Institute for Economics Education, School II, Department of Economics and Law

0441 798-2970

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The cumulative dissertation project "The Attitude-Behaviour-Gap in Sustainable Consumption as a Challenge for Behavioural Economics Education for Sustainable Development" deals with the contribution of Economics Education to action-oriented education for sustainable development. This article uses five empirical sub-studies to test action-oriented interventions such as (teaching) experiments, carbon footprint calculators, debiasing techniques and nudges for their suitability for developing decision-making and action competences in school and extracurricular education. What these intervention techniques have in common is that the perspective of the learner in the role of the responsible consumer takes centre stage. The interventions analysed can be used to try out action situations in a didactically protected space and for learners to reflect on the individual and collective consequences of their actions.

0441 798-3477

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Professorship for Didactics of Sachunterricht, Institute of Educational Sciences, School I

0441 798-4434

Research focus:

Technical Education, Institute of Physics, School V

0441 798-5386

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Research focus:

• Sustainability and technology assessment
• Technology and ethics in schools
• Integration of technical content in interdisciplinary lesson planning
• Planning lessons with special consideration of subject-specific teaching methods

Technical Education, Institute of Physics, School V

0441 798-2640

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MAIN AREAS OF WORK

• ATB workshop - The technical school laboratory
• School laboratories as teaching-learning laboratories.
• Didactics of robotics.
• Electrical engineering
• The technical utilisation of the water cycle.

Didactics of Sachunterricht, Institute of Educational Sciences, School I

0441-798-4960

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Research focus:

Creativityin subject teaching(more information on the KreaSach project)

• Pupils' ideas
• Extracurricular places of learning
• Humour in science lessons
• Humour in health education
• Health education in science lessons
• Education for sustainable development (ESD)
• Language promotion in science lessons
• Augmented and virtual reality in science lessons
• (Creative) programming in science lessons

Institute of Educational Sciences, School I, WG Educational Sciences

Institute of Social Sciences, School I, WG Political Didactics

0441 798-4580

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Abstract of the dissertation project

As part of her dissertation, Annegret Jansen is researching the political judgement of young people on complex issues of sustainable development. Complexity, multi-perspectivity and controversy place high demands on political judgement processes. The question arises as to how political education can respond to this challenge within and across subjects, what characterises political learning in this context and how political judgement formation can be stimulated in concrete learning situations.

In the research project, teaching projects were carried out on the conflict area of agriculture and food in the upper secondary school and the learning and judgement processes initiated were examined. One didactic focus was to make it possible to experience the systemic lines of conflict in their regional relevance. To this end, extracurricular encounters with regional actors (local farmers and representatives of an NGO) were integrated. The research project aims to analyse and promote sustainability-related political judgement and to generate didactic knowledge about the integration of extracurricular experiences into political education.

Institute of Material Culture, School III

0441 798-2582

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Textile didactics and education for sustainable development (ESD) are two areas that have so far developed separately from each other. ESD first appeared by name in the Agenda 2020 in 1992. In 2015, the Sustainable Development Goals (SDG) were adopted internationally and with them Goal 4 for quality education, which explicitly mentions education for sustainable development.

Almost parallel to the growing international recognition of the need for future- and sustainability-oriented education, didactics in the field of textiles is also changing towards a multi-perspective, competence-oriented subject with a basis in cultural studies. In 1999, Ingrid Köller formulated the potential of the subject of textile design to deal with global problems in dealing with the world of things in her "Didactics of Textile Material Culture" in Oldenburg. Building on this, Christian Becker 2005 names three areas of competence for textile design in his Textile Literacy. The third area in particular, "attitudes and behaviour", offers clear links to ESD. However, neither Becker nor Köller formulate any direct references to Agenda 2020, ESD or related concepts.

The research project "Synergies between textile didactics and education for sustainable development: empirical research on the potential of textile mediation practice in schools and extracurricular cultural mediation" aims to investigate the intersection between mediation strategies of "textile design" and future-oriented educational concepts. The starting point for the empirical research is the "Slow Fashion Learning Box", which was developed with students from the Institute of Material Culture. What role does the special materiality of the subject of textile design play in teaching skills for shaping the future? How can teachers use the materials and techniques of "Textile Design" to address diverse groups of pupils and how do they use the material in their work? Based on empirical materials generated in group discussions, participant observations and interviews, the research aims to develop a future perspective for textile design. The aim is to identify teaching strategies that implement the challenge of social transformation processes in textile didactics.

Professorship for Didactics of Physics and Science Communication, Institute of Physics, School V

0441-798-2736

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Research focus:

• Didactic reconstruction
• Context-orientated physics teaching
• Education for sustainable development (ESD)
• Empirical teaching-learning research
• Teacher professionalisation

Professorship of Educational Sciences, Institute of Educational Sciences, School I

0441 798-4263

Research focus:

• Empirical educational research in the school and university context
• Investigation of teaching/learning methods and support approaches in intervention studies

Participation in the Education for Sustainable Development research cluster

Link to the working group

Formerly didactics of biology

since 2023 Research Associate at the Centre for Science and Technology Didactics Institute for Research and Development at the FHNW University of Teacher Education

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Habilitation project: Following on from the dissertation project Teaching sustainable development: perceptions and impact measurement (Maurer, 2020), Ms Maurer's habilitation project will take a closer look at teacher training in Oldenburg. Everyday perceptions and attitudes are essential in order to analyse an overall picture of all actors involved across all subject profiles in order to improve teacher training in the long term.

The accompanying research for Ole+ will also focus on analysing the interaction between teachers and students in various STEM teaching and learning labs. Motivational competences play a central role here, which will be examined in particular on the theory-practice day using various latent variables for their interdependencies in a path model. A practical example (intervention study) will also be used to promote and analyse environmental skills and evaluation skills between students and pupils.

Formerly School III, Institute for German Studies

since 2023 Academic Councillor at the ZLbiB - Centre for Teacher Education and Interdisciplinary Educational Research at the University of Augsburg, Research Department

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Habilitation project: As part of Ms Münch-Manková's habilitation project, three strands of research on language education and promotion in subject teaching are being pursued. In connection with ESD, the first line of research should be mentioned, in which student teachers from Oldenburg, among others, have designed language-sensitive teaching units on ESD for school partnerships (Germany, Peru, Argentina, Brazil). As language and subject, or concept formation and conceptualisation, cannot be separated in school teaching, the teaching of ESD for pupils and students in different language acquisition phases had to be planned in a targeted manner(www.goethe.de/de/spr/spr/22308285.html).

Office of the Didactic Centre (DiZ)

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Institute of Physics, School V

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Doctoral candidate in the ReBiS project (Regional STEM Education Ecosystem)

Institute of Biology and Environmental Sciences, School V

0441 798-3949

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Main areas of work

• Biology-related teaching in the field
• Research-based learning in biology lessons
• Teaching-learning laboratories as practical elements in teacher training
• Coordination of the Green School as a teaching-learning laboratory and extracurricular learning centre