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Jun.-Prof. Dr. Lukas, Sarah

Junior-Professorin; Forschungszentrum für fachbezogene Lehr- und Lernprozesse (eh. Forschungszentrum für Sekundarbildung)
Fakultät 1 - Pädagogische Psychologie
Icon fuer AdresseAnschrift:
Kirchplatz 2
88250 Weingarten

Icon Mail lukas[at]ph-weingarten.de
OrcID: 0000-0003-4687-003

Forschungsschwerpunkte:
Sprachenlernen, Schreibkompetenz, Lesekompetenz, Aufgabenwechsel, Handlungsplanung, Lernen in innovativen Lernumgebungen

Projekte

Fakultät 1 • Erziehungswissenschaft
Projekt-ID:257
Forschungsprojekt
abgeschlossen

Science4Exit - Experimentelle Escape Rooms
Science4Exit - Experimental Escape Rooms
Projekt aufrufen
Projekt-ID:278
Forschungsprojekt
abgeschlossen

Coronabedingte Bildungseinbrüche reduzieren (CaBire) - Ressourcen an Schulen für individuelle Unterstützung von Kindern bereitstellen
Projekt aufrufen
Projekt-ID:40
Forschungsprojekt
abgeschlossen

Zusammenhänge von Lesekompetenz und crossmodalen Stimulus-Antwort-Kombinationen im Entwicklungsverlauf
Projekt aufrufen
Projekt-ID:112
Forschungsprojekt
abgeschlossen

Sprache und Integration im Beruf
Projekt aufrufen
Projekt-ID:125
Forschungsprojekt
abgeschlossen

Wissenskommunikation und -transfer: Förderung der Schreibkompetenz in der beruflichen Bildung – Konzept, Durchführung und Evaluation
Projekt aufrufen
Projekt-ID:39
Forschungsprojekt
abgeschlossen

Förderung der allgemeinen Schreibkompetenz nach Lernenden-Profilen
Projekt aufrufen
Projekt-ID:24
Entwicklungsvorhaben
abgeschlossen

Fast track Integration in European Regions – „SprachmentorIn in der Gastronomie und Hotellerie“ (Fier)
Projekt aufrufen
Projekt-ID:19
Forschungsprojekt
abgeschlossen

Projekt zur Förderung von mediendidaktischer Kompetenzen im Lehramtsstudium (TPACK 4.0)
Projekt aufrufen
Projekt-ID:38
Forschungsprojekt
abgeschlossen

LU 2070/1-1: Handlungsauswahl und Effektorientierung im Multitasking
Projekt aufrufen
Fakultät 1 • Pädagogische Psychologie
Projekt-ID:257
Forschungsprojekt
abgeschlossen

Science4Exit - Experimentelle Escape Rooms
Science4Exit - Experimental Escape Rooms
Projekt aufrufen
Projekt-ID:278
Forschungsprojekt
abgeschlossen

Coronabedingte Bildungseinbrüche reduzieren (CaBire) - Ressourcen an Schulen für individuelle Unterstützung von Kindern bereitstellen
Projekt aufrufen
Projekt-ID:40
Forschungsprojekt
abgeschlossen

Zusammenhänge von Lesekompetenz und crossmodalen Stimulus-Antwort-Kombinationen im Entwicklungsverlauf
Projekt aufrufen
Projekt-ID:112
Forschungsprojekt
abgeschlossen

Sprache und Integration im Beruf
Projekt aufrufen
Projekt-ID:125
Forschungsprojekt
abgeschlossen

Wissenskommunikation und -transfer: Förderung der Schreibkompetenz in der beruflichen Bildung – Konzept, Durchführung und Evaluation
Projekt aufrufen
Projekt-ID:39
Forschungsprojekt
abgeschlossen

Förderung der allgemeinen Schreibkompetenz nach Lernenden-Profilen
Projekt aufrufen
Projekt-ID:24
Entwicklungsvorhaben
abgeschlossen

