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K. Kramer, “Modeling and Change. The Productive Force of Practices of Comparing”, Comparing & Change: Models, Orders, Perceptions, A. Flüchter, et al., eds., Bielefeld: 2024, pp.9-34.

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N. Tsaritova, “Non-state observers in the Arctic Council – Exploring participation patterns in the PAME Working Group”, Arctic Yearbook, 2024.

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M. Basten, M. Wilde, and N. Großmann, “Konzeption eines Schülerlabors zu Socio-scientific issues (SSIs)”, Presented at the GDCP-Jahrestagung 2024, Bochum, 2024.

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M. Penkwitt, “Zwischen Dramatisierung und Dekonstruktion. Zum Umgang von Schulleitungspersonen mit dem Konstrukt ‚Sonderpädagogischer Förderbedarf‘”, Presented at the ÖFEB-Tagung, „Diversität diskursiv. Bildungswissenschaftliche Zugänge und pädagogische Perspektiven", Pädagogische Hochschule Wien, 2024.

M. Penkwitt, “Solidarität zwischen Gleichen, mit ebenfalls (aber anders) Diskriminierten oder mit schwächeren Anderen? Unterschiedliche Formen von Solidarität – Eine Spurensuche mit einem Fokus auf der Debatte um Intersektionalität”, Presented at the 7. Arbeitstagung der DGfE-AG Inklusionsforschung „SORGE und SOLIDARITÄT, Universität Leipzig, 2024.

M. Niederlüke, A. Kirchhoff, and S. Schwedler, “Künstliche Intelligenz und Chemie - Katalysator oder Hemmstoff für den Chemieunterricht?”, Presented at the BiTeach-Tag, Bielefeld, 2024.

C. Kiel and S. Schwedler, “Lehrkräfte über Simulationen fortbilden - Barrieren und Bedarfe. ”, Presented at the Jahrestagung der GDCP, Bochum, 2024.

C. Kiel and S. Schwedler, “Projektbasiertes Lernen zum Lernen mit Simulationen in Lehrkräftefortbildungen.”, Presented at the Fortbildungs- und Vortragstagung der Fachgruppe Chemieunterricht, Regensburg, 2024.

R. Shanmugasingam, A. Kirchhoff, and S. Schwedler, “Förderung des Modellverständnisses von Simualtionen”, Presented at the 45. Jahrestagung der GDCP, Bochum, 2024.

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C. Borchert, F. Schultz, and S. Schwedler, “Fachidentitätsentwicklung bei Studierenden der Chemie und des Sachunterrichts. Eine Vorstudie zu science identity und Interessentheorien.”, Presented at the Schwerpunkttagung Interesse revisited, Augsburg, 2024.

F. Schultz and S. Schwedler, “Die Chemie als Teil einer Sachunterrichtsidentität bei Studierenden.”, Presented at the GDCP-Doktorierendenkolloquium, Berching, 2024.

K. Weirauch, S. Schwedler, and C. Reuter, “Interdisziplinäre Hochschullehre für Diversitätsbewusstsein naturwissenschaftlichen Unterricht nach dem Chai-Konzept”, Lehrkräfte von Morgen - Beiträge der Naturwissenschaftsdidaktiken zur Förderung überfachlicher Kompetenzen, N. Graulich, et al., eds., Waxmann, 2024, pp.201-211.

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C. Kiel and S. Schwedler, “Lehrkräftefortbildungen zum Lernen mit Simulationen im teutolab-chemie”, Frühe naturwissenschaftliche Bildung, C. Kiel, S. Schwedler, and Gesellschaft für Didaktik der Chemie und Physik Helena van Vorst, eds., Frühe naturwissenschaftliche Bildung, vol. 44, 2024, pp.898-902.

C. Borchert and S. Schwedler, “Science identity im (Chemie-) Studium der DACH-Region: Ein Literaturreview”, Frühe naturwissenschaftliche Bildung, C. Borchert, S. Schwedler, and Gesellschaft für Didaktik der Chemie und Physik Helena van Vorst, eds., Frühe naturwissenschaftliche Bildung, vol. 44, 2024, pp.790-794.

M. Kaldewey and S. Schwedler, “Selbstreguliertes Lernen in der Physikochemie - eine Interviewstudie”, Frühe naturwissenschaftliche Bildung, M. Kaldewey, S. Schwedler, and Gesellschaft für Didaktik der Chemie und Physik Helena van Vorst, eds., Frühe naturwissenschaftliche Bildung, vol. 44, 2024, pp.206-210.

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T. Krohn and S. Schumacher, “Das LUPI-Spiel: Zufall und Strategie vereint”, Beiträge zum Mathematikunterricht 2024, P. Ebers, et al., eds., WTM-Verl., 2024, pp.1041-1044.

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A.L. Nemesi, Á. Buza, and É. Szalai-Nagy, “Attitude deixis, relationship management, and self-presentation in 16th–17th-century Hungarian-language love correspondence”, Presented at the SzePraKonf 2024, 2024.

S. Seybusch, “KI und politische Urteilsbildung: Didaktische Chancen und Herausforderungen mit ChatGPT und Co. ”, Universität Marburg., 2024.

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