Claudia Haagen‐schützenhöfer
Biographic Data
| ID | 4636482 |
|---|---|
| NAME | Claudia Haagen‐schützenhöfer |
| GIVEN NAMES | Claudia |
| FAMILY NAME | Haagen‐schützenhöfer |
| SIGNATURE | SCHÜTZENHÖFER C H |
| AFFILIATIONS | University of Graz |
| ORCID | 0000-0002-6245-7888 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teacher Education in the Age of Digitality
In response to the essential need for digital competences in education, a 3‐year Design‐Based Research project was conducted to prepare pre‐service mathematics and science teachers for the demands of teaching in the digital age. Over three design cycles, an evidence‐based course design for teaching and learning with and about digital media was developed. The interactions of 37 pre‐service teachers with the course design were examined using a mixe…
Systematizing Decisions in Design‐Based Research
There is a general consensus that design‐based research (DBR) is a genre of approaches in education research to design interventions for specific problems with the aim to gain an understanding of how they work in the problem context. While there is a considerable body of literature discussing the epistemic and methodological aspects of DBR, we found little guidance on how to actually design an intervention. The majority of research articles about…
Navigating the complexities of student understanding
The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the a…
Supporting Preservice Teachers in Analyzing Curriculum Materials
Developing evidence-based curricula is a common approach in science education research to improve the quality of teaching. Curriculum developers recurrently provide curriculum materials (CMs) to support teachers who design instruction in the classroom. However, these CMs are often designed for students, and the features of CMs that are supportive of student learning are not sufficiently explained. Extant studies indicate that teachers struggle to…
Predicting the development of digital media PCK/TPACK
In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence the development of teachers' corresponding knowledge base is crucial. However, not only is there a small number of studies investigating the development of pre-service teachers' professional knowledge, but these studies also predominantly rely on cross-sectional and/or self-reported d…
Debunking Climate Myths Is Easy—Is It Really? An Explorative Case Study with Pre-Service Physics Teachers
Climate change is a complex topic and hence makes teaching climate change a demanding task. This is especially because climate change still represents a (socially) controversial topic and students may be confronted with misrepresentations and misinformation about climate change in their daily lives. Therefore, it is important that science teachers are equipped with skills to properly respond to or “debunk” climate change misinformation, and to tr…
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Debunking Climate Myths Is Easy—Is It Really? An Explorative Case Study with Pre-Service Physics Teachers
Climate change is a complex topic and hence makes teaching climate change a demanding task. This is especially because climate change still represents a (socially) controversial topic and students may be confronted with misrepresentations and misinformation about climate change in their daily lives. Therefore, it is important that science teachers are equipped with skills to properly respond to or “debunk” climate change misinformation, and to tr…
Supporting Preservice Teachers in Analyzing Curriculum Materials
Developing evidence-based curricula is a common approach in science education research to improve the quality of teaching. Curriculum developers recurrently provide curriculum materials (CMs) to support teachers who design instruction in the classroom. However, these CMs are often designed for students, and the features of CMs that are supportive of student learning are not sufficiently explained. Extant studies indicate that teachers struggle to…
Predicting the development of digital media PCK/TPACK
In today's digital age, incorporating technology in teaching has become increasingly important. To prepare future teachers, understanding the factors that influence the development of teachers' corresponding knowledge base is crucial. However, not only is there a small number of studies investigating the development of pre-service teachers' professional knowledge, but these studies also predominantly rely on cross-sectional and/or self-reported d…
Navigating the complexities of student understanding
The greenhouse effect is a complex scientific phenomenon that plays a crucial role in understanding climate change. Grasping students' understanding of this phenomenon on the content‐specific level but also how students' conceptions are organized is vital for effective climate change education. This study addresses both levels and delves into the relationship between students' frameworks and knowledge pieces of the greenhouse effect through the a…
Teacher Education in the Age of Digitality
In response to the essential need for digital competences in education, a 3‐year Design‐Based Research project was conducted to prepare pre‐service mathematics and science teachers for the demands of teaching in the digital age. Over three design cycles, an evidence‐based course design for teaching and learning with and about digital media was developed. The interactions of 37 pre‐service teachers with the course design were examined using a mixe…
Systematizing Decisions in Design‐Based Research
There is a general consensus that design‐based research (DBR) is a genre of approaches in education research to design interventions for specific problems with the aim to gain an understanding of how they work in the problem context. While there is a considerable body of literature discussing the epistemic and methodological aspects of DBR, we found little guidance on how to actually design an intervention. The majority of research articles about…
Mathematics education (6 works) · Psychology (6 works) · Computer Science (3 works) · Pedagogy (3 works) · Sociology (3 works) · Climate change (2 works) · Climate Change Communication and Perception (2 works) · Digital literacy in education (2 works) · Ecology (2 works) · Epistemology (2 works)