Fast track Integration in European Regions – „SprachmentorIn in der Gastronomie und Hotellerie“ (Fier)
Projekt aufrufen
Projekt-ID:19
Forschungsprojekt
abgeschlossen

Projekt zur Förderung von mediendidaktischer Kompetenzen im Lehramtsstudium (TPACK 4.0)
Projekt aufrufen
Projekt-ID:38
Forschungsprojekt
abgeschlossen

LU 2070/1-1: Handlungsauswahl und Effektorientierung im Multitasking
Projekt aufrufen

Publikationen

Alle2025202420232022202120202019201820172014201320122010
SammelbandOpen Access · CCPeer ReviewPrintDeutsch

Lehramtsstudierende im Einsatz für Perspektiven im Umgang mit psycho-sozialen Herausforderungen an Schulen

Lukas, S., Goetz, K., Rueß, A. & Grassinger, R. (2025). Lehramtsstudierende im Einsatz für Perspektiven im Umgang mit psycho-sozialen Herausforderungen an Schulen. In: Bio-Psycho-Soziale Herausforderungen in einer krisenbeladenen Welt und bildungsrelevante Optionen (Band 7). Ulm: Klemm & Oelschläger.

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ArtikelOnlinePeer ReviewPrintEnglisch

Reducing Covid-19-Induced Educational Slumps – Training Pre-Service Teachers to Be Children-Coaches: An Evaluation of Effects in Elementary Schools

Lukas, S., Goetz, K., Schmider, J., Diehm, D. & Grassinger, R. (2024). Reducing Covid-19-Induced Educational Slumps – Training Pre-Service Teachers to Be Children-Coaches: An Evaluation of Effects in Elementary Schools. Psychology Learning and Teaching, 23(3), 1-10.

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Vortragohne Peer ReviewDeutsch

From Making and Tinkering to, Investigating and Experimenting: Vom pädagogischen Makerspace zum Integrierten Maker- und Research Space

Lukas, S. & Müller, W. (2023). From Making and Tinkering to, Investigating and Experimenting: Vom pädagogischen Makerspace zum Integrierten Maker- und Research Space. Ludwigsburg.

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SammelbandOpen Access · CCohne Peer ReviewPrintEnglisch

Training of key actors in fast track labour market integration programmes

Persson, M., Togelid, J., Bernert-Bürkle, A., Lukas, S., Schneider, A., Dam, E. & Klepser, R. (2023). Training of key actors in fast track labour market integration programmes. In: Bernert-Bürkle, A., Federighi, P. & Torlone, F. (Hrsg.), The Fast Track Labour Market Integration of Immigrants: Work-related Learning of Culture, Language and Profession (S. 128-137). Bielefeld: wbv.

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ArtikelOpen AccessPeer ReviewEnglisch

The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK

Max, A.-L., Lukas, S. & Weitzel, H. (2023). The pedagogical makerspace: Learning opportunity and challenge for prospective teachers' growth of TPACK. British Journal of Educational Technology, 2023.

Abstract
The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class.
Challenges regarding project work and coping strategies were recorded via semi-structured interviews and evaluated by qualitative content analysis. TPACK and prospective teachers' attitudes towards the usefulness of digital technologies, technology acceptance, intrinsic motivation, self-efficacy, intentions to use digital media and constructivist understanding of teaching were assessed via questionnaire.
The sample consists of German prospective teachers (N=145). The results show an increase in TPACK, technology acceptance, intention to use digital media and motivation over the course of the project. TPACK before the intervention was the only variable that predicted TPACK after the intervention. The prospective teachers report numerous challenges during their projects, which can be attributed to the framework, teamwork, and taskwork levels, as well as the individual TPACK. Coping strategies were mainly found on the taskwork level, for example by adjusting goals, creating subtasks and organising regular feedback meetings for self-monitoring.
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ArtikelOpen Access · CCPeer ReviewEnglisch

The relationship between self-assessment and performance in learning TPACK – Are self-assessments a good way to support preservice teachers' learning?

