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- Julia Prieß-Buchheit (Dr. phil., University Kiel, Germany, 2008) is an expert in learning ethics and integrity, digit... moreJulia Prieß-Buchheit (Dr. phil., University Kiel, Germany, 2008) is an expert in learning ethics and integrity, digital learning and teaching, as well as in social technologies.
Currently, she is a professor of Education and Didactics at the University of Applied Sciences Coburg (Academic Centre for Sciences and Humanities), where she implements an interdisciplinary study program for all faculties. In 2020, she became the Dean of Studies at the Academic Centre for Sciences and Humanities and founded the (German-speaking) Teaching and Learning Scientific Practice network.
Since 2018, she has chaired the board of the Zentrum für Konstruktive Wissenschaft e.V. (ZKE), an interdisciplinary research group with a fifty-year tradition. She is one of the few coordinators of a Horizon2020 project (€ 2.5 million) associated with a university of applied sciences in Germany (and Europe).
In 2015, University Kiel awarded her the prize for Innovative and Trendsetting Teaching, and in 2019, she won the Genius Loci-Preis, together with the Coburger Weg team. Her latest digital learning settings for students and pupils are open source and won both the #WeForSchool Hackathon (Germany) and the #EUvsVirus Hackathon in 2020.edit - googlef0859dedd85e6054.htmledit
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This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to different research infrastructures and procedures challenges researchers to value good research and reliable... more
This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to different research infrastructures and procedures challenges researchers to value good research and reliable research results enables researchers to acknowledge research infrastructures and procedures emphasises that research is embedded in a research environment
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and introduces citizens and (future) researchers to research collaborations challenges citizens and (future) researchers to understand the... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and introduces citizens and (future) researchers to research collaborations challenges citizens and (future) researchers to understand the conditions of good collaborative research enables citizens and (future) researchers to understand research agreements
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and introduces citizens and (future) researchers to codes and regulations in research encourages citizens and (future) researchers to argue in... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and introduces citizens and (future) researchers to codes and regulations in research encourages citizens and (future) researchers to argue in favour of open, transparent, logical and reasonable dialogues requires citizens and (future) researchers to persist in open, transparent, logical and reasonable dialogues emphasises that aggressive behaviour hinders good research
In this position paper several observations on the current status quo of training and teaching in research integrity (RI) are being made. This leads to seven statements on what the challenges to training RI, rather preferred to be... more
In this position paper several observations on the current status quo of training and teaching in research integrity (RI) are being made. This leads to seven statements on what the challenges to training RI, rather preferred to be conceived as training in responsible conduct of research (RCR) and what is needed to meet these challenges.
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The "Didactics and Evaluation Team" at Coburg University of Applied Sciences implements the "Students Evaluation of Teaching" in its interdisciplinary study program "Der Coburger Weg". It is an interesting... more
The "Didactics and Evaluation Team" at Coburg University of Applied Sciences implements the "Students Evaluation of Teaching" in its interdisciplinary study program "Der Coburger Weg". It is an interesting example of a cross-sectional area that mediates between micro-, meso-, and macrolevels of didactics in higher education. The authors describe the structure and organisational form of the "Students Evaluation of Teaching" and its cross-sectional function. They systematise the fields of action and explain how the data was used. The article reports on the advantages and disadvantages of linking the "Students Evaluation of Teaching" across the three levels.Das Team Didaktik und Evaluation an der Hochschule Coburg setzt im interdisziplinär angelegten Studienprogramm "Der Coburger Weg" die "Students Evaluation of Teaching" um und ist damit ein interessantes Beispiel für einen Querschnittsbereich, der zwischen der hoch...
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Können Erfahrungen über die eigene Person hinaus Gültigkeit beanspruchen? Gibt es in den Sozialwissenschaften ein Verfahren, das eine methodisch abgesicherte Verallgemeinerung empirischer Aussagen zulässt? Und kann eine solche... more
Können Erfahrungen über die eigene Person hinaus Gültigkeit beanspruchen? Gibt es in den Sozialwissenschaften ein Verfahren, das eine methodisch abgesicherte Verallgemeinerung empirischer Aussagen zulässt? Und kann eine solche Verallgemeinerung auch kulturübergreifend Gültigkeit beanspruchen? Mit diesen drei Fragen beschäftigt sich das Zentrum für Konstruktive Erziehungswissenschaft (ZKE) in der Forschungseinheit "Aspekte der Empirischen Sozialforschung", deren erste Ergebnisse in diesem Band festgehalten werden.(DIPF/Orig.)
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Although higher education institutions across Europe and beyond are paying more and more attention to research integrity (RI) and responsible conduct of research (RCR) training, there are few studies and little evidence on what works and... more
Although higher education institutions across Europe and beyond are paying more and more attention to research integrity (RI) and responsible conduct of research (RCR) training, there are few studies and little evidence on what works and what does not work in these training sessions. One way to overcome this challenge is to evaluate such training with standardised instruments. Experts and trainers have used qualitative approaches to evaluate their training's successes, but it is difficult to compare their results with others. Sometimes they conduct standardised tests drawn from ethics education or other related fields, but these tests do not assess core themes of research integrity as outlined in the European Code of Conduct for Research Integrity (ECoC, 2017). At present, there is a lack of available standardised instruments designed to specifically evaluate success in this training. This article presents a pre-validated instrument for this purpose. The P2I questionnaire is a f...
Drawing upon international, multidisciplinary expertise and the experience of participation in a pan-European hackathon, the authors describe the development and implementation of an online learning environment. Their hackathon project,... more
Drawing upon international, multidisciplinary expertise and the experience of participation in a pan-European hackathon, the authors describe the development and implementation of an online learning environment. Their hackathon project, named “Trust in Science”, recognised the importance of confidence in academic knowledge in the context of current societal transformations and constitutes an extension of education on the processes and principles of research integrity (RI). RI is described here as the quality of honest and verifiable methods and adherence to professional norms in research. The authors participated in the hackathon in response to the COVID-19 pandemic and the consequent suspension of classroom education. The emerging principles presented in this report may have more general application in current educational transitions
Research integrity (RI) has been a focus of society in recent years as a means to create and to keep trust in science. Higher education institutions (HEIs) play a key role in promoting a culture of RI and responsible conduct of research... more
Research integrity (RI) has been a focus of society in recent years as a means to create and to keep trust in science. Higher education institutions (HEIs) play a key role in promoting a culture of RI and responsible conduct of research (RCR). The understanding and practice of RI can vary across cultures. This article aims to outline initial insights into university students’ RI mindsets based on five RI facets: understanding, importance, value–action gap, enforcement approaches, and training. A qualitative exploratory cross-cultural study was conducted with participants from Germany and Bulgaria via semi-structured guided group interviews. An explicit transcultural agreement regarding the significance of RI was categorically indicated. Intercultural differences between the two European countries were revealed and discussed in reference to understanding RI, the value–action gap, enforcement approaches, and training preferences.
