Find out more about the main research areas, projects, publications and dissertation projects of the staff of the department of primary school didactics general sciences education with a special focus on natural sciences and technology.

Research interests

Our research activities aim on the one hand at basic research and thus at theory building in the didactics of general sciences education, and on the other hand at the development and research of evidence-based teaching or higher education didactic concepts.

We are interested in empirical teaching-learning research in primary school didactics with an interdisciplinary focus on professional knowledge and professionalisation of primary school teachers, science and technology teaching in the transition from primary to secondary school, the development of children's thinking through research and promotion of model competences in general sciences education, as well as inclusion, digital media and educational language in general sciences education.

The current questions relate to teachers and the conditions for their professionalisation, as well as to teaching variables and children's individual learning requirements.

Publications and current research

Dissertation project

Development on an empirically grounded learning performances framework for primary students’ modeling competence of water (systems)

Over the last half-century, there has been an evolving interest amongst science educators in incorporating (more) authentic and meaningful science and engineering practices into formal learning environments (GDSU, 2013; NGSS Lead States, 2013). One increasingly foregrounded practice that encompasses many other important scientific meaning-making processes (e.g. conducting investigations, organizing data, communication/argumentation) is scientific modeling (e.g. Gilbert, 2004). Competence-based views on scientific modeling foreground students’ use of models to learn about scientific practices and disciplinary ideas. To support primary students’ development of modeling competence, they should be afforded opportunities to engage with/learn about the nature and use of models, modeling practices (i.e. construct, use, evaluate and revise models), and real-world phenomena (GDSU, 2013; NGSS Lead States, 2013). However, there remains a need for empirical research to help clarify how students’ modeling competence can be optimally fostered through the design of science learning environments, as well as unique demands of modeling-based teaching and learning in specific disciplinary contexts. My dissertation project, embedded in an ongoing collaboration between the University of Lincoln, Nebraska, the University of Las Vegas, Nevada and the University of Leipzig, Germany, draws upon a diverse body of literature (Upmeier zu Belzen & Krüger 2010; Berland et al. 2016; Passmore et al.; Schwarz et al. 2009; Forbes et al. 2015; Gilbert 2004; Clement 2000) to discuss the conceptual foundations of a theoretically- and empirically-informed perspective on modeling competence defined by the integration of three elements - modeling practices, knowledge about models and modeling, and disciplinary concepts – into target ‘learning performances’ (Kracjik, McNeill & Reiser, 2007; Harris et al. 2016) that define modeling competence within particular disciplinary domains. These learning performances – integrated in a Learning Performances Framework for primary students’ modeling competence (Forbes et al. 2019) – then provide an important tool through which to design assessment opportunities and experiences for students to describe and investigate their integrated knowledge across modeling practices, related epistemic considerations and disciplinary concepts (e.g. water cycle) already at the primary school level. To collect data for this exploratory, qualitative research project, evidence-centered design (e.g. Mislevy & Riconscente 2005; Mislevy et al. 2017) is being used to guide and inform the development of model-centered tasks. ECD allows to align the learning performances of the framework as a series of claims about students‘ modeling competence with opportunities, so the implemented tasks, to elicit evidence of these claims. Evidence thus gathered can inform the refinement of both the framework itself and also the tasks – if needed. Data collection occurred in two cycles so far. A pilot phase and an implementation/delivery phase. For gathering evidence about the different learning performances the developed tasks were embedded in a semi-structured interview protocol. In the current cycle, the refined version of this four-step interview with aligned task-based assessment opportunities was implemented in a single German school. Individual interviews with N = 24 students from third and fourth grade classrooms were conducted. The audio-recorded interviews were transcribed and qualitatively coded in MAXQDA, about 70 percent of the data was double coded. Preliminary results from student interviews and task-based assessments indicate that while primary students were able to engage in many areas of the learning performances framework not all were represented so far. Primary students primarily preferred the representational aspects of scientific modeling, like using models to explain a phenomenon, to engaging in the more abstract, sense-making modeling purposes, like predicting or hypothesizing. The gathered evidence for these respective learning performances was accordingly rather limited. The third cycle of assessment implementation is currently ongoing.