Max, A., Lukas, S. & Weitzel, H. (2022). The relationship between self-assessment and performance in learning TPACK – Are self-assessments a good way to support preservice teachers' learning? Journal of Computer Assisted Learning.

Abstract
Background
To purposefully integrate information and communication technologies (ICT) into contemporary teaching, teachers must have complex technological, pedagogical and content-related knowledge (TPACK). TPACK could be fostered through diverse learning environments such as working in a makerspace as part of university teacher training. The development of TPACK in (preservice) teachers depends on how effectively they can assess their own knowledge and adapt their own learning process. Self-assessment tools can be used to identify and assess their individual TPACK.

Objectives
The study presents data on TPACK development through project work in a makerspace. It examines the consistency of self-assessment and performance tests in relation to TPACK and discusses the applicability of self-assessment scales to self-regulated learning.

Methods
TPACK self-assessment takes place among preservice teacher students (N = 327) in a pre-post design. This is complemented and contrasted with an external assessment in form of a self-developed performance test (teaching vignettes).

Results
Self-assessment and performance test show a TPACK-increase resulting in the project work in the makerspace, with higher performing students benefiting more from the intervention than lower performing students. All students tend to overestimate their TPACK before and after the intervention, with low-performing students overestimating themselves more than high-performing students. Existing TPACK scales can serve as readily available self-assessment tools, but should be complemented by other knowledge assessment measures. Furthermore, depending on the results of the self-assessment, different learning opportunities should be made available so that preservice teachers with a lower TPACK still benefit from the project work in the makerspace.

Take Away
Self-assessments accompanying the work in the makerspace could provide feedback information about TPACK-related knowledge, learning processes and learning outcomes and thus support students in structuring their work. For this purpose, it seems necessary to improve the quality of self-assessment to enable reliable reflection on preservice teachers' own learning process.
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ArtikelOnlinePeer ReviewPrintDeutsch

"In der heutigen Zeit ist nur noch der Küchenchef Deutscher". Entwicklung eines Sprachmentoringtrainings am Arbeitsplatz in der Hotellerie und Gastronomie

Lukas, S., Kaiser, B., Dam, E., Schneider, A. & Klepser, R. (2022). "In der heutigen Zeit ist nur noch der Küchenchef Deutscher". Entwicklung eines Sprachmentoringtrainings am Arbeitsplatz in der Hotellerie und Gastronomie. Sprache im Beruf, 5(1), 91-104.

Abstract
Damit sich immigrierte Personen erfolgreich und langfristig in den ersten Arbeitsmarkt integrieren können, ist das Erlernen der Sprache des Ankunftslandes von zentraler Bedeutung. Die berufliche Sprache enthält Fachausdrücke und spezielle Formulierungen, welche selbst Muttersprachlerinnen und Muttersprachlern nicht immer bekannt sind. Wenn es nicht gelingt, sich diese berufliche Sprache anzueignen, ist eine Integration in den Arbeitsplatz erschwert. Für Arbeitskräfte mit Deutsch als Zweitsprache ist die Förderung dieser Fachsprache besonders bedeutsam. Um die sprachliche Integration am Arbeitsplatz zu fördern und insbesondere Betriebe in ihrer Integrationsbereitschaft zu unterstützen, wurde in dem Teilprojekt Language training on the job (LaTJo) in dem von der EU geförderten Projekt Fast-track integration in European Regions (FIER) ein Trainingskonzept für Sprachmentorinnen und Sprachmentoren am Arbeitsplatz in der Hotellerie und Gastronomie entwickelt. Erfahrene Festangestellte erhalten hier praktikable Werkzeuge an die Hand, mit denen sie den Sprachlernprozess von Mitarbeiterinnen und Mitarbeitern mit Migrationshintergrund und geringen Deutschkenntnissen unterstützen können. Im Folgenden stellen wir den Entwicklungsprozess, welcher unter anderem anhand einer Bedarfsanalyse erfolgte und die Struktur des Trainings vor.
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ArtikelOpen Access · CCPeer ReviewEnglisch

Enabling skill and competence development through language mentors at the workplace

Lukas, S., Bravo Granström, M., Klepser, R. & Schweizer, K. (2022). Enabling skill and competence development through language mentors at the workplace. European Journal of University Lifelong Learning, 6(2), 45-52.

