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See detailKommunikationsaspekte der Zukunft im Klassenraum
Andersen, Katja Natalie UL; Kihm, Pascal; Neuböck-Hubinger, Brigitte et al

in Gesellschaft für Didaktik des Sachunterrichts (Ed.) Jahresband GDSU 2022: Herausforderungen und Zukunftsperspektiven für den Sachunterricht (2023)

A future-oriented science education refers to everyday experiences, (technical) language and current developments in migration and multilingualism (Kahlert 2022). This requires a participatory bringing ... [more ▼]

A future-oriented science education refers to everyday experiences, (technical) language and current developments in migration and multilingualism (Kahlert 2022). This requires a participatory bringing together of all areas of knowledge and experience in the classroom (Stoltenberg 2004). The arti-cle discusses tasks in science teaching from different perspectives (semantics, multilingualism, etc.), using the topic “swimming and sinking”, which appears to be a suitable frame of reference for several reasons: (1) the topic is based on a wide range of research; (2) it refers to a precise content area with the phenomenon of buoyancy and the considerations on force, density, interaction; (3) it connects to the living environment, and (4) follows the discourse of everyday language vs. educational language. Based on these items, the article tackles the question of what impact language in science textbooks has on (multilingual) students’ acquisition of science content. [less ▲]

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See detailResearch on Meaning Making in Luxembourgish Primary Science Education: Implications of a Space-Time-Analysis
Andersen, Katja Natalie UL

in Siry, Christina; Schreiber, Catherina; Gomez Fernandez, Roberto (Eds.) et al Critical methodologies for researching teaching and learning (2023)

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See detailHerausforderungen und Zukunftsperspektiven des Sachunterrichts im Fokus von Migration und Mehrsprachigkeit
Andersen, Katja Natalie UL; Peschel, Markus; Neuböck-Hubinger, Brigitte

Scientific Conference (2022, March 11)

Ein zukunftsfähiger Sachunterricht nimmt auf lebensweltliche Erfahrungen, (Fach)Sprache und aktuelle Entwicklungen zu Migration und Mehrsprachigkeit Bezug (Kahlert 2016). Dazu bedarf es einer ... [more ▼]

Ein zukunftsfähiger Sachunterricht nimmt auf lebensweltliche Erfahrungen, (Fach)Sprache und aktuelle Entwicklungen zu Migration und Mehrsprachigkeit Bezug (Kahlert 2016). Dazu bedarf es einer partizipativen Zusammenführung aller Wissens- und Erfahrungsbereiche im Klassenraum (vgl. Stoltenberg 2004). Das Symposium diskutiert Zukunftsperspektiven für die Entwicklung und Umsetzung von Aufgabenstellungen im Sachunterricht, dargestellt anhand des Themenkomplexes „Schwimmen und Sinken“. Aus unterschiedlichen Blickwinkeln wird der Frage nachgegangen, wie zukünftig Aufgaben gestaltet sein müssen, um eine sprachlich heterogener werdende Schülerschaft in der aktiven Auseinandersetzung mit der Sache zu unterstützen. Ausgehend von einer Klärung der fach-sprachlichen Begrifflichkeiten und der fachlichen Anschlussfähigkeit von Phänomenen und Konzepten zum Thema werden Ergebnisse erster explorativer Untersuchungen entsprechender Aufgaben vorgestellt und aus fachlicher und sprachlicher Sicht diskutiert. Auf der Planungsebene wird die Text-Bild-Kommunikation in Schulbuchaufgaben als Ausgangspunkt gewählt, um den Prozess der didaktischen Rekonstruktion von Aufgaben zu erörtern. Auf der Umsetzungsebene wird sich mit dem Problem mangelnder fachinhaltlicher und -methodischer Kompetenzen der Lehrkräfte auseinandergesetzt, um Forderungen für die Qualifizierung zu formulieren – auch im Hinblick auf die wachsende Mehrsprachigkeit der Schüler*innen. Ziel des Symposiums ist es, zukünftige Entwicklungsfelder mit Blick auf Aufgaben und Lehrer*innenbildung – am Beispiel des Themas „Schwimmen und Sinken“ – aufzuzeigen und vor dem Hintergrund aktueller Entwicklungen zu diskutieren. [less ▲]