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This learning unit has been prepared for interdisciplinary learning groups with a university degree and 1. Introduces researchers to appropriate data management and protection 2. Enables an understanding of the relationship between... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and 1. Introduces researchers to appropriate data management and protection 2. Enables an understanding of the relationship between research infrastructure and good data practices 3. Challenges researchers to use (and demand) proper institutional infrastructure on data practices 4. Emphasises the importance of policies, procedures and infrastructure supporting responsible data management and protection
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. Introduces (future) researchers to norms of proper data managment 2. Builds the competency to explain and justify proper data management... more
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. Introduces (future) researchers to norms of proper data managment 2. Builds the competency to explain and justify proper data management 3. Challenges (future) researchers to choose practises that respects the rights of others as well as support their own work 4. Emphasises the principles of findable, accessible, interoperable and re-usable (FAIR) data while describing their limitations
This unit has been prepared for non-disciplinary learning groups and 1. Introduces citizens to codes and regulations in academia 2. Encourages citizens to argue for an open, transparent, logical and reasonable dialogue 3. Requires... more
This unit has been prepared for non-disciplinary learning groups and 1. Introduces citizens to codes and regulations in academia 2. Encourages citizens to argue for an open, transparent, logical and reasonable dialogue 3. Requires citizens to persist in an open, transparent, logical and reasonable dialogue 4. Emphasises that aggressive behaviour hinders academic integrity
This unit has been prepared for non-disciplinary learning groups and 1. Introduces citizens to reliable information 2. Enables citizens to differentiate between casual texts, propaganda and research papers 3. Emphasises an understanding... more
This unit has been prepared for non-disciplinary learning groups and 1. Introduces citizens to reliable information 2. Enables citizens to differentiate between casual texts, propaganda and research papers 3. Emphasises an understanding of reliable research results in our knowledge-based society
This unit has been prepared for non-disciplinary learning groups and 1. Introduces citizens to the processes required to produce reliable research results 2. Enables an understanding and usage of research results in our knowledge-based... more
This unit has been prepared for non-disciplinary learning groups and 1. Introduces citizens to the processes required to produce reliable research results 2. Enables an understanding and usage of research results in our knowledge-based society 3. Challenges citizens to speak up for responsible research 4. Stresses how important the responsible conduct of research is for society
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and introduces citizens and (future) researchers to the research environment enables citizens and (future) researchers to acknowledge... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and introduces citizens and (future) researchers to the research environment enables citizens and (future) researchers to acknowledge safekeepers in research challenges citizens and (future) researchers to value good research and reliable research results emphasises that research is embedded in a broader research environment
This learning unit has been prepared for non-disciplinary learning groups (16 years and older) and enables an understanding and usage of research results in our knowledge-based society introduces citizens and future scientists to research... more
This learning unit has been prepared for non-disciplinary learning groups (16 years and older) and enables an understanding and usage of research results in our knowledge-based society introduces citizens and future scientists to research and to producing reliable research results challenges citizens to demand compliance in research emphasises how important responsible conduct of research is for society This unit was prepared to begin the S learning Research Integrity series.
What happened at LONA Science Centre?, is accompanying learning material for the Path2Integrity learning cards. The story supports the learning progress to foster Research Integrity.
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This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to rules of publication enables an understanding of authorship challenges researchers to learn how rules of... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to rules of publication enables an understanding of authorship challenges researchers to learn how rules of publication can differ in disciplines stresses the importance of proper publication in research
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to norms in research collaborations builds competency to set common objectives and norms in research... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to norms in research collaborations builds competency to set common objectives and norms in research collaborations challenges researchers to choose norms that their research partners agree on while working collaboratively stresses openness and transparency and its limits
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to codes and regulations in their discipline enables an understanding of compliance and of potential... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to codes and regulations in their discipline enables an understanding of compliance and of potential complications challenges researchers to demand compliance in research stresses how to switch to help mechanisms when an open and transparent dialogue about rules is not possible
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to their institutional infrastructure enables an understanding of the relationship between infrastructure and... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to their institutional infrastructure enables an understanding of the relationship between infrastructure and good research practices challenges researchers to use (and demand) institutional infrastructure emphasises the importance of procedures and structures supporting responsible conduct of research
This learning unit has been prepared for disciplinary learning groups with a university degree and gives researchers time to reflect on themselves challenges researchers to confirm the importance of professionalism stresses self awareness... more
This learning unit has been prepared for disciplinary learning groups with a university degree and gives researchers time to reflect on themselves challenges researchers to confirm the importance of professionalism stresses self awareness as an important cornerstone for researchers This is the final card of the M and Y series. It was prepared to close the topic Research Integrity.
This learning unit has been prepared for disciplinary learning groups and introduces researchers to academic writing challenges researchers to learn rules in academic writing emphasises how important honesty in academic writing is
This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to norms in research collaborations builds the competency to set common objectives and norms in research... more
This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to norms in research collaborations builds the competency to set common objectives and norms in research collaborations challenges researchers to choose norms, which your research partners agree on while working collaboratively stresses openness and transparency
This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to (questionable) research procedures and reliable research results builds the competency to discuss research... more
This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to (questionable) research procedures and reliable research results builds the competency to discuss research procedures and research results challenges researchers to explain and justify complex research norms
This learning unit has been prepared for disciplinary learning groups with a university degree and enables an understanding and usage of good research procedures introduces (future) researchers to the process of producing reliable... more
This learning unit has been prepared for disciplinary learning groups with a university degree and enables an understanding and usage of good research procedures introduces (future) researchers to the process of producing reliable research results challenges researchers to comply with research codes emphasises how important the responsible conduct of research is for society This unit was created to start the M and Y learning Research Integrity series.
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and enables citizens and (future) researchers to ask for Research Integrity introduces citizens and (future) researchers to commitments of... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and enables citizens and (future) researchers to ask for Research Integrity introduces citizens and (future) researchers to commitments of responsible researchers challenges citizens to ask for and demand these professional commitments emphasises how important Research Integrity is This unit was prepared to close the S learning Research Integrity series.
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to (questionable) research procedures and reliable research results builds the competency to discuss research... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and introduces researchers to (questionable) research procedures and reliable research results builds the competency to discuss research procedures and research results challenges researchers to explain and justify research procedures
Although higher education institutions across Europe and beyond are paying more and more attention to research integrity training, there are few studies and little evidence on what works and what does not work in such training. One way to... more
Although higher education institutions across Europe and beyond are paying more and more attention to research integrity training, there are few studies and little evidence on what works and what does not work in such training. One way to overcome this challenge is to evaluate such training with standardised instruments. Experts/trainers have used qualitative approaches to evaluate their research integrity training's successes, but it is difficult to compare their results with others. Sometimes they conduct standardised tests drawn from ethics education or other related fields, but these tests do not assess research integrity's core themes. At present, there is a lack of standardised instruments designed to specifically evaluate success in research integrity training. This article presents a pre-validated instrument for this purpose. Named the P2I questionnaire, it is designed as a four-tier test and based on the European Code of Conduct for Research Integrity; in it, testee...