Abstract
The globalized society of today is marked by significant challenges, such as increasing
complexity and rapid changes in the labour market. Through university lifelong learning, skills
and competence in society can be developed. Higher education institutions (HEIs) and their
offers of continuing education at university level thus play an important role. As an example,
the project Language Training on the Job (LaTJo) within the EU programme FIER (Fast
Track Integration in European Regions), in which a model for language mentoring at the
workplace was conceptualized, is presented here. The project, conducted by the Academy of
Continuing Education (AWW) of the University of Education Weingarten (PHW), adopts an
important issue: fast integration on the job for migrants and refugees. Hereby, the focus is on
the colleagues of the newcomers and hence aims at the dissemination of societal tools to
support the integration process. Furthermore, it transfers academic knowledge to society.
Applying training directly on the job circumvents a number of obstacles to engaging in
lifelong learning. The following paper introduces a mentoring concept in which employees
are trained as language mentors. Subsequently, key findings of the accompanying evaluation
are presented. The article concludes by discussing lifelong learning, the possible roles of
universities in work-based learning and actual as well as future challenges.
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VortragEnglisch

How to successfully organize a media project in a pedagogical makerspace for student teachers

Max, A., Lukas, S. & Weitzel, H. (2021). How to successfully organize a media project in a pedagogical makerspace for student teachers. Valencia, Spain.

Abstract
INTED 2021
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VortragEnglisch

Using augmented reality to introduce the Bohr atomic model in 3D in the classroom – A study about learning effects and perception of students

Probst, C., Lukas, S. & Huwer, J. (2021). Using augmented reality to introduce the Bohr atomic model in 3D in the classroom – A study about learning effects and perception of students. Valencia, Spain.

Abstract
INTED 2021
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SammelbandDeutsch

Lebenslanges Lernen im Betrieb: Integration am Arbeitsplatz durch professionelle Qualifizierung und alltagsnahes Sprachmentoring

Lukas, S., Klepser, R., Bernert-Bürkle, A. & Bravo Granström, M. (2021). Lebenslanges Lernen im Betrieb: Integration am Arbeitsplatz durch professionelle Qualifizierung und alltagsnahes Sprachmentoring. In: Sander, I. & Efing, C. (Hrsg.), Der Betrieb als Sprachlernort (S. 216-237). Tübingen: Narr.

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SammelbandPeer ReviewPrintDeutsch

Mit Hilfe von Augmented Reality das Atommodell nach Bohr einführen und erarbeiten

Probst, C., Wendt, D., Lukas, S. & Huwer, J. (2021). Mit Hilfe von Augmented Reality das Atommodell nach Bohr einführen und erarbeiten. In: Graulich, N., Huwer, J. & Banerji, A. (Hrsg.), Digitalisation in Chemistry Education. Digitales Lehren und Lernen an Hochschule und Schule im Fach Chemie. (S. 109-120). Münster: Waxmann.

  • StichworteAugmented Reality, Chemieunterricht
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Sammelbandohne Peer ReviewEnglisch

Using augmented reality to introduce the Bohr atomic model in 3D in the classroom – A study about learning effects and perception of students

Probst, C., Lukas, S. & Huwer, J. (2021). Using augmented reality to introduce the Bohr atomic model in 3D in the classroom – A study about learning effects and perception of students. In: INTED 2021 Proceedings (S. 1661-1668). Valencia, Spain: iated.

