Empfohlene Zitierung / Suggested Citation: Sutter, Barbara: "Dressierte Bürger" und "deformierte Gesellschaft": Autonomisierung und Responsibilisierung in politischen Sachbüchern. In: Rehberg, Karl-Siegbert (Ed.) ; Deutsche Gesellschaft für Soziologie (DGS) (Ed.): Die Natur der Gesellschaft: Verhandlungen des 33. Kongresses der Deutschen Gesellschaft für Soziologie in Kassel 2006. Teilbd. 1 u. 2. Frankfurt am Main : Campus Verl., 2008. ISBN 978-3-593-38440-5, 5089-5096.. https://nbnresolving.org/urn:nbn:de:0168-ssoar-154309

Studies that investigate teacher attention via eye-tracking methodology display variety in their reporting styles and consideration of their data quality. This may be due to the fact that eye-tracking has been newly introduced in teacher research, and systematic guidelines are not yet established. This especially accounts for the influence of the quality of the raw data (i.e., accuracy level) and the way that the raw data is processed through the drawing of dynamic areas of interest (AOIs) in video stimuli. The present study investigates the influence of various accepted accuracy levels on the number of fixations and three variations of AOI drawings (student shape, indicated by outlined areas; face, indicated by ovals; and student area, indicated by rectangles) on common eye-tracking metrics: number of fixations, glances, and fixation duration. Sixty-two participants observed a video stimulus with five marked students as the targeted AOIs. A one-way ANOVA was conducted to examine th...

In primary schools, the benefits of incorporating technology in curricula have been addressed by several studies; however, technology integration as experienced by teachers is often overlooked. Teachers’ lack of confidence teaching STEM and technology subjects, their lack of appropriate preparation along with unclear curricula frameworks in technology education, and the ambiguity of the definition of technology education have scarcely been discussed in the literature. This study explored teachers’ experiences with the current integration of technology and identified challenges to the integration of technology and areas where support is needed. Semi-structured interviews were used to collect data and were analyzed using content analysis. Content knowledge, proper training, and professional development programs on the integration of technology along with the need for clear and unanimous curricula standards have been perceived as important factors in the integration of technology educa...

This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices.