Hamade, Dani
Hamade, Dani
Name | Hamade, Dani |
University | University of Oldenburg |
Institute, Working Group | Institute of Physics, Working Group Technical Education |
Supervisors | Prof. Dr Peter Röben, Prof. Dr Gudrun Massmann |
Room | A04 0-013 |
Telephone | 0441/798-2649 |
Email address | dani.hamade@uni-oldenburg.de |
Scientific CV | Study programme:
Thesis: "Education for sustainable development at the learning location technology and nature - development of a student laboratory programme on wind turbines"
Thesis: "Development of a quantitative survey instrument to record students' perceptions of robots". Teaching activities/professional experience:
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Working title of the doctoral project | Climate change in the Northwest - effects on the natural water cycle and the technical use of water as a topic of school and extracurricular education |
Abstract | |
Climate change is becoming a tangible phenomenon in every region: one of them is the change in the water cycle in the Northwest. This year's prolonged drought has led to such a significant drop in the groundwater table that vegetation in large parts of the North West, among other things, has suffered visibly. This becomes an issue for teacher training when one asks what schools and universities can do in the social transformation process necessitated by climate change. The technical water supply is part of the technotope, i.e. a technical sphere that has become second nature to us. In this context, education for sustainable development must develop an awareness of our dependence on this natural resource on the one hand, but also of the technical feasibility of water management utilisation. The aim is, on the one hand, to make the dependence on the functioning of natural processes tangible and understandable and, on the other hand, to recognise that an adapted technology of intervention in these natural cycles can guarantee the security of water supply. A key factor for a successful transformation process are teachers in their function as "change agents". However, in order for them to be decisive multipliers, they must have the necessary knowledge, skills and attitudes. For university teacher training, this is accompanied by the challenge of creating appropriate learning environments that ensure that relevant competences can be developed at an early stage of the educational pathway. However, the low level of establishment of ESD in teacher training shows that there is often a lack of support for the implementation of innovative educational concepts such as ESD. In addition to multipliers in formal education, extracurricular learning centres are important actors for the effective implementation of transformation processes. They are set up by water associations, which impart authentic knowledge, but also by research institutions, which provide new knowledge about the water cycles in the Northwest. Against this background, it makes sense to develop transdisciplinary approaches to support prospective teachers in developing their specific professional competences in ESD. In view of these contexts, this research project focuses on investigating the possibilities and limitations of transdisciplinary, practice-oriented settings with regard to the specific professionalisation of prospective technology teachers in ESD. | |
Co-operation partners | Oldenburg-East Frisian Water Association (OOWV) |
Conference visits and publications | |
Hamade, D. (2022): Development of a quantitative survey instrument to record students' perceptions of robots. Master thesis, University of Oldenburg. In brief: Hamade, D., Landherr, J. (2022): The Robonatives project - The Dobot as a teaching object and medium. DGTB Annual Conference 2022 | |