Abstract
Augmented Reality (AR) refers to the possibility of projecting elements such as images, texts,
animations, or 3D models into real environments using technical aids such as a smartphone or tablet
[1]. Especially when learning abstract learning content, AR seems to be suitable to support the learners
[2]. With a created learning environment, which allows us to visualize atoms in three dimensions
according to Bohr’s atomic model, learners of the ninth grade should be supported in understanding the
atomic concept, especially electrons' movement. The aim is to counteract misconceptions that are often
created by the two-dimensional representation on the blackboard or textbook. Here we show that ARlearning
environments lead to better results in the areas of motivation, school self-efficacy expectations,
and cognitive performance of the students. We pay special attention to cognition, which was reexamined
after eight weeks to show long-term effects. Learning performance, especially in connection
with models in chemistry classes, is of particular importance. For this reason, we want to show that
teaching with AR is better able to achieve sustainable results in the field of cognition using the Bohr
atomic model.
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ArtikelEnglisch

Positive and negative action-effects improve task-switching performance

Ludwig, J., Dignath, D. & Lukas, S. (2021). Positive and negative action-effects improve task-switching performance. Acta Psychologica, 103440.

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ArtikelDeutsch

Verfügbarkeit und Zielsetzungen digitalisierungsbezogener Lehrkräftefortbildungen für naturwissenschaftliche Lehrkräfte in Deutschland

Diepolder, C., Weitzel, H., Huwer, J. & Lukas, S. (2021). Verfügbarkeit und Zielsetzungen digitalisierungsbezogener Lehrkräftefortbildungen für naturwissenschaftliche Lehrkräfte in Deutschland. Zeitschrift für die Didaktik der Naturwissenschaften.

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VortragEnglisch

COVID19: Distance learning in times of crisis. Digital technologies and resources for learning under lockdown promoting homeschooling in chemistry education with augmented reality

Probst, C., Lukas, S. & Huwer, J. (2020). COVID19: Distance learning in times of crisis. Digital technologies and resources for learning under lockdown promoting homeschooling in chemistry education with augmented reality. Sevilla, Spain.

Abstract
Proceedings of ICERI 2020
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VortragEnglisch

Integrating media didactic competences in psychology courses of teacher education

Lukas, S., Max, A. & Weitzel, H. (2020). Integrating media didactic competences in psychology courses of teacher education. Lissabon.

Abstract
Celda 2020
PDF
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SonstigesOpen Accessohne Peer ReviewDeutsch

Sprachenlernen am Arbeitsplatz durch Mentoring. Manual zur Ausbildung von Sprachmentor*innen am Arbeitsplatz.

Klepser, R., Schneider, A., Dam, E., Eiberger, C. & Lukas, S. (2020). Sprachenlernen am Arbeitsplatz durch Mentoring. Manual zur Ausbildung von Sprachmentor*innen am Arbeitsplatz. Weingarten.

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SammelbandOnlineohne Peer ReviewEnglisch

COVID19: Distance learing in times of crisis: Digital technologies and resources for learning under lockdown. Promoting homeschooling in Chemestry education with augmented reality

Probst, C., Lukas, S. & Huwer, J. (2020). COVID19: Distance learing in times of crisis: Digital technologies and resources for learning under lockdown. Promoting homeschooling in Chemestry education with augmented reality. In: ICERI 2020 Proceedings (S. 2023-2031). Online: iated.

Abstract
The corona pandemic forced teachers around the world to go to new ways of teaching. This is particularly important in science education, which focuses on many practical experiments and mental models. To understand mental models and to be able to carry out experiments independently, it is essential that students also receive appropriate support at home. In this context, self-regulated (non-)formal teaching-learning scenarios in homeschooling are the focus of this contribution.

A concept of how Augmented Reality (AR) as a digital learning companion can support and promote this self-regulated scientific learning [1] is presented here. The implementation of the AR learning environment took place in introductory chemistry-classes at a secondary school and was accompanied by an empirical study on the effects of motivation, self-efficacy, and learning achievements.

