Johannes Huwer
Biographic Data
| ID | 9877601 |
|---|---|
| NAME | Johannes Huwer |
| GIVEN NAMES | Johannes |
| FAMILY NAME | Huwer |
| SIGNATURE | HUWER J |
| AFFILIATIONS | University of Konstanz |
| ORCID | 0000-0002-4271-7822 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
AI for adaptive science teaching
Integrating Artificial Intelligence (AI) into everyday school practice holds great potential for implementing adaptive teaching. AI-supported tools enable learning processes to be individualized and facilitate a more effective consideration of students’ diverse needs. However, to realize these benefits, adequate technical infrastructure, teachers’ willingness, and relevant competencies are essential. This pilot study investigates whether a short,…
Using AR to Enhance the Learning of Chirality
This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11…
Finally Digital Natives? Changes in Media Use among Science Students during the Covid-19 Pandemic
This study examines the development of pre-experiences with digital media at school and in university, creating and entertainment-oriented media use and attitudes towards digital media in the classroom among students in the first three years of study, particularly those enrolled in science courses, in times of the COVID-19 pandemic. Using a questionnaire adapted from Vogelsang et al. scales were calculated and PERMANOVAs, Kruskal-Wallis tests and…
Impact and Classification of Augmented Reality in Science Experiments in Teaching—A Review
Augmented reality (AR) improves science education by facilitating teaching and experiments in schools and universities. Studies show positive effects, like increased motivation and improved concept connections, but there is a lack of consistency in the implementation and investigation of AR in science experiments. This review examines AR usage, criteria, design parameters for the development of AR applications and the validation methods, taking i…
How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education
Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies on thorough preparation, calling for the development of scoring rubrics for evaluating both educational AR and AR’s educational integration. However, no current studies provide such a rubric for asses…
A Framework for Analysis and Development of Augmented Reality Applications in Science and Engineering Teaching
As augmented reality (AR) becomes a promising technology for use in science and engineering teaching, the need for generally valid criteria and frameworks for the analysis, development, and setup of AR applications arises. In this article, we present an evaluations matrix to analyze current augmented reality approaches for life science teaching (biology, chemistry) and engineering and simultaneously provide directives for future augmented reality…
Computational Literacy as an Important Element of a Digitized Science Teacher Education—A Systematic Review of Curriculum Patterns in Physics Teacher Education Degrees in Germany
Computational literacy (CL) has become indispensable for teachers and learners as part of 21st-century skills. Therefore, corresponding models for teacher education are being further developed internationally from a scientific perspective. In parallel, content and competencies are being enhanced in the respective subjects at the curricular level of teacher training. In this context, we consider it important to examine the current status of this d…
Augmented Reality in the Science Classroom—Implementing Pre-Service Teacher Training in the Competency Area of Simulation and Modeling According to the DiKoLAN Framework
The digitalization of everyday school life has gained increasing importance for teachers in recent years. In Germany, this is especially true since the publication of the strategy on “Education in the Digital World” by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 2016, which calls for the acquisition of digital competencies by students. In this regard, it is of great importance that future teachers a…
A Combination of Real-World Experiments and Augmented Reality When Learning about the States of Wax—An Eye-Tracking Study
Burning candles show the solid and liquid states of wax on a macroscopic level. With augmented reality, the submicroscopic and symbolic level of all three states of wax can be shown. The augmented reality environment developed in this study lets students test their knowledge about the position of the three states of wax. So far, how the design parameters of augmented reality learning environments influence users’ eye movement and learning perform…
From TPACK to DPACK
Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in the subject, the increasing and diverse education and training technologies, and the ever-changing paths of information and communication of adolescents in their role as members of a changing society an…
Learning Science at University in Times of Covid-19 Crises from the Perspective of Lecturers—An Interview Study
The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were drawn for the future in the three experimental natural sciences of biology, chemistry, and physics at the University of Konstanz (Germany). In a guided interview, …
Digital Competencies for Science Teaching
Prospective teachers need both general and subject-specific digital competencies. However, available competency frameworks usually address only non-subject-specific general digital competencies. Although the joint framework curriculum of the German-speaking cantons of Switzerland not only provides a comprehensive definition of expected digital student competencies, but also suggestions for linking them to and implementing them in subject lessons,…
Computational literacy in science education–A systematic review
Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre-service) science teachers and anchored in the curriculum. This is particularly i…
Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework
Prospective teachers must acquire subject-specific digital competencies to design contemporary lessons and to promote digital competencies among students themselves. The DiKoLAN framework (Digital Competencies for Teaching in Science Education) describes basic digital competencies for the teaching profession in the natural sciences precisely for this purpose. In this article, we describe the development, implementation, and evaluation of a univer…
The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific ope…
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The Framework DiKoLAN (Digital Competencies for Teaching in Science Education) as Basis for the Self-Assessment Tool DiKoLAN-Grid
For the planning and implementation of lessons with digital technologies, a subject-specific technology-related professional competence of teachers is of central importance. However, the competency frameworks developed so far remain in a general perspective and do not explicitly address subject-specific issues. Furthermore, digital competencies are predominantly measured with subject-unspecific self-assessment instruments, as subject-specific ope…
Digital Competencies for Science Teaching
