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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 (2022)

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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 the STE(A)M 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 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 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)

Esta coletânea, intitulada Educação, Cultura e Inclusão: contextos internacionais e locais, é um esforço coletivo que visa à reflexão sobre estudos e pesquisas acerca da educação e da inclusão, em suas ... [more ▼]

Esta coletânea, intitulada Educação, Cultura e Inclusão: contextos internacionais e locais, é um esforço coletivo que visa à reflexão sobre estudos e pesquisas acerca da educação e da inclusão, em suas relações com perspectivas que envolvem as diversidades culturais, especialmente no que se refere ao ambiente escolar (predominantemente) e universitário, envolvendo pesquisadores de diferentes países, como Alemanha, Brasil, Canadá, Luxemburgo e Suécia. Concentrar e compartilhar cenários com desafios e contextos particulares e gerais constitui o diferencial desta coletânea, ao abordar assuntos que discorrem, principalmente, sobre os contextos educacionais e sociais nesses países; o que se configura em um convite para ampliar os horizontes e conhecimentos sobre o fenômeno educativo ao redor do mundo, aspectos que delineiam seu diferencial. A obra é direcionada a estudantes do ensino superior, pesquisadores e demais interessados nas temáticas abordadas. Espera-se contribuir com o aprofundamento das discussões sobre educação e inclusão e suas manifestações em diferentes contextos nacionais e internacionais. [less ▲]

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See detailBildung für nachhaltige Entwicklung als Kompetenzorientierung
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(9), 197

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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 detailDigitalisierung im Kontext von COVID-19
Andersen, Katja Natalie UL

in KiTa aktuell HRS - Fachzeitschrift für Leitungen, Fachkräfte und Träger der Kindertagesbetreuung (2021), 29(4), 85

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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 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 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 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 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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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 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 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 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 detailDeveloping multilingual practices in early childhood education through a professional development in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Mortini, Simone UL et al

in International Multilingual Research Journal (2020), 4

This paper investigates seven early education practitioners’ attitudes towards multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional ... [more ▼]

This paper investigates seven early education practitioners’ attitudes towards multilingual activities and translanguaging as well as their actual practices in Luxembourg. They took part in a professional development comprising a course, coaching, and regular meetings to deepen their understanding of multilingualism and language learning, and enable them to implement activities in multiple languages. The findings, drawn from questionnaires, observations, and interviews, show that all practitioners opened up towards multilingual activities and translanguaging, increased activities in such languages, and translanguaged frequently. The practitioners analyzed their beliefs and practices, connected theory and practice, constructed new knowledge, developed positive attitudes and changed their practice. This study is the first one to investigate the attitudes and practices of professionals in formal and non-formal education settings as well as the effect of professional development in Luxembourg. It also addresses the research gap regarding professional development on multilingualism in early childhood. [less ▲]

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See detailAssessing Task-orientation Potential in Primary Science Textbooks: Toward a New Approach
Andersen, Katja Natalie UL

in Journal of Research in Science Teaching (2020), 57

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative ... [more ▼]

Task orientation is currently a prominent concept under discussion in primary school didactics. It focuses on tasks along which pupils acquire competences on distinct levels of competence. The qualitative empirical study TAPSE (Textbook Analysis in Primary Science Education) pursues the question which conception of task orientation is present in current textbooks in primary science education. The study follows two foci: (a) The introduction of a new category system for the analysis of the task-orientation potential of tasks, based on the further development of existing category systems for analyzing tasks; and (b) the analysis of 994 task statements in science textbooks with respect to the didactic quality of their task orientation. The sample included nine primary science textbooks, four from Germany, and five from Luxembourg. Textbooks were selected from the most frequently sold series in the respective country. All tasks of the textbooks were analyzed deductively and inductively by four coders in three steps: (a) Identifying tasks with task-oriented potential; (b) itemizing different types of task-orientation potential; and (c) comparing the textbooks with respect to countryand period-specific manifestations of task orientation. Analysis indicated that (a) there are few tasks which meet the criteria of task orientation; (b) distinct types of task orientation can be generated, among which implicit forms dominate; and (c) differences occur in the characteristics of task orientation between older and newer textbooks as well as between German and Luxembourgish ones. Central points of discussion ensue from this: The need to develop models for social and cognitive activation for tasks, challenges for professional development for teachers, and support for pupils—in particular high achieving heterogenization. [less ▲]

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