The students conducted an experiment on Redox-reactions independently at home and recorded the results on a worksheet. To support this experimental - and learning process, a sheet with tasks was available to the students. For each of these tasks, we developed specific graded learning aids [2] (e.g., explanatory videos, virtual models, ..), which were displayed using augmented reality exactly where the pupils need individual support [3]. We argue that the positioning of the AR information is one of the advantages of this learning environment. The AR support material does not have to be consumed separately via YouTube or MOOCs, but are directly and immediately available to the students "on-demand." This made it possible to work on the experimental tasks safely and independently, even without the physical presence of the teacher in the same room.

The effectiveness of this intervention was examined in a between-subject pre-post design with respect to the dependent variables self-efficacy, motivation, and learning achievement. The experimental group received support material "on-demand" via AR, while the control group received it through a separate worksheet (on paper). Initial results indicate that the AR learning environment had positive effects on all three variables examined.

In this participatory action research approach, qualitative experience reports from the teaching staff are included and presented. We found that teachers generally had difficulties reaching their students and also that the technical equipment was often not available for the students to communicate adequately. Many schools were unprepared for a sudden change and did not have MOOCs allowing accessible communication.
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SammelbandDeutsch

Entwicklung von Aufgaben zur Bewertung des TPACK bei Biologielehramtsstudierenden

Max, A., Lukas, S. & Weitzel, H. (2020). Entwicklung von Aufgaben zur Bewertung des TPACK bei Biologielehramtsstudierenden. In: Krüger, D., Dittmer, A., Zabel, J., Nitz, S. & Lindner, M. (Hrsg.), Erkenntnisweg Biologiedidaktik (S. 57-71) (Band 19). Halle: Fachsektion Didaktik der Biologie im VBIO.

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SammelbandOnlinePeer ReviewEnglisch

Integrating media didactic competences in psychology courses of teacher education

Lukas, S., Max, A.-L. & Weitzel, H. (2020). Integrating media didactic competences in psychology courses of teacher education. In: Sampson, D. G., Ifenthaler, D. & Isaías, P. (Hrsg.), CELDA 2020 Proceedings (S. 326-330). Lissabon: iadis.

  • ISBN978-989-8704-22-1
Abstract
Internationally, ICT have become an integral part of school curricula in recent years. As a consequence, teacher education has the aim of imparting the necessary knowledge for the effective use of ICT. The TPACK framework is a frequently used theoretical basis to achieve this goal. In our study we investigate to what extent TPACK is promoted in a psychology course and how TPACK development correlates with other aspects of professional teachers. Results show that educational psychology courses can promote TPACK and that aspects of motivation or comprehension of constructivist learning settings should be considered in the conceptualization of courses with the aim to promote TPACK.
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SammelbandPeer Review

Integration geflüchteter Lehrkräfte in die Lehrer* innenausbildung in Baden-Württemberg–das IGEL-Programm

Kansteiner, K. P., Klepser, R., Lukas, S., Rheinwald, K. & Kaiser, T. (2020). Integration geflüchteter Lehrkräfte in die Lehrer* innenausbildung in Baden-Württemberg–das IGEL-Programm. In: Kremsner, G., Proyer, M. & Biewer, G. (Hrsg.), Inklusion von Lehrkräften nach der Flucht. Über universitäre Ausbildung zum beruflichen Wiedereinstieg (S. 227-236). Bad Heilbrunn: Julius Klinkhardt.

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SammelbandEnglisch

Integration of a Teaching-Learning Lab and a Pedagogical Makerspace into a Module for Media Education for STEAM Teacher Students

Max, A.-L., Schmoll, I., Uhl, P., Huwer, J., Müller, W., Lukas, S. & Weitzel, H. (2020). Integration of a Teaching-Learning Lab and a Pedagogical Makerspace into a Module for Media Education for STEAM Teacher Students. In: INTED2020 Proceedings (S. 2050-2059). Valencia: iated.

