathematics underpins the other STEM disciplines. It is recognized that mathematics is the foundation for all other STEM disciplines; the role of mathematics in classrooms is not clear yet. Therefore, the question arises: What is the current role of mathematics in secondary STEM classrooms? To answer this question, we conducted a systematic literature review based on three publication databases (Web of Science, ERIC, and EBSCO Teacher Referral Center). This literature review paper is intended to contribute to the current state of the role of mathematics in STEM education in secondary classrooms. Through the search, starting with 1910 documents, only 14 eligible documents were found. In these, mathematics is often seen as a minor matter and a means to an end in the eyes of science educators. From this, we conclude that the role of mathematics in the STEM classroom should be further strengthened. Overall, the paper highlights a major research gap, and proposes possible initial solutions to close it.},
  language  = {en}
}
@article{KindermannPohlmannRother2022,
  author    = {Kindermann, Katharina and Pohlmann-Rother, Sanna},
  title     = {Unterricht mit digitalen Medien?! : Mit welchen {\"U}berzeugungen und motivationalen Orientierungen zum unterrichtlichen Einsatz von Tablets starten Studierende ins Lehramtsstudium?},
  series = {Zeitschrift f{\"u}r Grundschulforschung},
  volume    = {15},
  journal   = {Zeitschrift f{\"u}r Grundschulforschung},
  number    = {2},
  issn      = {1865-3553},
  doi       = {10.1007/s42278-022-00145-y},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-324679},
  pages     = {435-452},
  year      = {2022},
  abstract  = {Die medienp{\"a}dagogische Kompetenz angehender Lehrkr{\"a}fte f{\"u}r die Primarstufe ist bislang nur ansatzweise erforscht und erfordert spezifische Zug{\"a}nge. Die hier vorgestellte quantitative Studie gibt einen Einblick, mit welchen mediendidaktischen {\"U}berzeugungen und motivationalen Orientierungen als zentrale und handlungsrelevante Bereiche professioneller Kompetenz Studierende der Grundschuldidaktik (N = 344) ins Lehramtsstudium starten, wie diese Konstrukte miteinander in Verbindung stehen und welche Pr{\"a}diktoren daf{\"u}r identifiziert werden k{\"o}nnen. In der Befragung wird das Tablet als exemplarisches digitales Endger{\"a}t gew{\"a}hlt. Die Ergebnisse zeigen, dass sich die angehenden Lehrkr{\"a}fte als kompetent im Umgang mit dem Tablet einsch{\"a}tzen und dem Tableteinsatz in der Schule tendenziell positiv gegen{\"u}berstehen, wohingegen sie diesen im Kontext des Anfangsunterrichts kritisch sehen.},
  subject      = {Medienp{\"a}dagogik},
  language  = {de}
}