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Faculty of Human Sciences and Education

Institute for Educational Science

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Research at the Institute for Educational Science

The Institute for Educational Science at the University of Bamberg currently comprises 11 professors and more than 60 associated researchers from various central fields within educational science. Our research has a strong interdisciplinary focus.

In terms of content, research at the Institute of Educational Science covers practically the entire lifespan. With regard to early childhood, for example, the role of family and gender in picture books are analyzed, as are measures to improve the quality within early childhood and care settings or childhood in foster families. Our research on learning and teaching in schools and classrooms is of great importance, for example, with projects on promoting the professional competencies of student teachers with the support of video vignettes, but also the consideration of topics such as global learning as well as education within a world society. Finally, research at the Institute of Educational Science also includes individuals in young and later adulthood, for example by analyzing self-regulated learning in higher education or informal learning processes in specific transitional situations in adulthood.

This is just a selection of some of our research topics. If you are interested to get more information on our research and specific research projects, please visit the websites of the individual chairs and professorships within our institute.

 

Actual publications of the Institute for Educational Science

Weinert, Sabine et al. (Hg.) (2024): Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies. Wiesbaden: Springer.

Gerholz, Karl-Heinz et al. (Hg.) (2024): Berufs- und Wirtschaftspädagogik Online: bwp@. Hamburg.

Lindner, Konstantin et al. (Hg.) (2024): Digitale Kulturen der Lehre entwickeln: Rahmenbedingungen, Konzepte und Werkzeuge. Wiesbaden: Springer.

Dreischer, Jacqueline/Hess, Miriam (2024): Chancen von Social Entrepreneurship Education in der Grundschule. In: Grundschule aktuell, S. 31–34.

Homuth, Christoph et al. (2024): From preschool to vocational training and tertiary education: Study design of the BiKS-3-18 study. In: Weinert, Sabine et al. (Hg.): Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies. Wiesbaden: Springer. S. 21–53.

Homuth, Christoph/Schmitt, Monja/Pfost, Maximilian (2024): From Primary School to Vocational Training and Tertiary Education: Study Design of BiKS-8-18. In: Weinert, Sabine et al. (Hg.): Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence: Findings from the BiKS Cohort Panel Studies. Wiesbaden: Springer Fachmedien. S. 219–244.

Hübner, Vanessa/Pfost, Maximilian (2024): Academic risk taking and teaching quality in higher education. In: Learning and instruction 90.

Kantreiter, Julia et al. (2024): Alternativen im Sachunterricht abwägen: für welche Denk-, Arbeits- und Handlungsweisen entschieden sich Lehrkräfte während der COVID-19- Pandemie?. In: Egger, Christina et al. (Hg.): In Alternativen denken - Kritik, Reflexion und Transformation im Sachunterricht. Bad Heilbrunn: Verlag Julius Klinkhardt. S. 107–116.

Lehrl, Simone/Rossbach, Hans Günther/Weinert, Sabine (2024): Fostering early competence development through home and preschool learning environments: a summary of findings from the BiKS-3-18 study. In: Weinert, Sabine et al. (Hg.): Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies. Wiesbaden: Springer Fachmedien. S. 163–190.

Meyer, Barbara E./Gaertner, Elena/Elting, Christian (2024): Closing the Gap: The Tripartite Structure of Sustainability as a Tool for Sustainable Education: A Systematic Literature Review. In: Sustainability 16, S. 1–18.

Mrohs, Lorenz/Franz, Julia (2024): Das Projekt DiKuLe und seine Implikationen für Erwachsenen- und Weiterbildner*innen. S. 1–7.

Ohlig, Louise/Timm, Susanne (2024): Crisis mode in fragile state and its implications for the human right to education: A governance-analytical perspective on the DRC’s education sector. In: International journal of educational development 107.

Oppermann, Elisa et al. (2024): Beobachtungsverfahren zur Erfassung der Interaktionsqualität in Kindertageseinrichtungen: Eine Vergleichende Analyse der CLASS Pre-K und SSTEW. In: Frühe Bildung 13, S. 29–35.

Osterrieder, Martina/Banze, Anne-Christine (2024): Implizite und explizite Wertekommunikation in Dokumenten: Methodische Überlegungen anhand einer Studie zu Lehrplänen in Bayern. In: Zeitschrift für Didaktik der Philosophie und Ethik 46, S. 101–108.

Pfost, Maximilian/Becker, Sarah/Artelt, Cordula (2024): Competence, Motivation and Interest Development Between Primary School and Tertiary Education: a Summary of Findings from the BiKS-8-18 Study. In: Weinert, Sabine et al. (Hg.): Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence: Findings from the BiKS Cohort Panel Studies. Wiesbaden: Springer Fachmedien Wiesbaden. S. 245–262.

Scheunpflug, Annette et al. (2024a): Werte in fachübergreifenden Lehrplantexten für das gegliederte Schulwesen in Bayern. In: Zeitschrift für Erziehungswissenschaft, S. 1–24.

Scheunpflug, Annette et al. (2024b): Global Values in School Curricula. In: Bourn, Douglas/Tarozzi, Massimiliano (Hg.): Pedagogy of Hope for Global Social Justice. Sustainable Futures for People and the Planet. London: Bloomsbury Publishing Plc. S. 59–76.

Scheunpflug, Annette/Osterrieder, Martina/Wenz, Mark (2024): Beurteilung der Umsetzung der Inklusion in Bayern: Zusammenfassung der Befunde zum Bundesland Bayern aus der Studie. In: Schulverwaltung 47, S. 24–25.

Stich, Gisa (2024): Berufswahl und Geschlecht: Empirische Befunde zur pädagogischen Bearbeitung geschlechterbezogener Berufswahlentscheidungen. Wiesbaden: Springer VS.

Strobel, Romy (2024): Bildungs- und Lerngeschichten als ressourcenorientiertes Feedback: Motivation und Selbstwertgefühl bei der Transition von der Grundschule auf die weiterführende Schule. Bamberg: University of Bamberg Press. (= Forum Lehrerinnen- und Lehrerbildung).

Then, Sebastian/Wolf, Katrin/Anders, Yvonne (2024): Familiäre Determinanten des Medienkonsums im ersten Lebensjahr und die Rolle von familienunterstützenden Angeboten. In: Frühe Bildung 13, S. 93–102.

Von Maurice, Jutta et al. (2024): The BiKS-study on „Educational Processes, Competence Development, and Formation of Educational Decisions in Preschool and School Age“: General outline of research questions and design of the BiKS-3-18 and BiKS-8-18 studies. In: Weinert, Sabine et al. (Hg.): Educational processes, decisions, and the development of competencies from early preschool age to adolescence: Findings from the BiKS cohort panel studies. Wiesbaden: Springer Fachmedien. S. 1–19.

Widmer, Anna-Katharina et al. (2024): Digitale Angebote im Deutschunterricht: Ein Bewertungsnetz zur Qualitätssicherung. In: Grundschule Deutsch, S. 11–13.

Zmiskol, Tabea/Hess, Miriam (2024): „Die Audio-Feedbacks waren super!“: wie bewerten Studierende vorbereitete, direkte Rückmeldungen bei der Analyse von Unterrichtsvideos in der asynchronen Online-Lehre. Bamberg: Otto-Friedrich-Universität.