POSTER FOR THE DISSERTATION PROJECT
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Publications

Projects

What do primary school pupils think about climate change and how do they evaluate it? - Climate-ethical questions, justice-theoretical and responsibility-ethical dimensions - A descriptive-qualitative study with an exploratory character.

What do primary school pupils think about climate change? How do they evaluate it? Which climate-ethical principles and arguments do they use for climate protection? Do they see any ethical obligation and/or responsibility towards climate change at all? These are the questions addressed by Alexandria Krug's transdisciplinary dissertation project, which is concerned with surveying and researching mental models of climate change among primary school pupils. A specific feature and of great research interest of this project are the questions of climate ethics and the theory of justice as well as the ethics of responsibility that arise in the discourse and in the evaluation of the consequences, actions and measures with regard to the climate change problem and how children take a stand on this, justify options and support actions and behaviour with regard to climate change argumentatively and assess them in terms of climate ethics. A qualitative-explorative and descriptive design using qualitative, problem-centred individual interviews and concept maps as well as children's drawings in a philosophical discussion setting will be used to develop the children's ideas and domains of justification and evaluation. The data will be evaluated and analysed by means of content-structuring content analysis according to U. Kuckartz, in order to subsequently form types. Furthermore, adaptive (climate-ethical) thought experiments will be derived and designed as a didactic implication. This dissertation project will contribute to the broadening foundation of conceptual subject didactic research and the design of factual teaching practice with regard to children's ideas on the epochal environmental issue of climate change, in order to enrich and transdisciplinarily network subject didactic, subject theoretical and environmental psychological as well as ESD-oriented research. This is seen as an opportunity to contribute to a sustainable and transformative discourse within the Anthropocene.

The PhD project is funded by the Heinrich Böll Foundation and supervised by Professor Kim Lange-Schubert and Professor Kristina Musholt (Institute of Philosophy, University of Leipzig).

 

Dissertation project

Lifelong, extra-occupational learning as a competence requirement for elementary school teachers.

An exploratory study of teacher’s learning behavior as well as understanding the conception of contemporary, educationally effective general studies.

One of the most important tasks in the teaching profession is the maintenance and continuous development of professional competence through lifelong, extra-occupational learning to be able to successfully master the complex demands of the educational profession (keyword: innovate; KMK 2004/2019; Kunter et al. 2011). Extra-occupational learning can take place in a continuum from more formal to more reflective informal forms of learning. Furthermore, knowledge is considered a central component of professional teaching competence (Baumert/Kunter 2011). Pedagogical content knowledge (PCK) is the primary focus of the present study. The multiple perspectives of general studies impose requirements on the professional general studies teacher that are just as demanding and complex as general studies and its didactics itself. In the context of their extra-occupational learning, the general studies teacher has the task of learning about current developments and research findings in general studies and using them for the planning, implementation and reflection of their teaching.

However, there are no empirical studies on the specific learning behaviors of general studies teachers. Therefore, the aims of this study are the exploration and description of the learning forms used by teachers in the context of their professional learning as well as their understanding of the conception of contemporary, educationally effective general studies (PCK in general studies) by means of a standardized questionnaire survey.

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Dissertationsprojekt

Von Schüler*innen generierte Erklärvideos. Entwicklung eines didaktischen Konzepts für den naturwissenschaftlichen Sachunterricht und begleitende Forschung im Design-Based Research Ansatz

