Hamade, Dani
Hamade, Dani
Name | Hamade, Dani |
University | University of Oldenburg |
Institute, Research Group | Institute of Physics, Technical Education Research Group |
Supervisors | Prof. Dr Peter Röben, Prof. Dr Gudrun Massmann |
Room | A04 0-013 |
Telephone | 0441/798-2649 |
Email address | dani.hamade@uni-oldenburg.de |
Academic CV | Education:
Final-year project: ‘Education for Sustainable Development through Technology and Nature – Development of a Pupil Laboratory Programme on Wind Turbines’.
Thesis: “Development of a quantitative survey tool to assess pupils’ conceptions of robots”. Teaching activities/professional experience:
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Working title of the PhD project | Climate change in the north-west – impacts on the natural water cycle and technical water use as a topic in school and out-of-school education. |
Abstract | |
Climate change is becoming a tangible phenomenon in every region: one such example is the alteration of the water cycle in the North-West. This year’s prolonged drought led to such a significant drop in the groundwater level that, amongst other things, vegetation in large parts of the North-West visibly suffered. This becomes a topic for teacher training when one asks what schools and universities can contribute to the process of social transformation made necessary by climate change. Technical water supply is part of the ‘technotope’ – that is, a technical sphere that has become second nature to us. In this context, education for sustainable development must, on the one hand, foster an awareness of our dependence on this natural resource, whilst also highlighting the technical possibilities for managing water resources. The aim here is, on the one hand, to make our dependence on the functioning of natural processes tangible and comprehensible, and, on the other hand, to recognise that a secure water supply can be guaranteed through appropriate technical intervention in these natural cycles. A key factor in a successful transformation process is teachers in their role as ‘change agents’. However, for them to act as decisive multipliers, they must possess the necessary knowledge, skills and attitudes. This presents a challenge for university teacher training programmes: to create appropriate learning environments which ensure, from an early stage in the educational pathway, that relevant competences can be developed. However, the limited integration of ESD into teacher training indicates that there is often a lack of support for the implementation of innovative educational concepts such as ESD. Alongside multipliers in formal education, out-of-school learning venues are key players in the effective implementation of transformative processes. These are established by water associations, which impart authentic knowledge, as well as by research institutions that provide new insights into water cycles in the north-west. Against this background, it makes sense to develop transdisciplinary approaches to support trainee teachers in developing their specific professional competence in ESD. In view of these interrelationships, this research project focuses on investigating the possibilities and limitations of transdisciplinary, practice-oriented settings with regard to the specific professional development of trainee technology teachers in ESD. | |
Cooperation partners | Oldenburg-East Frisian Water Board (OOWV) |
Conference presentations and publications | |
Hamade, D. (2022): Development of a quantitative survey instrument to assess pupils’ conceptions of robots. Master’s thesis, University of Oldenburg. In brief: Hamade, D., Landherr, J. (2022): The Robonatives project – The Dobot as a teaching tool and medium. DGTB Annual Conference 2022 | |