Die Förderung interdisziplinärer Handlungsfähigkeit bei Studierenden bereitet auf Herausforderungen der postmodernen Gesellschaft sowie auf komplexe berufliche Aufgaben vor und ergänzt hochspezialisierte Studiengänge. In diesem Artikel... more
Die Förderung interdisziplinärer Handlungsfähigkeit bei Studierenden bereitet auf Herausforderungen der postmodernen Gesellschaft sowie auf komplexe berufliche Aufgaben vor und ergänzt hochspezialisierte Studiengänge. In diesem Artikel werden vier an der Hochschule Coburg erprobte Module zum Erwerb interdisziplinärer Handlungsfähigkeit (IHA) mithilfe des IHA-Modells systematisierend beschrieben. Damit wird die Grundlage für einen Dialog über geeignete Lehr-Lern-Settings für interdisziplinäre Lehre geschaffen.
Do you want to teach researchers how to clarify their own role in research, as well as help them understand how important reliable research is for society? This handbook accompanies the Path2Integrity learning cards (P2ILC) on eight... more
Do you want to teach researchers how to clarify their own role in research, as well as help them understand how important reliable research is for society? This handbook accompanies the Path2Integrity learning cards (P2ILC) on eight topics (https://www.path2integrity.eu/ri-materials) and introduces you to an easy and fun learning programme that has been evaluated in over 20 training sessions. The Path2Integrity learning cards Y-series is especially designed for early career and active researchers to learn how responsible research must necessarily be conducted in order to be reliable and in this sense useful for society.
This article outlines the experience gained in the first twelve (12) months of the Path2Integrity (P2I) learning programme, an initiative designed to promote reliable research results and responsible research practices with all students,... more
This article outlines the experience gained in the first twelve (12) months of the Path2Integrity (P2I) learning programme, an initiative designed to promote reliable research results and responsible research practices with all students, not only those destined to be researchers. Path2Integrity learning cards are student-centred instructions with a dialogical approach, using role-playing and storytelling aimed at fostering a culture of research integrity. This report shows that feedback gathered in this first year of the P2I programme supported the following three actions. First, the feedback informed distinctions between the different contexts of research education and citizen education. Second, a handbook was prepared to accompany the learning cards. And finally, students will be asked in the future to reflect on the competencies each learning card features. A review of the feedback and actions will be followed by an overview of the implications for the programme itself and for re...
This dataset is drawn from feedback given by participants, lecturers, and experts on the Path2Integrity learning cards programme for research integrity in 2020. Positive as well as negative feedback is presented, thus recording what went... more
This dataset is drawn from feedback given by participants, lecturers, and experts on the Path2Integrity learning cards programme for research integrity in 2020. Positive as well as negative feedback is presented, thus recording what went well, what did not, and what must be improved. The data collected is viewed as crucial for the further development of tools for teaching and learning research integrity, in particular Path2Integrity’s learning cards.
Drawing upon international, multidisciplinary expertise and the experience of participation in a pan-European hackathon, the authors describe the development and implementation of an online learning environment. Their hackathon project,... more
Drawing upon international, multidisciplinary expertise and the experience of participation in a pan-European hackathon, the authors describe the development and implementation of an online learning environment. Their hackathon project, named “Trust in Science”, recognised the importance of confidence in academic knowledge in the context of current societal transformations and constitutes an extension of education on the processes and principles of research integrity (RI). RI is described here as the quality of honest and verifiable methods and adherence to professional norms in research. The authors participated in the hackathon in response to the COVID-19 pandemic and the consequent suspension of classroom education. The emerging principles presented in this report may have more general application in current educational transitions.
Die Inklusion der Pädagogik in eine empirisch-analytisch orientierte Erziehungswissenschaft seit den Siebzigerjahren führte zu einer Revision ihres genuinen Auftrages. Verwertungsinteresse und Evaluierungsbemühungen ließen das Subjekt... more
Die Inklusion der Pädagogik in eine empirisch-analytisch orientierte Erziehungswissenschaft seit den Siebzigerjahren führte zu einer Revision ihres genuinen Auftrages. Verwertungsinteresse und Evaluierungsbemühungen ließen das Subjekt immer mehr in den Hintergrund treten. Das Kieler Komplementaritätskonzept der Bildung erinnert an die Sensibilität pädagogischen Han-delns, warnt vor dem Verlust des Subjektiven im Rezeptologischen und reformuliert einen Begriff von Bildung als Ganzheit seiner Bestimmungen. Der vorliegende Band umfaßt zwei Beiträge, die die Vorstellung von Bildungsprozessen, die in kom-plementären Strukturen vonstatten gehen, in ihrer pädagogischen Dimension anwenden und fortführen. a??Antinomie und Logos? (von T. Göser) greift hierbei insbesondere anthropologische Aspekte, a??Über den Begriff der Erfahrung? (von J. Buchheit) vor allem erkenntnistheoretische Aspekte im Spannungsfeld von Komplementarität auf.
Die Idee des Forschenden Lernens beeinflusst die hochschuldidaktische Diskussion seit über 50 Jahren. Mit der Einführung des Praxissemesters in vielen Bundesländern erlebt sie jetzt eine Renaissance. An vielen Hochschulen werden Konzepte... more
Die Idee des Forschenden Lernens beeinflusst die hochschuldidaktische Diskussion seit über 50 Jahren. Mit der Einführung des Praxissemesters in vielen Bundesländern erlebt sie jetzt eine Renaissance. An vielen Hochschulen werden Konzepte des Forschenden Lernens diskutiert, die nicht selten deutlich über das Praxissemester und die Lehrerbildung hinausweisen. Vor diesem Hintergrund führte das Zentrum für Lehrerbildung der Westfälischen Wilhelms-Universität Münster unter dem Titel Forschendes Lernen – the wider view im September 2017 eine Tagung durch, die sich sowohl an Vertreterinnen und Vertreter der Fachwissenschaften und Fachdidaktiken als auch der Bildungswissenschaften richtete.
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http://www.einfachgutelehre.uni-kiel.de/allgemein/forschendes-lernen-in-der-paedagogik/ Alle wollen gute Hochschullehre. Aber was genau ist damit eigentlich gemeint? Im Kurzinterview erklärt Frau PD Dr. Julia Prieß-Buchheit vom Zentrum... more
http://www.einfachgutelehre.uni-kiel.de/allgemein/forschendes-lernen-in-der-paedagogik/
Alle wollen gute Hochschullehre. Aber was genau ist damit eigentlich gemeint? Im Kurzinterview erklärt Frau PD Dr. Julia Prieß-Buchheit vom Zentrum für Konstruktive Erziehungswissenschaft (ZKE) am konkreten Beispiel, wie Lehre aus ihrer Sicht gelingt.