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See detailPerspective luxembourgeoise: Conclusions sur le caractère inclusif des supports pédagogiques
Andersen, Katja Natalie UL; Vogt, Michaela; Bagger, Anette et al

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2022), 423

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C ... [more ▼]

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C. Bierschwale), le Luxembourg (Prof. Dr. K. Andersen), la Suède (Prof. Dr. A. Bagger) et l’Italie (Prof. Dr. V. Macchia, Prof. Dr. A. Augschöll, A. Ardemagni) cherche un moyen de définir le caractère inclusif des supports pédagogiques. C’est dans cette perspective qu’a été développé un catalogue de critères permettant d’évaluer la pertinence des supports pédagogiques en vue de leur utilisation dans des contextes d’enseignement inclusif. La présente contribution présente ces critères en les mettant en parallèle avec les conclusions des recherches menées au Luxembourg. [less ▲]

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See detailDigitizing Inclusion in a Changing World: Comparing insights into four European countries for matching new global realities
Andersen, Katja Natalie UL; Vogt, Michaela; Bagger, Anette et al

Scientific Conference (2022)

Inclusion and digitalization are among the driving forces in global discourses on education and learning. These global realities cause extensive transformations at local, national, and international ... [more ▼]

Inclusion and digitalization are among the driving forces in global discourses on education and learning. These global realities cause extensive transformations at local, national, and international levels. At the same time, the goal of inclusion is directly interwoven with local conditions, understandings, and historically grown valuations. The concept oscillates between universally shared norms and highly divergent local implementations. Regarding the focus of the symposium it can be assumed that especially in the course of digitalization as one main reaction of the corona pandemic, learning materials are not only expected to be inclusion oriented but also need to be combinable with digital demands to address alls kinds of inequalities amongst students appropriately. Learning materials thus are a central momentum to expatiate on transformations of a changing world. In correspondence with the congress theme, the symposium will therefore discuss how a reflection on centrifugal forces of interdependence and individuality can be located in the context of the immediate everyday life in schools and educational practice. In order to be able to discuss these tensions and current changes within educational practices starting from learning materials, an anchor point is needed in order to open up the international comparison of local specifics. The anchor point for this symposium is a criteria catalog which enables the international comparison of learning materials in their cultural contexts and provides a visualization of local particularities in the field of learning materials (Vogt et al. 2021). If these results are put into relation with the inclusive landscapes in different countries, further insights of relevance for inclusion as a global topic can be generated. The data basis springs from the ITM project (2018-2021, funded by Erasmus+) and other international collections of material. Speakers with expertise in regard to the triangulation of learning materials, inclusion and digitalization from four European universities (Ostrava, Czech Republic; Bielefeld, Germany; Luxemburg and Örebro, Sweden) present their findings in the symposium, more in-depth talks about national perspectives as well as a concluding wrap up. The following research questions are a guideline for each section of the symposium: 1. What are the local specifics and constellations as well as understandings of inclusion as a global reality that are being mirrored in teaching material? 2. How can the international comparison of teaching material impact the advancement of inclusion on a local level? 3. How can international comparative educational research become a driving force in the productive negotiation of globally relevant tensions? The contributions are methodologically based on group discussions and expert interviews about selected learning materials, their quality and criteria for evaluating them. These exchanges have been evaluated with the qualitative content analysis by Mayring (2015). Discourse analysis and context analysis were applied. Furthermore, source corpora of learning material were developed and materials were examined using a qualitative content analysis. This refers to the ITM project from Luxembourg, Örebro and Bielefeld University (Erasmus funding line, 2018-2021) as well as the contribution by Ostrava University. The material mainly comes from primary school education and takes into account various subjects, e.g. mathematics and natural sciences. By looking at the results of the interviews and the analysis of teaching materials as well as on the findings about the cultural and local conditions the presenters were able to develop a deeper understanding about how learning materials are set up for inclusive learning processes and about the underpinning understanding of inclusion in different cultural settings. This is the needed foundation to contextualize everyday practices of teaching and learning with the demands of education within the digital condition. [less ▲]

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See detailEducação, cultura e inclusão: contextos internacionais e locais
Andersen, Katja Natalie UL; Ferreira da Silva, Brigida Ticiane; de Moraes Novais, Valéria Silva