Dieses Forschungsvorhaben befasst sich mit der Verwendung von digitalen Medien / eines digitalen Mediums in einer Lernumgebung im Bereich des naturwissenschaftlichen Sachunterrichts. Es wird davon ausgegangen, dass digitale Medien individuelle Lernprozesse unterstützen und auch optimieren können sowie dazu beitragen, unterrichtliche Wirkungen zu verbessern. Diese These wird zumindest unter dem Stichwort des Personalisierten Lernens mit digitalen Medien vertreten (Holmes, Anastapoulou, Schaumburg, & Mavrikis, 2018). Digitale Medien können beispielsweise bei der Unterrichtsplanung, der Diagnose des Wissensstands und der Lernfortschritte unterstützen oder sie sogar übernehmen und dabei Lerninhalte auswählen oder die Lernunterstützung anpassen (ebd.). In diesem mediendidaktischen Verständnis erfolgt ein Lernen mit digitalen Medien (Kultusministerkonferenz [KMK], 2017; Tulodziecki & Herzig, 2004); aus Perspektive des Fachunterrichts dient dieser Ansatz dazu, „fachliche Kompetenzen digital [zu] fördern“ (Gesellschaft für Fachdidaktik (GDF) e.V., 2018, 1). Davon unterscheiden lässt sich im Sinne der Medienpädagogik/-bildung das Lernen über digitale Medien (KMK, 2017; Tulodziecki, Herzig, & Grafe, 2010), bei dem die Auswahl und Nutzung, aber auch die Gestaltung von Medienangeboten im Zentrum stehen (Kammerl, 2014). Mit Blick auf den Fachunterricht zielt das Lernen über Medien darauf, „digitale Kompetenzen fachlich [zu] fördern“ (Gesellschaft für Fachdidaktik (GDF) e.V., 2018, 2). Für den Sachunterricht sind sowohl das Lernen mit als auch das Lernen über digitale Medien von Bedeutung (Gervè, 2016a; Gesellschaft für Didaktik des Sachunterrichts, 2013; Irion, 2018). Diese Arbeit wird sich maßgeblich auf das Lernen mit digitalen Medien beziehen, den Anschluss an das Lernen über digitale Medien aber in die Diskussion vornehmen.

Ziel dieses Dissertationsvorhabens ist es, in einem Design-Based Research Ansatz (DBR) eine naturwissenschaftliche Lernumgebung für den Sachunterricht in der Primarstufe, die den oben genannten Voraussetzungen für einen „guten“ naturwissenschaftlichen Sachunterricht gerecht wird, unter besonderer Berücksichtigung der Integration von digitalen Medien weiterzuentwickeln, praktisch zu erproben und forschend zu begleiten. Dabei spielen Erklärvideos eine besondere Rolle. Die Integration von Erklärvideos sowie die eigene Erstellung derselben durch Schüler*innen kann als Chance gesehen werden, Kinder für die aktive Teilhabe in einer durch Digitalisierung geprägten Gesellschaft vorzubereiten. Auch für Lehrer*innen werden Vorteile konjiziert. Zum Beispiel könnten von Schüler*innen erstellte Erklärvideos, wenn sie abstrakte Konzepte und Zusammenhänge erklären, als Lernstandsanalyse i. S. d. formativen assessments fungieren. Das Forschungsvorhaben wird zeigen, wie Erklärvideos konzeptionell und für den Lernerfolg der Schüler*innen gewinnbringend in eine Lernumgebung eingebunden werden können. Dabei folgt diese Arbeit dem Ansatz des Design-Based Research, um die Praxisrelevanz zu pointieren und im Gespann von Praktiker*innen und Wissenschaftler*innen in einem iterativen Forschungsdesign innovative Interventionen zu entwickeln, zu erproben und formativ sowie summativ zu evaluieren. Zusammenfassend steht im Sinne Eulers (2014) die innovative Entdeckung bzw. Entwicklung praktikabler Möglichkeiten auf Grundlage einer theoriegeleiteten Beschreibung und Erklärung des Bestehenden.

Ausgewählte Forschungsfragen:

1. Lassen sich durch Schüler*innen gestaltete Erklärvideos als eine Möglichkeit der Nutzung von digitalen Medien so in bestehende, empirisch geprüfte naturwissenschaftliche Lernumgebungen integrieren, dass sie dabei unterstützen können, individuelle Lernprozesse zu optimieren und darüber vermittelt dazu beitragen, unterrichtliche Wirkungen zu verbessern?

2.1 Wie verändern Grundschüler*innen ihre Vorstellungen im Sinne der Conceptual Change Theorie durch das Selbsterstellen von Erklärvideos?

Current research and teaching projects

  • Project duration
    10.08.2020 - ongoing

  • Applicant
    Prof*in. Dr*in. Kim Lange-Schubert

  • Project management
    Karl Wollmann
  • Content-related project management and coordination
    Dr*in. Brunhild Landwehr

  • Project staff
    Dorothée Bauer, Florian Böschl, Dr*in. Susan Hanisch, Pauline KalderAlexandria KrugDr*in. Victoria Miczajka-RußmannJörg MathiszikThomas OttlingerHeike Rauhut
  • Project description
     

    Climate Schools in Saxony - Preparation of technically and didactically prepared teaching materials for primary schools

    Based on a project request from the Saxon State Ministry for Energy, Climate Protection, Environment and Agriculture, staff from the primary school didactics department are currently working on the project "Climate Schools in Saxony - Preparation of Subject-Specific and Didactically Prepared Teaching Materials for Primary Schools".