Alle wollen gute Hochschullehre. Aber was genau ist damit eigentlich gemeint? Im Kurzinterview erklärt Frau PD Dr. Julia Prieß-Buchheit vom Zentrum für Konstruktive Erziehungswissenschaft (ZKE) am konkreten Beispiel, wie Lehre aus ihrer Sicht gelingt.
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An Interview on research and test follow-ups
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Eine Rezension zum Buch ist hier zu lesen: https://www.socialnet.de/rezensionen/24183.php Können Erfahrungen über die eigene Person hinaus Gültigkeit beanspruchen? Gibt es in den Sozialwissenschaften ein Verfahren, das eine methodisch... more
Eine Rezension zum Buch ist hier zu lesen: https://www.socialnet.de/rezensionen/24183.php
Können Erfahrungen über die eigene Person hinaus Gültigkeit beanspruchen? Gibt es in den Sozialwissenschaften ein Verfahren, das eine methodisch abgesicherte Verallgemeinerung empirischer Aussagen zulässt? Und kann eine solche Verallgemeinerung auch kulturübergreifend Gültigkeit beanspruchen? Mit diesen drei Fragen beschäftigt sich das Zentrum für Konstruktive Erziehungswissenschaft (ZKE) in der Forschungseinheit „Aspekte der Empirischen Sozialforschung“, deren erste Ergebnisse in diesem Band festgehalten werden.
Aufgekommen sind die Fragen in einer europaweit angelegten vergleichenden Studie zum Thema Gewalt gegen akademische Frauen, in der ein Disput zwischen zwei Frauen ausgetragen wurde. Sie konnten sich nicht einigen, ob ihre beiden persönlichen Erfahrungen unter dem Begriff häusliche Gewalt zu subsumieren und damit zu unterbinden sind. Dieser Streit führte dazu, dass von einigen der in den Forschungspro- zess involvierten Gruppen, die Gültigkeit des Fragebogens für den eigenen kulturellen Kontext infrage gestellt wurde. Ziel der Beiträge ist es, die aufgeworfenen Fragen aus einer forschungsmethodologischen und wissenschaftstheoretischen Perspektive heraus zu beleuchten.
Können Erfahrungen über die eigene Person hinaus Gültigkeit beanspruchen? Gibt es in den Sozialwissenschaften ein Verfahren, das eine methodisch abgesicherte Verallgemeinerung empirischer Aussagen zulässt? Und kann eine solche Verallgemeinerung auch kulturübergreifend Gültigkeit beanspruchen? Mit diesen drei Fragen beschäftigt sich das Zentrum für Konstruktive Erziehungswissenschaft (ZKE) in der Forschungseinheit „Aspekte der Empirischen Sozialforschung“, deren erste Ergebnisse in diesem Band festgehalten werden.
Aufgekommen sind die Fragen in einer europaweit angelegten vergleichenden Studie zum Thema Gewalt gegen akademische Frauen, in der ein Disput zwischen zwei Frauen ausgetragen wurde. Sie konnten sich nicht einigen, ob ihre beiden persönlichen Erfahrungen unter dem Begriff häusliche Gewalt zu subsumieren und damit zu unterbinden sind. Dieser Streit führte dazu, dass von einigen der in den Forschungspro- zess involvierten Gruppen, die Gültigkeit des Fragebogens für den eigenen kulturellen Kontext infrage gestellt wurde. Ziel der Beiträge ist es, die aufgeworfenen Fragen aus einer forschungsmethodologischen und wissenschaftstheoretischen Perspektive heraus zu beleuchten.
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Beim Anfertigen von wissenschaftlichen Arbeiten (Hausarbeiten, Bachelor-Thesis oder Master-Thesis) entstanden in der Vergangenheit bei vielen Studierenden Fragen und Probleme. Diese Fragen bezogen sich nicht nur auf formale Aspekte wie... more
Beim Anfertigen von wissenschaftlichen Arbeiten (Hausarbeiten, Bachelor-Thesis oder Master-Thesis) entstanden in der Vergangenheit bei vielen Studierenden Fragen und Probleme. Diese Fragen bezogen sich nicht nur auf formale Aspekte wie die Schriftgröße, das Layout oder die Gestaltung des Deckblatts, sondern auch auf konzeptionelle und methodische Aspekte. Das FaceToFace Projekt: Gemeinsam exzellenter Schreiben wurde ins Leben gerufen, um den Studierenden einen Peer-Austausch zu ermöglichen.
Wenn interdisziplinäres Handeln in der Lehre verankert wird, dann können Asymmetrien zwischen komplexen Herausforderungen in der Gesellschaft (bzw. im Beruf) und hochspezialisierten, disziplinären Studiengängen überwunden werden.... more
Wenn interdisziplinäres Handeln in der Lehre verankert wird, dann können Asymmetrien zwischen komplexen Herausforderungen in der Gesellschaft (bzw. im Beruf) und hochspezialisierten, disziplinären Studiengängen überwunden werden. Interdisziplinäres Handeln fördert als Bildungsmoment ein ganzheitliches akademisches Können.
When students study research integrity in a traditional way, they may learn how the subject helps them on an individual level in their own scientific projects, while still underestimating the relevance of research integrity for a... more
When students study research integrity in a traditional way, they may learn how the subject helps them on an individual level in their own scientific projects, while still underestimating the relevance of research integrity for a knowledge-based society, both within and outside of scientific research. In order to help open this door for students into an honest, reliable, respectful, and accountable scientific community, the Horizon2020 project Path2Integrity was established in January 2019 to support young researchers, bachelor’s and master’s students, and school students older than 16 in understanding via innovative methods what research is and why it is important to actively engage in dialogue on research norms.
This report introduces the digital Path2Integrity roadmap (www.path2integrity.eu/teaching-RI) by briefly explaining the project Path2Integrity and presenting its partners who created the roadmap. The following chapters then describe 1)... more
This report introduces the digital Path2Integrity roadmap (www.path2integrity.eu/teaching-RI)
by briefly explaining the project Path2Integrity and presenting its partners who created the
roadmap. The following chapters then describe 1) what the Path2Integrity roadmap is, 2) how
it can be used, 3) who can use the roadmap, 4) why the Path2Integrity roadmap was created,
and 5) what the future will bring. Colourful graphics accompany the explanation and provide
initial insights into how to use the digital version of the roadmap.
by briefly explaining the project Path2Integrity and presenting its partners who created the
roadmap. The following chapters then describe 1) what the Path2Integrity roadmap is, 2) how
it can be used, 3) who can use the roadmap, 4) why the Path2Integrity roadmap was created,
and 5) what the future will bring. Colourful graphics accompany the explanation and provide
initial insights into how to use the digital version of the roadmap.
Prieß-Buchheit, Julia, Arja R. Aro, Iliyana Kuzmova, Dirk Lanzerath, Pavel Stoev, Nicolaus Wilder (2019). Rotatory role-playing and role-models to enhance the research integrity culture. European Union (EU) Horizon 2020 Path2Integrity... more
Prieß-Buchheit, Julia, Arja R. Aro, Iliyana Kuzmova, Dirk Lanzerath, Pavel Stoev, Nicolaus Wilder (2019).