Book published by Appris (2022)

Education, Culture and Inclusion is the result of a bridge-building effort, in many ways. It builds connections between two different continents, America and Europe, and especially between researchers in ... [more ▼]

Education, Culture and Inclusion is the result of a bridge-building effort, in many ways. It builds connections between two different continents, America and Europe, and especially between researchers in educational sciences from Brazil and Canada on the one side, and from Luxembourg, Germany and Sweden on the other side. The articles treat specific situations that can be observed at school, but also in other contexts like science education in dedicated pedagogical centers. And last but not least, there is a strong link between the description of situations where inclusion is practiced and theoretical reflections on the terms of equality and inclusion. [less ▲]

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See detailNeue Perspektiven zur PISA Global Competence Messung basierend auf Reflexionen zum luxemburgischen Bildungsbericht
Andersen, Katja Natalie UL

in Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik (2022), 45(1), 33-38

In this article, the National Education Report Luxembourg 2021 with the focus on Education for Sustainable Development (ESD) is taken as the basis for developing new perspectives on the PISA Global ... [more ▼]

In this article, the National Education Report Luxembourg 2021 with the focus on Education for Sustainable Development (ESD) is taken as the basis for developing new perspectives on the PISA Global Competence measurement. In a first step, the empirical findings presented in the education report and their theoretical foundation are critically examined and impulses are shown that are significant for continuing the discussion about global competence measurement. Based on this, in a second step, the key competencies of ESD that become visible in the education report are worked out and compared with the approach of the OECD presented in the Global Competence Framework. The focus of the discussion is on transformative competence and multiliteracy competence. Based on this reflection, recommendations for the framing of the Global Competence measurement are concluded. [less ▲]

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See detailLanguage policies in STEM subjects: Inclusion, exclusion and abjection
Andersen, Katja Natalie UL; Bagger, Anette

in Karpava, Sviatlana (Ed.) Multilingualism, Multiculturalism and Inclusive Education (2022)

Language policies are of increasing importance in STEM teaching and learning in school systems, considering the increasing number of pupils who speak other family languages than the teaching language. The ... [more ▼]

Language policies are of increasing importance in STEM teaching and learning in school systems, considering the increasing number of pupils who speak other family languages than the teaching language. The latest PISA results as well as national testings (cf. LUCET & SCRIPT, 2021) have shown that pupils with family languages others than the school language tend to underperform in the STEM subjects. The combination of language policies, the global testing industry and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially in regards to language backgrounds. There are signs of systematic exclusion being the result of this. In this chapter we will display the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically display issues of in(ex)clusion in relation to multilingualism in STEM teaching. The research question that guides this comparative and problematising endeavor is: What kinds of language policies appear in the STEM subjects and what processes of inclusion, exclusion and abjection does this enhance? The methodology builds on Popkewtiz’s (2013; 2014) approach on politics of schooling. Hence, policy texts are understood as inscription devices that attribute terms, possibilities and characteristics to different kinds of people (Hacking, 1999) and therefore produce norms that function to include social groups while others are absent by omission (Popkewitz, 2013; Valero, 2017). This chapter will unravel such in(ex)clusion processes and abjections by advocating discourse analysis aiming to examine laws and regulations on language use in STEM subjects in Sweden and Luxembourg for indications regarding the discourse on in(ex)clusion. Our results show, first, that different language and multilingualism policies become visible in the STEM documents which exist in the two national contexts. Secondly, this chapter discusses what impacts these policies have on matters of inclusion, exclusion or abjection in STEM teaching contexts at primary schools. [less ▲]

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See detailInclusive cultures in science education: the case of science learning in Luxembourg
Andersen, Katja Natalie UL; Battello, Nadia; Trap, Guillaume

in Andersen, Katja Natalie; Ferreira da Silva, Brigida Ticiane; de Moraes Novais, Valéria Silva (Eds.) Educação, cultura e inclusão: contextos internacionais e locais (2022)

The publication of the National Action Plans for People with Disabilities (LE GOUVERNEMENT DU GRAND-DUCHÉ DE LUXEMBOURG, 2016; MINISTÈRE DE LA FAMILLE, DE L’INTÉGRATION ET À LA GRANDE RÉGION, 2020) set ... [more ▼]