    The aim is to sensitise primary school pupils to the topic of climate and climate change and to show the learners the global connections and sustainable, individual possibilities for action. The project is coordinated by Dr*in. Brunhild Landwehr. The tasks include, on the one hand, the creation of teaching and learning materials for five defined modules, which are divided into the areas of global causes and regional effects of climate change; the human climate factor; shaping the living environment; local energy transition and climate-conscious action and consumption. The materials developed will also be tested, evaluated and optimised at a climate school in Leipzig. In addition, a learning area on the topic of "climate change and its effects" will be created, which can be carried out in primary schools for a fortnight as an optional project. The aim is to work on the topic of climate change from a multi-perspective perspective using the focal points of the modules mentioned.

  • Contact Klimaschulen@uni-leipzig.de
  • Project duration
    March 2020 - December 2023
  • Project management
    Prof*in. Dr*in. Kim Lange-Schubert
  • Project staff
    Karl Wollmann
  • Project description

    Professional Knowledge and Professionalisation (TPACK) of Student Teachers

    Designing practice digitally in Saxony. Sub-project EddnaS: Development and testing of digitally enriched science-related subject teaching in digital teaching-learning laboratories and university classrooms (BMBF Quality Offensive Teacher Training: PraxisdigitaliS)

    The overarching core idea of the project applied for here is the interlocking of the promotion of professional competences in the sense of the TPCK of prospective teachers in close cooperation with teachers in professional life through the joint development, testing, research and distribution of digital learning environments in science teaching.

  • Project duration
    2019 – ongoing
  • Project management
    Dr. Victoria Miczajka-Rußmann
  • Project description
     

    Competence development of student teachers through Citizen Science

    In recent years, the importance of teachers' professional knowledge has emerged as a robust finding also in teaching-learning research on general sciences education. Here, subject didactic knowledge emerges as a predictor of performance and non-performance related goal criteria - subject knowledge is seen as an indispensable prerequisite for the development of flexible subject didactic knowledge. Studies on the development and quality of the subject knowledge of (prospective) primary school teachers repeatedly reveal glaring deficits nationally and internationally with regard to scientific knowledge - this refers not only to the disciplinary content-related and methodological subject knowledge, but also to ideas about the nature of the natural sciences. At the same time, there is usually little time available within teacher education for the development and promotion of the scientific expertise of primary school teachers, since primary school teachers are still (and from a pedagogical point of view also desirably) trained as subject-specific generalists. This dilemma affects the training of subject knowledge in general sciences education in a special way, since no other school subject combines so many scientific reference disciplines as general sciences education (in the field of natural sciences alone, the subjects are biology, physics and chemistry). Against this background, an approach for the promotion of subject knowledge and, building on this, of subject didactic knowledge through the inclusion of Citizen Science is to be researched. Whether the implementation of the Citizen Science approach is suitable for promoting the development of different areas of professional knowledge is to be investigated on the basis of already pre-tested instruments in an experimental control group design. Third-party funding has been obtained for this in the research area.

  • Project duration
    2017 – ongoing
  • Project management
    Dr. Christina Haberfellner (PH Salzburg)
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
  • Project collaborators
    Thomas Ottlinger, Jörg Mathiszik, Dr. Victoria Miczajka-Rußmann, Florian Böschl
  • Project description

    Competence development of preservice teachers in the area of "Nature of Science" through university didactic interventions
    The importance of basic science education in primary schools is undisputed today, both nationally and internationally. One aspect of scientific literacy is the concept of the nature of science and scientific knowledge. For the promotion of these competences in primary school children, the teacher with his or her professional competences plays a central role. However, if one asks what competences teachers have in the area of "nature of science", it becomes apparent that they often have naïve ideas about science, which do not seem suitable for being able to implement aspects of the understanding of science competently in the classroom. The aim of the research project, which is being carried out together with colleagues from the PH Salzburg, is the scientific conception, implementation and presentation of the effectiveness of an intervention programme to promote the understanding of science among prospective primary school teachers. In this context, a questionnaire to assess knowledge and attitudes in the field of "Nature of Science" has already been used on N=300 and N=411 students, first interventions to change knowledge and attitudes have been piloted and results have been published at conferences and in professional journals.