Rotatory role-playing and role-models to enhance the research integrity culture. European Union (EU) Horizon
2020 Path2Integrity project, Grant agreement No 824488. http://www.path2integrity.eu.
Rotatory role-playing and role-models to enhance the research integrity culture. European Union (EU) Horizon
2020 Path2Integrity project, Grant agreement No 824488. http://www.path2integrity.eu.
Research Interests:
Seit August arbeitet das Zentrum für Konstruktive Wissenschaft an der Studie "Nachhaltige Entwicklung von Lehr- und LErnmethoden bei der Integration von Flüchtlingen (NELL)". Dafür wurde die Fördermaßnahme BÜFAA S.H. untersucht. Im... more
Seit August arbeitet das Zentrum für Konstruktive Wissenschaft an der Studie "Nachhaltige Entwicklung von Lehr- und LErnmethoden bei der Integration von Flüchtlingen (NELL)". Dafür wurde die Fördermaßnahme BÜFAA S.H. untersucht. Im Artikel werden die Ergebnisse der Beobachtung dargstellt. Die Analyse macht deutlich, dass zukünftige Fördermaßnahmen zur Integration von Flüchtlingen in den Arbeits- und Ausbildungsmarkt einer Umgestaltung bedürfen.
Research Interests:
Research Interests:
Research Interests:
This book tackles the ethical problems of the “Fourth Industrial Revolution” (4IR) and offers readers an overview of the ethical challenges connected to Artificial Intelligence (AI), encryption and the finance industry. It specifically... more
This book tackles the ethical problems of the “Fourth Industrial Revolution” (4IR) and offers readers an overview of the ethical challenges connected to Artificial Intelligence (AI), encryption and the finance industry. It specifically focuses on the situation of females in these industries, from women lawyers, judges, attorneys-at-law, investors and bankers, to portfolio managers, solicitors and civil servants. As the 4IR is more than “just” a technology-driven transformation, this book is a call to policymakers and business leaders to harness new technologies in order to create a more inclusive, human-centered future. It offers many practical cases of proactive change agents, and offers solutions to the ethical challenges in connection with implementing revolutionary disruptive products that often eliminate the intermediary. In addition, the book addresses sustainable finance in startups. In this context, education, training, agility and life-long learning in financial literacy are some of the key solutions highlighted here. The respective contributors supply a diverse range of perspectives, so as to promote a multi-stakeholder approach.
Ein Großteil wirtschaftsdidaktischer Forschung geht Fragen nach den Zielen, Inhalten, Voraussetzungen, Rahmenbedingungen, Methoden und Wirkungen des Wirtschaftsunterrichts nach. Gleichwohl erfasst dies nur einen Teil des Erwerbs... more
Ein Großteil wirtschaftsdidaktischer Forschung geht Fragen nach den Zielen, Inhalten, Voraussetzungen, Rahmenbedingungen, Methoden und Wirkungen des Wirtschaftsunterrichts nach. Gleichwohl erfasst dies nur einen Teil des Erwerbs Ökonomischer Bildung. So kann Lernen nicht nur gezielt und absichtlich, sondern auch zufällig und gegebenenfalls unbemerkt erfolgen, etwa wenn im Rahmen anderer Unterrichtsfächer ökonomische Themen nebenbei erörtert werden.
Vor dem Hintergrund der nach wie vor unzureichenden Verortung Ökonomischer Bildung im allgemeinbildenden Schulsystem Deutschlands und der Notwendigkeit lebenslangen Lernens ist der informelle Erwerb Ökonomischer Bildung außerhalb der Schule von Bedeutung. Dieser kann beispielsweise mittels Büchern, Zeitungen, Spielen oder durch Konfrontation mit ökonomisch geprägten Lebenssituationen wie Einkaufen, Arbeiten, Verkaufen auf Flohmärkten oder Medienkonsum erfolgen.
Um die vielfältigen Möglichkeiten des Erwerbs Ökonomischer Bildung zu ergründen, hat sich die Deutsche Gesellschaft für Ökonomische Bildung (DeGÖB) im Rahmen ihrer Jahrestagung 2017 in Flensburg in zahlreichen Vorträgen und Diskussionen mit dem Thema auseinandergesetzt. Im vorliegenden Tagungsband sind 18 Beiträge dokumentiert, die sich der Fragestellung von unterschiedlichen Seiten nähern. Besondere Schwerpunkte liegen dabei in den Bereichen finanzielle Bildung, Entrepreneurship Education und Berufsorientierung.
Vor dem Hintergrund der nach wie vor unzureichenden Verortung Ökonomischer Bildung im allgemeinbildenden Schulsystem Deutschlands und der Notwendigkeit lebenslangen Lernens ist der informelle Erwerb Ökonomischer Bildung außerhalb der Schule von Bedeutung. Dieser kann beispielsweise mittels Büchern, Zeitungen, Spielen oder durch Konfrontation mit ökonomisch geprägten Lebenssituationen wie Einkaufen, Arbeiten, Verkaufen auf Flohmärkten oder Medienkonsum erfolgen.
Um die vielfältigen Möglichkeiten des Erwerbs Ökonomischer Bildung zu ergründen, hat sich die Deutsche Gesellschaft für Ökonomische Bildung (DeGÖB) im Rahmen ihrer Jahrestagung 2017 in Flensburg in zahlreichen Vorträgen und Diskussionen mit dem Thema auseinandergesetzt. Im vorliegenden Tagungsband sind 18 Beiträge dokumentiert, die sich der Fragestellung von unterschiedlichen Seiten nähern. Besondere Schwerpunkte liegen dabei in den Bereichen finanzielle Bildung, Entrepreneurship Education und Berufsorientierung.
Dieser Artikel beschreibt die versuchsethische Problematik der Planung und Durchführung einer Gewaltmessung. Er erstreckt sich innerhalb des Spannungsfelds experimenteller Versuchsmöglichkeiten und ethischer Restriktionen. Als... more
Dieser Artikel beschreibt die versuchsethische Problematik der Planung und Durchführung
einer Gewaltmessung. Er erstreckt sich innerhalb des Spannungsfelds experimenteller
Versuchsmöglichkeiten und ethischer Restriktionen. Als Gewaltmessung wird hierbei ein
Experiment bezeichnet, welches in seiner Versuchssystematik Versuchspersonen dazu bringt,
Gewalt auszuüben.1 Diskutiert wird ein Versuchsaufbau, der Versuchspersonen anleitet,
anderen Menschen Elektroschocks zu verabreichen. Es werden der konkrete Einzelfall, das
geplante Gewaltexperiment des ZENTRUMS FÜR KONSTRUKTIVE ERZIEHUNGSWISSENSCHAFT
(ZKE) und die Kategorie Gewaltmessung, am Beispiel des MILGRAM-Experiments,
aufeinander bezogen, um verbindliche Richtlinien für die Durchführung des Experiments
auszuweisen.
einer Gewaltmessung. Er erstreckt sich innerhalb des Spannungsfelds experimenteller
Versuchsmöglichkeiten und ethischer Restriktionen. Als Gewaltmessung wird hierbei ein
Experiment bezeichnet, welches in seiner Versuchssystematik Versuchspersonen dazu bringt,
Gewalt auszuüben.1 Diskutiert wird ein Versuchsaufbau, der Versuchspersonen anleitet,
anderen Menschen Elektroschocks zu verabreichen. Es werden der konkrete Einzelfall, das
geplante Gewaltexperiment des ZENTRUMS FÜR KONSTRUKTIVE ERZIEHUNGSWISSENSCHAFT
(ZKE) und die Kategorie Gewaltmessung, am Beispiel des MILGRAM-Experiments,
aufeinander bezogen, um verbindliche Richtlinien für die Durchführung des Experiments
auszuweisen.