The publication of the National Action Plans for People with Disabilities (LE GOUVERNEMENT DU GRAND-DUCHÉ DE LUXEMBOURG, 2016; MINISTÈRE DE LA FAMILLE, DE L’INTÉGRATION ET À LA GRANDE RÉGION, 2020) set the political stage for strategies to intensify inclusion in Luxembourg. One area of focus is the right to education for people with disabilities, with the aim of fully developing the personality of all learners, their talents and creativity as well as their mental and physical abilities. This implies offering tasks and materials that take into account the learners’ diverse competencies, experiences, backgrounds, languages and ways of thinking and enable them to acquire knowledge on different learning paths and with diverse learning objectives. In other words, according to the action plans, inclusive education means offering learning opportunities that address the learners at their individual level of competence and support them in their learning linguistically, cognitively and practically. The informal learning setting of the Luxembourg Science Center with its interactive and hands-on activities enables learning at different levels of competence, in different languages and with an orientation toward practical applications. Based on several examples, this chapter discusses how the political intentions called for in the Luxembourg Action Plans for Inclusion can be put into practice. In a first step, the chapter reviews the Luxembourg Action Plans for the implementation of the UN Convention on the Rights of Persons with Disabilities and identifies actions that support the development of an inclusive culture in science learning for children and youth. Secondly, using selected activities of the Luxembourg Science Center, approaches are outlined for an inclusive education system in science learning that enables the learners to participate in experimentation and to access scientific content. Building on the selected examples, inclusive science learning is described as a process in which learners develop competencies in science through experimenting with materials and through the exchange with others in a way that is sensitive to diversity. This chapter discusses the implications of such an inclusion-sensitive science education in a theoretical (Section 2) and applied (Section 3) reflection, using the informal learning sector as an example. The concluding discussion (Section 4) summarizes the opportunities and difficulties of inclusive science learning, showing that informal and formal education settings complement each other to form a full picture of inclusive science learning. [less ▲]

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See detailAssessing Luxembourg‘s inclusive STEM materials
Andersen, Katja Natalie UL

Scientific Conference (2021, September 10)

In the country of Luxembourg with its three official languages Luxembourgish, German and French, multilingualism is of special importance. The education system is based on a trilingual approach, starting ... [more ▼]

In the country of Luxembourg with its three official languages Luxembourgish, German and French, multilingualism is of special importance. The education system is based on a trilingual approach, starting with Luxembourgish as the language of instruction in Cycle 1, which corresponds to pre-school classes. In Cycle 2 (6- to 7-year-olds), German is the language of alphabetization and instruction, supplemented by French lessons in the oral use (7-year-olds) and in written language (8-year-olds). In addition, the schoolchildren speak multiple family languages as the country of Luxembourg has the highest percentage of schoolchildren with migration background within the EU (STATEC, 2020). Considering this special situation in the Luxembourgish school system, language has a high impact on the children’s participation and competence development in all subjects, but especially in MINT learning (Andersen, 2020). The results of the PISA studies show that Luxembourgish pupils with a migrant background have particular difficulties in acquiring sufficient competences in mathematics and science if none of the three school languages is their mother tongue (SCRIPT & EMACS, 2014; Ugen & Fischbach, 2017). This impedes their access to educational options and higher levels of schooling. Proceeding from these considerations, we see inclusion in a very wide conception that is not limited to those pupils with special needs or disabilities, for example, those with visual and hearing impairments, restricted movement and/or learning difficulties. Inclusion, however, also applies to all those children who are at risk of marginalisation or underachievement because of their language competences. This presentation focuses on materials in the subject mathematics that are used in inclusive settings at primary school in Luxembourg. Along the material “Einstern”, we show what challenges the multilingual children are facing in the use of this material and what kind of tasks the schoolchildren are working on when using the “Einstern” material. This presentation critically analyses selected tasks, including exemplary tasks that show potential for the support of the children’s inclusion, but also reflecting on tasks that may hinder inclusion for language reasons. [less ▲]