  • Project duration
    2010 – ongoing
  • Project management
    SProf. Dr. Kornelia Möller (Universität Münster)
    SProf. Dr. Hans Fischer (Universität Duisburg-Essen)
    Prof. Dr. Thilo Kleickmann (Universität Kiel)
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
  • Project staff
    Robert Liebtrau
  • Project description
     

    Teaching in the transition from primary to secondary education

    Development of pupils' perceptions of science teaching in the transition phase from primary to secondary school and correlations with the development of motivational and self-related target areas (PLUS - Longitudinal Study)

    The aim of the PLUS longitudinal study is to describe the development of interest in physics from the end of primary school to secondary school and to investigate the significance of science teaching for the development of interest. The methods used include variance analyses and latent growth curves.

  •  

  • Project duration
    2012 – 2015
  • Project management
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
  • Prof. Dr. Cory Forbes (University of Nebraska)
  • Project staff
    Florian Böschl
  • Project description
     

    Video-based classroom research with a focus on scientific inquiry (inquiry learning)

    Research-based learning in primary science education - international comparison of teaching quality between Germany and the USA.

    The aim of this project was to identify country-specific patterns of progression and staging of science lessons in Germany and the USA, with a particular focus on the implementation of modelling processes. To this end, instructional videos from several large-scale studies (Germany: DFG project PLUS-QS, BIQUA, USA: PIECS project, MoSHes project) were re-analysed with the help of a highly-inferential video instrument for recording characteristics of model-oriented instruction. The results have been published nationally and internationally at conferences and are in the process of publication.

 

  • Project duration
    2013 – ongoing

  • Project management
    Prof*in. Dr*in. Kim Lange-Schubert (Universität Leipzig)
    Prof. Dr. Andreas Hartinger (Universität Augsburg)
    Prof. Dr. Dirk Krüger (FU Berlin)
    Prof.   Dr. Annette Upmeier zu Belzen (HU Berlin)
    Prof. Dr. Cory Forbes (University of Nebraska, USA)
  • Project description

    Development of children's scientific thinking, through research and promotion of model competencies of primary school pupils in general sciences education

    The promotion of model competence in primary school in general sciences education

    The research project aims to record and promote the model competence of primary school pupils. To this end, diagnostic instruments for assessing the model competence of primary school pupils as well as treatments for promoting model competence in primary school lessons will be developed. In a further research project, the effectiveness of the treatments will then be tested under controlled conditions and connections to other target criteria of early in general sciences education (knowledge development, understanding of science and motivational dispositions) will be examined.

  • Project duration
    2016  – ongoing

  • Project management
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
    JProf. Dr. Barbara Geist (Universität Leipzig, Herder-Institut)
    Prof. Dr. Henrik Saalbach (Universität Leipzig)
    Dr. Anika Bürgermeister
  • Project staff
    Annika Hermann
  • Project description

    Conceptualisation and empirical assessment of educational language in physics-related genaral sciences education, connections between subject and language learning and the importance of support measures by teachers

    Educational language is regarded as a central key to successful learning and to cultural and social participation. Corresponding evidence for this is also provided by international school performance comparison studies such as IGLU or PISA. In additional studies of these data sets, it could be shown that already in primary school, learning success, especially in the natural sciences, is related to the language learned by the pupils. However, so far there are no empirically tested models for describing the language actually spoken in genaral sciences education. Such models, however, are the starting point for possible models for the design of language-sensitive science teaching or for the promotion of the subject-related linguistic competences of the pupils in genaral sciences education.
    The aim of the project is the theoretical description and empirical recording of educational language in genaral sciences education. This will be done on the basis of a re-analysis of existing lesson videos (PLUS study, see above). So far, an annotation manual has been developed and several videos have been analysed with the help of the manual. It is planned to analyse the entire corpus of the PLUS study.