Testfolgen sind im Bildungssystem omnipräsent. In diesem Buch werden Testfolgen von Large Scale Assessments mit einem deontischen Charakter untersucht, also Testfolgen, bei denen jemand aufgefordert wird, etwas zu tun. Systematisch wird... more
Testfolgen sind im Bildungssystem omnipräsent. In diesem Buch werden Testfolgen von Large Scale Assessments mit einem deontischen Charakter untersucht, also Testfolgen, bei denen jemand aufgefordert wird, etwas zu tun. Systematisch wird der Frage nachge-gangen: Was geschieht nach dem Test? Vorgestellt wird in diesem Buch die Studie " Testfolgen im Bildungsbereich " , die einen neuen Zugriff auf das Phänomen der Testfolgen zeigt. In einem US-amerikanisch-deutschen Vergleich werden die Umgangs-weisen mit Tests und die Aktionen bei Testfolgen durchleuchtet.
Research Interests:
Dieses Buch ist eine Bereicherung für eine immer mehr auf die Methodik empirischen Arbeitens angewiesene Erziehungswissenschaft, da es ihre Grundlagenprobleme um genuine wissenschaftsethische Fragestellungen erweitert. Besonders... more
Dieses Buch ist eine Bereicherung für eine immer mehr auf die Methodik empirischen Arbeitens angewiesene Erziehungswissenschaft, da es ihre Grundlagenprobleme um genuine wissenschaftsethische Fragestellungen erweitert. Besonders interessant ist die Explikation des Verantwortungsbegriffs, der , wie sich zeigt, als maßgeblich pädagogischer Ansatz in das erziehungswissenschaftliche Wertfreiheitspostulat eingebettet werden muss. Desweiteren veranschaulichen viele schöne Beispiele den Gedankengang.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
What happened at LONA Science Centre?, is accompanying learning material for the Path2Integrity learning cards. The story supports the learning progress to foster Research Integrity.
"Hannahs story" is accompanying learning material for the Path2Integrity learning cards. The story supports the learning progress to foster Research Integrity.
This learning unit has been prepared for interdisciplinary learning groups with a university degree and 1. Introduces researchers to rules of publication 2. Enables an understanding of authorship 3. Challenges researchers to learn how... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and
1. Introduces researchers to rules of publication
2. Enables an understanding of authorship
3. Challenges researchers to learn how rules of publication can differ in disciplines
4. Stresses the importance of proper publication in research
1. Introduces researchers to rules of publication
2. Enables an understanding of authorship
3. Challenges researchers to learn how rules of publication can differ in disciplines
4. Stresses the importance of proper publication in research
This learning unit has been prepared for interdisciplinary learning groups with a university degree and 1. introduces researchers to norms in research collaborations 2. builds competency to set common objectives and norms in research... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and
1. introduces researchers to norms in research collaborations
2. builds competency to set common objectives and norms in research collaborations
3. challenges researchers to choose norms that their research partners agree on while working collaboratively
4. stresses openness and transparency and its limits
1. introduces researchers to norms in research collaborations
2. builds competency to set common objectives and norms in research collaborations
3. challenges researchers to choose norms that their research partners agree on while working collaboratively
4. stresses openness and transparency and its limits
This learning unit has been prepared for interdisciplinary learning groups with a university degree and 1. introduces researchers to codes and regulations in their discipline 2. enables an understanding of compliance and of potential... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and
1. introduces researchers to codes and regulations in their discipline
2. enables an understanding of compliance and of potential complications
3. challenges researchers to demand compliance in research
4. stresses how to switch to help mechanisms when an open and transparent dialogue about rules is not possible
1. introduces researchers to codes and regulations in their discipline
2. enables an understanding of compliance and of potential complications
3. challenges researchers to demand compliance in research
4. stresses how to switch to help mechanisms when an open and transparent dialogue about rules is not possible
This learning unit has been prepared for interdisciplinary learning groups with a university degree and 1. introduces researchers to (questionable) research procedures and reliable research results 2. builds the competency to discuss... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and
1. introduces researchers to (questionable) research procedures and reliable research results
2. builds the competency to discuss research procedures and research results
3. challenges researchers to explain and justify research procedures
1. introduces researchers to (questionable) research procedures and reliable research results
2. builds the competency to discuss research procedures and research results
3. challenges researchers to explain and justify research procedures
This learning unit has been prepared for interdisciplinary learning groups with a university degree and 1. introduces researchers to their institutional infrastructure 2. enables an understanding of the relationship between... more
This learning unit has been prepared for interdisciplinary learning groups with a university degree and
1. introduces researchers to their institutional infrastructure
2. enables an understanding of the relationship between infrastructure and good research practices
3. challenges researchers to use (and demand) institutional infrastructure
4. emphasises the importance of procedures and structures supporting responsible conduct of research
1. introduces researchers to their institutional infrastructure
2. enables an understanding of the relationship between infrastructure and good research practices
3. challenges researchers to use (and demand) institutional infrastructure
4. emphasises the importance of procedures and structures supporting responsible conduct of research
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. gives researchers time to reflect on themselves 2. challenges researchers to confirm the importance of professionalism 3. stresses self... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
1. gives researchers time to reflect on themselves
2. challenges researchers to confirm the importance of professionalism
3. stresses self awareness as an important cornerstone for researchers
This is the final card of the M and Y series. It was prepared to close the topic Research Integrity.
1. gives researchers time to reflect on themselves
2. challenges researchers to confirm the importance of professionalism
3. stresses self awareness as an important cornerstone for researchers
This is the final card of the M and Y series. It was prepared to close the topic Research Integrity.