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See detailSchwimmen oder treiben – Sinken oder untergehen: Die fachliche und semantische Bedeutung von Sprache im naturwissenschaftlich-orientierten Sachunterricht
Peschel, Markus; Neuböck-Hubinger, Brigitte; Andersen, Katja Natalie UL

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas (Eds.) et al Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

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See detailInklusionssensible Bildungsmaterialien als „Must-have“: Hilfen bei der Bewertung von Vorhandenem und eigenen Erstellung von Neuem
Vogt, Michaela; Andersen, Katja Natalie UL; Bagger, Anette et al

in Grundschule aktuell (2021), 17(155), 18-21

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle ... [more ▼]

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle spielen, wird zwar häufig betont, jedoch kaum schuladministrativ ausreichend berücksichtigt. Um die Lehrpersonen trotzdem handlungsfähig zu halten, müssen deshalb andere Optionen mitgedacht und im Sinne unterstützender Maßnahmen realisiert werden. Hierzu zählen u. a. eine umfängliche Professionalisierung in der LehrerInnenaus- und -weiterbildung wie ebenso Beratungsstrukturen für unterrichtliche Problemlagen. [less ▲]

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See detailBildung für Nachhaltige Entwicklung in luxemburgischen Lehrwerken: Ergebnisse der TAPSE-Studie
Andersen, Katja Natalie UL

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Die empirisch-qualitative Studie Textbook Analysis in Primary Science Education (TAPSE; Andersen, 2020; 2018) identifizierte unterschiedliche Ausprägungen von Bildung für nachhaltige Entwicklung (BNE) in ... [more ▼]

Die empirisch-qualitative Studie Textbook Analysis in Primary Science Education (TAPSE; Andersen, 2020; 2018) identifizierte unterschiedliche Ausprägungen von Bildung für nachhaltige Entwicklung (BNE) in luxemburgischen Schulbüchern des Faches Éveil aux sciences. Fachliche und überfachliche Kompetenzen wurden ausdifferenziert, wobei sich zeigte, dass die Lehrwerke insgesamt nur begrenzt Inhalte über nachhaltige Entwicklung enthalten. [less ▲]

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See detailWegweisende Themen in Fort- und Weiterbildung
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(12), 281

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See detailQualitative Research on Science Education in School
Vogt, Michaela; Andersen, Katja Natalie UL

in Treagust, David F.; Fischer, Hans E.; Girwidz, Raimund (Eds.) Physics Education: Challenges in Physics Education (2021)

Specific features in the three steps of theoretical framing, data collection and data analysis characterise qualitative research on science education. As a general tendency, the qualitative paradigm ... [more ▼]

Specific features in the three steps of theoretical framing, data collection and data analysis characterise qualitative research on science education. As a general tendency, the qualitative paradigm contributes to research results that are gained by the interpretation of non-numerical data collected through a rather open, not hypothesis-driven, process-like research (Bortz and Döring in Research methods and evaluation: for human and social scientists. Springer Medizin, Heidelberg, 2016; Lamnek and Krell in Qualitative social research: With online material. Beltz, Weinheim, 2016). Beyond this pragmatic shortcut to the paradigmatic perspective, it should be emphasised that the following contribution is based on a fundamental understanding of qualitative research in the sense of a multidimensional modular system. The individual components of this system can be used and combined flexibly. However, this must happen based on the solid foundation of theory and the principled orientation towards the object of research or research questions. This contribution presents and discusses current trends in qualitative research on science education in schools. The chapter focusses on the four steps (a) theoretical groundwork for a research project in didactics, (b) data collection implying sampling, methods and technical support, (c) data analysis with its diverse methods and criteria of quality and (d) the interpretation of the analysed data related to the theoretical framework as well as to the research field. [less ▲]

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See detailBildsprache als Ausgangspunkt von Sprach- und Facharbeit im Sachunterricht: Empirische Ergebnisse zu Darstellungs- und Sprachebenen in Schulbüchern
Andersen, Katja Natalie UL; Peschel, Markus; Neuböck-Hubinger, Brigitte

in Franz, Ute; Haltenberger, Melanie; Hartinger, Andreas (Eds.) et al Sache und Sprache. Probleme und Perspektiven des Sachunterrichts (2021)

Language is of high importance for solving tasks in science education, as results of international assessments have repeatedly shown (cf. Andersen 2020; OECD, 2019). The empirical study LiST (Language in ... [more ▼]