Prospective teachers need both general and subject-specific digital competencies. However, available competency frameworks usually address only non-subject-specific general digital competencies. Although the joint framework curriculum of the German-speaking cantons of Switzerland not only provides a comprehensive definition of expected digital student competencies, but also suggestions for linking them to and implementing them in subject lessons,…
Computational literacy in science education–A systematic review
Computational literacy is one of the 21st century skills–students must therefore acquire the appropriate competencies in computer science to meet the demands of 21st century society. To achieve this, teachers must be adequately trained. Furthermore, this also means that introductory computer science education concepts must also be integrated into the training of (pre-service) science teachers and anchored in the curriculum. This is particularly i…
Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework
Prospective teachers must acquire subject-specific digital competencies to design contemporary lessons and to promote digital competencies among students themselves. The DiKoLAN framework (Digital Competencies for Teaching in Science Education) describes basic digital competencies for the teaching profession in the natural sciences precisely for this purpose. In this article, we describe the development, implementation, and evaluation of a univer…
A Framework for Analysis and Development of Augmented Reality Applications in Science and Engineering Teaching
As augmented reality (AR) becomes a promising technology for use in science and engineering teaching, the need for generally valid criteria and frameworks for the analysis, development, and setup of AR applications arises. In this article, we present an evaluations matrix to analyze current augmented reality approaches for life science teaching (biology, chemistry) and engineering and simultaneously provide directives for future augmented reality…
Computational Literacy as an Important Element of a Digitized Science Teacher Education—A Systematic Review of Curriculum Patterns in Physics Teacher Education Degrees in Germany
Computational literacy (CL) has become indispensable for teachers and learners as part of 21st-century skills. Therefore, corresponding models for teacher education are being further developed internationally from a scientific perspective. In parallel, content and competencies are being enhanced in the respective subjects at the curricular level of teacher training. In this context, we consider it important to examine the current status of this d…
Augmented Reality in the Science Classroom—Implementing Pre-Service Teacher Training in the Competency Area of Simulation and Modeling According to the DiKoLAN Framework
The digitalization of everyday school life has gained increasing importance for teachers in recent years. In Germany, this is especially true since the publication of the strategy on “Education in the Digital World” by the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in 2016, which calls for the acquisition of digital competencies by students. In this regard, it is of great importance that future teachers a…
A Combination of Real-World Experiments and Augmented Reality When Learning about the States of Wax—An Eye-Tracking Study
Burning candles show the solid and liquid states of wax on a macroscopic level. With augmented reality, the submicroscopic and symbolic level of all three states of wax can be shown. The augmented reality environment developed in this study lets students test their knowledge about the position of the three states of wax. So far, how the design parameters of augmented reality learning environments influence users’ eye movement and learning perform…
From TPACK to DPACK
Digitalization is a keyword in the discourse of educational science, but it is often linked to technological challenges, although digital changes occur throughout society. Therefore, STEM teachers are required to cope with technological changes in the subject, the increasing and diverse education and training technologies, and the ever-changing paths of information and communication of adolescents in their role as members of a changing society an…
Learning Science at University in Times of Covid-19 Crises from the Perspective of Lecturers—An Interview Study
The COVID-19 pandemic changed higher education radically and challenged faculties to adapt their teaching to the new circumstances. The aim of this study is to highlight changes, in particular, the advantages and disadvantages associated with them, and to find out what conclusions were drawn for the future in the three experimental natural sciences of biology, chemistry, and physics at the University of Konstanz (Germany). In a guided interview, …
Using AR to Enhance the Learning of Chirality
This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR’s educational benefits, we designed an AR learning environment to facilitate students’ understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11…
Finally Digital Natives? Changes in Media Use among Science Students during the Covid-19 Pandemic
This study examines the development of pre-experiences with digital media at school and in university, creating and entertainment-oriented media use and attitudes towards digital media in the classroom among students in the first three years of study, particularly those enrolled in science courses, in times of the COVID-19 pandemic. Using a questionnaire adapted from Vogelsang et al. scales were calculated and PERMANOVAs, Kruskal-Wallis tests and…
Impact and Classification of Augmented Reality in Science Experiments in Teaching—A Review
Augmented reality (AR) improves science education by facilitating teaching and experiments in schools and universities. Studies show positive effects, like increased motivation and improved concept connections, but there is a lack of consistency in the implementation and investigation of AR in science experiments. This review examines AR usage, criteria, design parameters for the development of AR applications and the validation methods, taking i…
How to Evaluate Augmented Reality Embedded in Lesson Planning in Teacher Education
Augmented reality (AR) is vital in education for enhancing learning and motivation through interactive environments and experiments. This requires teacher training in AR creation and integration. Research indicates that learning effectiveness relies on thorough preparation, calling for the development of scoring rubrics for evaluating both educational AR and AR’s educational integration. However, no current studies provide such a rubric for asses…
AI for adaptive science teaching
Integrating Artificial Intelligence (AI) into everyday school practice holds great potential for implementing adaptive teaching. AI-supported tools enable learning processes to be individualized and facilitate a more effective consideration of students’ diverse needs. However, to realize these benefits, adequate technical infrastructure, teachers’ willingness, and relevant competencies are essential. This pilot study investigates whether a short,…
Computer Science (13 works) · Mathematics education (13 works) · Psychology (13 works) · Pedagogy (8 works) · Augmented Reality Applications (6 works) · Science education (6 works) · Artificial Intelligence (5 works) · Augmented reality (5 works) · Digital literacy in education (5 works) · Educational Games and Gamification (5 works)