This learning unit has been prepared for disciplinary learning groups and 1. Introduces (future) researchers to academic writing 2. Challenges (future) researchers to learn rules in academic writing 3. Emphasises how important honesty in... more
This learning unit has been prepared for disciplinary learning groups and
1. Introduces (future) researchers to academic writing
2. Challenges (future) researchers to learn rules in academic writing
3. Emphasises how important honesty in academic writing is
1. Introduces (future) researchers to academic writing
2. Challenges (future) researchers to learn rules in academic writing
3. Emphasises how important honesty in academic writing is
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. introduces researchers to norms in research collaborations 2. builds the competency to set common objectives and norms in research... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
1. introduces researchers to norms in research collaborations
2. builds the competency to set common objectives and norms in research collaborations
3. challenges researchers to choose norms, which your research partners agree on while working collaboratively
4. stresses openness and transparency
1. introduces researchers to norms in research collaborations
2. builds the competency to set common objectives and norms in research collaborations
3. challenges researchers to choose norms, which your research partners agree on while working collaboratively
4. stresses openness and transparency
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. introduces researchers to codes and regulations at their institutions 2. enables an understanding of compliance and of potential... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
1. introduces researchers to codes and regulations at their institutions
2. enables an understanding of compliance and of potential complications
3. challenges researchers to demand compliance in research
4. emphasises how to switch to help mechanisms when an open and transparent dialogue about rules is not possible
1. introduces researchers to codes and regulations at their institutions
2. enables an understanding of compliance and of potential complications
3. challenges researchers to demand compliance in research
4. emphasises how to switch to help mechanisms when an open and transparent dialogue about rules is not possible
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. introduces researchers to (questionable) research procedures and reliable research results 2. builds the competency to discuss research... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
1. introduces researchers to (questionable) research procedures and reliable research results
2. builds the competency to discuss research procedures and research results
3. challenges researchers to explain and justify complex research norms
1. introduces researchers to (questionable) research procedures and reliable research results
2. builds the competency to discuss research procedures and research results
3. challenges researchers to explain and justify complex research norms
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. Introduces (future) researchers to research infrastructures, rules and procedures 2. Challenges (future) researchers to value... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
1. Introduces (future) researchers to research infrastructures, rules and procedures
2. Challenges (future) researchers to value responsible research and reliable research results
3. Enables (future) researchers to realise research infrastructure, rules and procedures
4. Emphasises that research is embedded in a research environment
1. Introduces (future) researchers to research infrastructures, rules and procedures
2. Challenges (future) researchers to value responsible research and reliable research results
3. Enables (future) researchers to realise research infrastructure, rules and procedures
4. Emphasises that research is embedded in a research environment
This learning unit has been prepared for disciplinary learning groups with a university degree and 1. enables an understanding and usage of good research procedures 2. introduces (future) researchers to the process of producing reliable... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
1. enables an understanding and usage of good research procedures
2. introduces (future) researchers to the process of producing reliable research results
3. challenges researchers to comply with research codes
emphasises how important the responsible conduct of research is for society
4. This unit was created to start the M and Y learning Research Integrity series.
1. enables an understanding and usage of good research procedures
2. introduces (future) researchers to the process of producing reliable research results
3. challenges researchers to comply with research codes
emphasises how important the responsible conduct of research is for society
4. This unit was created to start the M and Y learning Research Integrity series.
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and 1. enables citizens and (future) researchers to ask for Research Integrity 2. introduces citizens and (future) researchers to commitments... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and
1. enables citizens and (future) researchers to ask for Research Integrity
2. introduces citizens and (future) researchers to commitments of responsible researchers
3. challenges citizens to ask for and demand these professional commitments
4. emphasises how important Research Integrity is
This unit was prepared to close the S learning Research Integrity series.
1. enables citizens and (future) researchers to ask for Research Integrity
2. introduces citizens and (future) researchers to commitments of responsible researchers
3. challenges citizens to ask for and demand these professional commitments
4. emphasises how important Research Integrity is
This unit was prepared to close the S learning Research Integrity series.
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and 1. introduces citizens and future researchers to research and to academic writing and publishing 2. enables an understanding of research... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and
1. introduces citizens and future researchers to research and to academic writing and publishing
2. enables an understanding of research papers in our knowledge-based society
3. challenges future researchers to learn common rules in academic writing and to comply with these rules
4. emphasises the difference in writing style between casual texts and research papers by looking at the criteria for both
1. introduces citizens and future researchers to research and to academic writing and publishing
2. enables an understanding of research papers in our knowledge-based society
3. challenges future researchers to learn common rules in academic writing and to comply with these rules
4. emphasises the difference in writing style between casual texts and research papers by looking at the criteria for both
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and 1. Introduces students to research collaborations 2. Challenges students to understand the conditions of good collaborative research 3.... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and
1. Introduces students to research collaborations
2. Challenges students to understand the conditions of good collaborative research
3. Enables students to understand research agreements
4. Emphasises the recognition of roles and responsibilities in research collaborations
1. Introduces students to research collaborations
2. Challenges students to understand the conditions of good collaborative research
3. Enables students to understand research agreements
4. Emphasises the recognition of roles and responsibilities in research collaborations
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and 1. introduces citizens and (future) researchers to codes and regulations in research 2. encourages citizens and (future) researchers to... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and
1. introduces citizens and (future) researchers to codes and regulations in research
2. encourages citizens and (future) researchers to argue in favour of open, transparent, logical and reasonable dialogues
3. requires citizens and (future) researchers to persist in open, transparent, logical and reasonable dialogues
4. emphasises that aggressive behaviour hinders good research
1. introduces citizens and (future) researchers to codes and regulations in research
2. encourages citizens and (future) researchers to argue in favour of open, transparent, logical and reasonable dialogues
3. requires citizens and (future) researchers to persist in open, transparent, logical and reasonable dialogues
4. emphasises that aggressive behaviour hinders good research
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and 1. introduces citizens and future scientists to research and to producing reliable research results 2. enables an understanding and usage... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and
1. introduces citizens and future scientists to research and to producing reliable research results
2. enables an understanding and usage of research results in our knowledge-based society
3. challenges future researchers to listen and speak up, as well as to explain and be able to justify research norms
4. emphasises how important responsible conduct of research is for society
1. introduces citizens and future scientists to research and to producing reliable research results
2. enables an understanding and usage of research results in our knowledge-based society
3. challenges future researchers to listen and speak up, as well as to explain and be able to justify research norms
4. emphasises how important responsible conduct of research is for society
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and 1. Introduces students to the research environment 2. Challenges students to value good research and reliable research results 3. Enables... more
This learning unit has been prepared for non-disciplinary learning groups (16 years or older) and
1. Introduces students to the research environment
2. Challenges students to value good research and reliable research results
3. Enables students to realise guardians in research
4. Emphasises that research is embedded in a broader research environment
1. Introduces students to the research environment
2. Challenges students to value good research and reliable research results
3. Enables students to realise guardians in research
4. Emphasises that research is embedded in a broader research environment
This learning unit has been prepared for non-disciplinary learning groups (16 years and older) and 1. enables an understanding and usage of research results in our knowledge-based society 2. introduces citizens and future scientists to... more
This learning unit has been prepared for non-disciplinary learning groups (16 years and older) and
1. enables an understanding and usage of research results in our knowledge-based society
2. introduces citizens and future scientists to research and to producing reliable research results
3. challenges citizens to demand compliance in research
4. emphasises how important responsible conduct of research is for society
This unit was prepared to begin the S learning Research Integrity series.