Language is of high importance for solving tasks in science education, as results of international assessments have repeatedly shown (cf. Andersen 2020; OECD, 2019). The empirical study LiST (Language in Science Tasks) raises the question, which challenges are to be found in terms of language in tasks used in current primary science textbooks. This article presents the results on tasks that activate the pupils’ reflection on basic concepts in science with special focus on pictorial language and the related verbal tasks. It shows examples of tasks that teachers see as supportive for the development of scientific concepts. The results presented here are discussed in the context of an increasing migration and linguistic diversity of primary school classes. On this basis, hypotheses are formulated for the successful conditions of a scientific concepts activating task construction for primary science education. On this basis, hypotheses for a successful task construction that activates scientific concepts in primary science education. [less ▲]

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See detailAufgaben des Grundschulunterrichts im Fokus einer Spiel- und Lernkultur
Andersen, Katja Natalie UL

in Peschel, Markus (Ed.) Didaktik der Lernkulturen (2021)

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See detailDas Projekt ESERO Luxembourg: Konsequenzen für die Lehrerprofessionalisierung zum Thema Bildung für Nachhaltige Entwicklung
Andersen, Katja Natalie UL; Conrotte, Frederic; Trap, Guillaume et al

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

17 Ziele für eine nachhaltige Entwicklung, sogenannte Sustainable Development Goals (SDGs), finden sich in der Agenda 2030 der Vereinten Nationen (BMZ, 2017). In den Blick geraten Themen wie Klimaschutz ... [more ▼]

17 Ziele für eine nachhaltige Entwicklung, sogenannte Sustainable Development Goals (SDGs), finden sich in der Agenda 2030 der Vereinten Nationen (BMZ, 2017). In den Blick geraten Themen wie Klimaschutz, Energie und neue Technologien, die im Rahmen von Bildung für nachhaltige Entwicklung (BNE) ihren Niederschlag finden. Im Projekt ESERO Luxembourg werden Fortbildungen und Unterrichtsmaterialien auf der Grundlage der Ermittlung von Bedarfen zu BNE entwickelt. [less ▲]

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See detailToward Better Tasks in Sustainability Education: Search for New Approaches on Online Platforms
Andersen, Katja Natalie UL

in Global Journal of Science Frontier Research (2021), 21(5), 1-6

The O-TAPSE study deals with the question to what extent the sustainable development goals (SDGs) formulated by the UN (2015) are addressed in the latest online tasks for primary science education. The ... [more ▼]

The O-TAPSE study deals with the question to what extent the sustainable development goals (SDGs) formulated by the UN (2015) are addressed in the latest online tasks for primary science education. The tasks of three online platforms were evaluated by four primary school teachers with regard to the occurrence of content on the SDGs. The results of the study and their analysis show a clear need for action to further implement these contents in online tasks. [less ▲]

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See detailDas Unterrichtsthema „Dinge im Wasser“ in Österreichs Schulbüchern des Sachunterrichts: Empirische Ergebnisse
Neuböck-Hubinger, Brigitte; Peschel, Markus; Andersen, Katja Natalie UL

in GDSU-Journal (2021), 10(12), 107-118

Textbooks are very complex subjects – with different graphical and textual representations and full of stumbling stones for pupils. This article focuses on Austrian textbooks in science education at the ... [more ▼]

Textbooks are very complex subjects – with different graphical and textual representations and full of stumbling stones for pupils. This article focuses on Austrian textbooks in science education at the primary level, especially on the topic of “objects in water (floating)”. The analysis aims at showing how important this topic is in Austria and which linguistic challenges appear in current textbooks. 148 textbooks between 1900 and 2020 were reviewed, evaluated and compared with another science topic, i.e. “magnetism”. In addition, the text (N=9) are analyzed with regard to linguistic difficulties using the “Wiener Sachtextformel” and criteria according to Bamberger et al. (1989). Throughout the twentieth century, the topic “floating” was increasingly paid attention in Austrian textbooks and the analyzed texts correspond in principle with the primary level. However, a large variance was observed regarding word and sentence length and the frequency of using technical terms. Some exemplary examples illustrate the linguistic challenges. [less ▲]

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