Third-party funds raised

The acquisition of third-party funding enables us to carry out additional research and teaching projects. An overview of the third-party funds acquired at the professorship can be found here.

  • Project duration
    March 2020 until December 2023
  • Project management
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
  • Applicant
    Prof. Dr. Kim Lange-Schubert / Prof. Dr. Ganguin (für das Gesamtprojekt)
  • Funding
    Federal Ministry of Education and Research
  • Funding amount
    208.295,51 euros
  • Project description

    Designing digital practice in Saxony: Development and testing of digitally enriched general sciences education in digital teaching-learning labs and university classrooms

    The overarching core idea of the project applied for here is the interlocking of the promotion of professional competences in the sense of the TPACK of prospective teachers in close cooperation with teachers in professional life through the joint development, testing, research and distribution of digital learning environments in general sciences education.

  • Project duration
    March 2019 until September 2022
  • Project management
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
    Christian Felgner (Konrektor staatl. Leipziger Grundschule Pablo Neruda)
    Karl Wollmann (Universität Leipzig)
  • Applicant
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
    Christian Felgner (Konrektor staatl. Leipziger Grundschule Pablo Neruda)
    Karl Wollmann (Universität Leipzig)
  • Funding
    Deutscher Stifterverband
  • Funding amount
    15.000 euros
  • Project description

    School in a digital world

    The core objective of the project is to set up a special university classroom at the Pablo Neruda School as a newly developed, but then fixed component of the school's media concept for the curricular integration of digital media into (subject) lessons. This university classroom is to be set up as a digital Leipzig teaching-learning laboratory with the help of the requested funds. In this space, which has been created in this way, digital learning environments for general scineces education are to be developed, tested, researched and distributed at school, regional and national level in close cooperation between the school and the university, particularly through the involvement of students in the final modules with research and project seminars.

  • Project duration
    October 2019 until September 2022
  • Project management
    Dr. Victoria Miczajka-Rußmann (Universität Leipzig)
  • Applicant
    Dr. Victoria Miczajka-Rußmann (Universität Leipzig)
  • Funding
    Deutsche Telekom Stiftung
  • Funding amount
    approx. 220,000 euros
  • Project description

    Citizen Science in Teacher Education

    Implementation of Citizen Science as a methodological approach to professionalisation in higher education for prospective primary school teachers in the field of science and technology on the topic of biodiversity.

  • Project duration
    October 2018 until September 2019
  • Project management
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
    Karl Wollmann (Universität Leipzig)
  • Applicant
    Prof. Dr. Kim Lange-Schubert / Dr. Brunhild Landwehr
  • Funding
    Federal Ministry of Education and Research via Labor Uni Leipzig
  • Funding amount
    approx. 17,000 euros
  • Project description

    Facing Learning Difficulties: Developing Digital Learning Opportunities (Lebe-DiLee)

    The LebeDiLe project combines the promotion of professional knowledge of future teachers with the development of digital learning environments in general sciences education. It thus addresses two problem areas in the professionalisation of general sciences education teachers: On the one hand, it addresses knowledge about student conceptions, which is seen as a necessary prerequisite for stimulating and supporting learning processes. In the project, students are to develop and test science learning opportunities that address the subject-related learning difficulties of primary school pupils and counter these with self-developed digital offers. In the process, both the development of professional knowledge and the effect of the digital learning environments on the pupils' subject-specific learning will be researched.

  • Project duration
    June 2016 until December 2017
  • Project management
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig
    Prof. Dr. Simone Reinhold (Universität Leipzig)
  • Applicant
  • ZLS Universität Leipzig
    Prof. Dr. Kim Lange-Schubert (Universität Leipzig)
    Prof. Dr. Simone Reinhold (Universität Leipzig)
  • Funding
    Sächsischen Staatsministeriums für Wissenschaft und Kunst
  • Funding amount
    approx. 90,000 euros
  • Project description

    Shaping inclusion together: Professional exchange on videotaped learning situations

    In the project, a video database of inclusive teaching was set up in cooperation with the Centre for Teacher Training and School Practice Studies at the University of Leipzig (ZLS) to research inclusive teaching settings with the participation of researchers from almost all subject didactics at Leipzig's teacher training colleges and institutes for special needs education.