1. enables an understanding and usage of research results in our knowledge-based society
2. introduces citizens and future scientists to research and to producing reliable research results
3. challenges citizens to demand compliance in research
4. emphasises how important responsible conduct of research is for society
This unit was prepared to begin the S learning Research Integrity series.
This learning unit has been prepared for disciplinary learning groups and introduces researchers to academic writing challenges researchers to learn rules in academic writing emphasises how important honesty in academic... more
This learning unit has been prepared for disciplinary learning groups and
introduces researchers to academic writing
challenges researchers to learn rules in academic writing
emphasises how important honesty in academic writing is
introduces researchers to academic writing
challenges researchers to learn rules in academic writing
emphasises how important honesty in academic writing is
Research Interests:
This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to (questionable) research procedures and reliable research results builds the competency to discuss... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
introduces researchers to (questionable) research procedures and reliable research results
builds the competency to discuss research procedures and research results
challenges researchers to explain and justify complex research norms
introduces researchers to (questionable) research procedures and reliable research results
builds the competency to discuss research procedures and research results
challenges researchers to explain and justify complex research norms
Research Interests:
This learning unit has been prepared for disciplinary learning groups with a university degree and introduces researchers to norms in research collaborations builds the competency to set common objectives and norms in research... more
This learning unit has been prepared for disciplinary learning groups with a university degree and
introduces researchers to norms in research collaborations
builds the competency to set common objectives and norms in research collaborations
challenges researchers to choose norms, which your research partners agree on while working collaboratively
stresses openness and transparency
introduces researchers to norms in research collaborations
builds the competency to set common objectives and norms in research collaborations
challenges researchers to choose norms, which your research partners agree on while working collaboratively
stresses openness and transparency
Research Interests:
Die Datei ist ein didaktisches Hilfsmittel, das die Integration neuzugewanderter Mitbürgerinnen und Mitbürger in den deutschen Arbeits- und Ausbildungsmarkt durch den Einsatz einer Landkarte im Integrationsunterricht unterstützt. Das... more
Die Datei ist ein didaktisches Hilfsmittel, das die Integration neuzugewanderter Mitbürgerinnen und Mitbürger in den deutschen Arbeits- und Ausbildungsmarkt durch den Einsatz einer Landkarte im Integrationsunterricht unterstützt. Das Projekt wurde vom Arbeitskreis für Konstruktive Wissenschaft (Christian-Albrechts-Universität Kiel) - unter der Leitung von PD Dr. Prieß-Buchheit, in Kooperation mit dem Zentrum für Konstruktive Wissenschaft e.V. - durchgeführt. Die Landkarte zeigt Wege zugewanderter Personen auf, die bereits in den deutschen Arbeits- und Ausbildungsmarkt integriert sind. Sie kann zur dialogischen Interaktion zwischen Teilnehmern und Teilnehmerinnen eines Integrationskurses zur Beachtung eigener Ressourcen und eventueller Barrieren eingesetzt werden. Die dazugehörenden Erzählungen können unter buchheit@paedagogik.uni-kiel.de angefordert werden. Auch die Lankarte kann gedruckt im A2 Format angefordert werden.
Research Interests:
Das Team http://www.collegiumphilosophicum.uni-kiel.de/de/forschung/forschungszentren/arbeitskreis-konstruktive-wissenschaft/das-team-1 Sprecherin: PD Dr. Prieß-Buchheit Mitglieder: Prof. Dr. Krope, pens. (Erziehungswissenschaft) PD... more
Das Team
http://www.collegiumphilosophicum.uni-kiel.de/de/forschung/forschungszentren/arbeitskreis-konstruktive-wissenschaft/das-team-1
Sprecherin:
PD Dr. Prieß-Buchheit
Mitglieder:
Prof. Dr. Krope, pens. (Erziehungswissenschaft)
PD Dr. Wolze, pens. (Physik, Wissenschaftsphilosophie)
Prof. Dr. Thalheim (Informatik)
Prof. Dr. Schaefer, pens. (Medizin, Kardiologie)
http://www.collegiumphilosophicum.uni-kiel.de/de/forschung/forschungszentren/arbeitskreis-konstruktive-wissenschaft/das-team-1
Sprecherin:
PD Dr. Prieß-Buchheit
Mitglieder:
Prof. Dr. Krope, pens. (Erziehungswissenschaft)
PD Dr. Wolze, pens. (Physik, Wissenschaftsphilosophie)
Prof. Dr. Thalheim (Informatik)
Prof. Dr. Schaefer, pens. (Medizin, Kardiologie)
Research Interests:
http://www.einfachgutelehre.uni-kiel.de/allgemein/konstruktive-erziehungswissenschaft/ Seit rund 40 Jahren existiert in der Pädagogik eine Arbeitsgruppe zur konstruktiven Erziehungswissenschaft. Noch immer tagen die – aktuell rund 25 –... more
http://www.einfachgutelehre.uni-kiel.de/allgemein/konstruktive-erziehungswissenschaft/
Seit rund 40 Jahren existiert in der Pädagogik eine Arbeitsgruppe zur konstruktiven Erziehungswissenschaft. Noch immer tagen die – aktuell rund 25 – Mitglieder wöchentlich. Selbst in der vorlesungsfreien Zeit diskutieren Lehrende und Studierende freitags zwischen 15 und 17 Uhr, um ihre gemeinsamen Zielen zu verfolgen: die Lehre stetig verbessern und innovative Forschungsprojekte starten.
Seit rund 40 Jahren existiert in der Pädagogik eine Arbeitsgruppe zur konstruktiven Erziehungswissenschaft. Noch immer tagen die – aktuell rund 25 – Mitglieder wöchentlich. Selbst in der vorlesungsfreien Zeit diskutieren Lehrende und Studierende freitags zwischen 15 und 17 Uhr, um ihre gemeinsamen Zielen zu verfolgen: die Lehre stetig verbessern und innovative Forschungsprojekte starten.
Research Interests:
Research Interests:
Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to... more
Higher education institutions (HEI) use different learning formats such as onsite lectures or online seminars to support their students learning. In the last decades, higher education actively supported an increase of online offerings to foster flexibility and freedom. Due to the Covid-19 pandemic learning circumstances in higher education transformed dramatically, and many HEIs were forced to shift all their courses to online learning formats. Some institutions implemented synchronous hybrid learning (SHL) as a solution between extremes that balances different needs in times of social distancing. This article outlines the benefits, trainer's challenges, and guidelines that can be ascribed to SHL under the circumstances of the current pandemic. The results show that SHL strengthens communication and supports learning. On the one hand, SHL is an innovative, inclusive format, which supports social competencies, multiple perspectives, dynamic interactions, and immediate student-stu...
On July 5th 2017 the Zentrum für Konstruktive Erziehungswissenschaft organizes a network meeting and talk with the philosopher Prof. Jürgen Mittelstraß