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ArtikelPeer ReviewDeutsch

Effekte von Augmented Reality (AR) zur Visualisierung eines dynamischen Teilchenmodells – Virtuelle Modelle zum Anfassen

Probst, C., Fetzer, D., Lukas, S. & Huwer, J. (2020). Effekte von Augmented Reality (AR) zur Visualisierung eines dynamischen Teilchenmodells – Virtuelle Modelle zum Anfassen. ChemKon, 27.

Abstract
Der Einfluss von AR in diesem Lehr-Lern-Setting wurde in Bezug auf Motivation, schulische
Selbstwirksamkeitserwartung und Kognition (z.B. Diskontinuum) in einer achten Klasse einer Realschule
mit einer Interventionsstudie im Pre-Post-Kontrollgruppen-Design untersucht. Die Ergebnisse deuten darauf
hin, dass AR positive Auswirkungen auf diese Aspekte des Lernens hat.
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ArtikelEnglisch

Integration of a teaching-learning lab and a pedagogical makerspace into a module for media education for STEAM teacher students.

Max, A., Schmoll, I., Uhl, P., Huwer, J., Lukas, S., Mueller, W. & Weitzel, H. (2020). Integration of a teaching-learning lab and a pedagogical makerspace into a module for media education for STEAM teacher students. Proceedings of INTED 2020.

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VortragEnglisch

Improving students’ TPACK through learning labs: the implementation of iChemLab and STEAM Makerspace

Lukas, S., Müller, W., Huwer, J., Drüke-Noe, C. P., Koppel, I., Rebholz, S., Stratmann, J., Theilmann, F. & Weitzel, H. (2019). Improving students’ TPACK through learning labs: the implementation of iChemLab and STEAM Makerspace. Palma de Mallorca, Spain.

Abstract
Proceedings of EDULEARN 2019
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Sammelbandohne Peer Review

Improving students’ TPACK through learning labs: the implementation of iChemLab and STEAM Makerspace

Lukas, S., Müller, W., Koppel, I., Huwer, J., Drüke-Noe, C. P., Rebholz, S., Stratmann, J., Theilmann, F. & Weitzel, H. (2019). Improving students’ TPACK through learning labs: the implementation of iChemLab and STEAM Makerspace. In: EDULEARN19 Proceedings / Gómez Chova, Luis et al. (ed.). Palma de Mallorca Spain: EDULEARN19 Proceedings / Gómez Chova, Luis et al. (ed.).

Abstract
Digitalization transformation has so far had an impact on most aspects of life by now, and it is linked to a comprehensive societal transformation. It is broadly accepted that future citizens will substantially need information and media literacy to not only participate effectively in societal and political processes but also to succeed in the working field. Schools are therefore obliged to equip students with necessary media competencies. Corresponding standards for media literacy of future citizens have been proposed (e.g., Vuorikari et al., 2016), and corresponding elements are being integrated in school curricula worldwide. As a result, teachers need both: they have to teach the required media literacy and they also need pedagogical competencies to teach students the necessary knowledge and skills. The TPACK model (Koehler & Mishra, 2009) specifies the competencies needed by teachers. Standards have also been proposed in this context (Wilson, et al. 2011), but there appears to be a lack on approaches to teach media skills in the context of a specific subject. Furthermore, the integration of corresponding elements into teacher education appears to lack behind the necessities outlined above. One reason for this can be seen in the difficulty to integrate corresponding components of media literacy and media pedagogy into existing curricula, given both the complexity of this task and the diversity of stakeholders involved in teacher education. In this paper we present an approach to integrate teaching media literacy, media pedagogy, and technological-pedagogical content knowledge into an existing teacher education programme. This programme is consistently based on the concept of learning labs. We specifically designed two labs, both linked to Science, Technology, Engineering, Art and Mathematics (STEAM) education. The so-called iChemLab and the STEAM Makerspace are intertwined with and integrated into the programme. These labs are to enable students, who are still in their first phase of teacher education, to explore media-related teaching approaches. In these labs, students can design, implement and evaluate digital learning material and thus foster their TPACK-skills. The iChemLab is based on the concept of a German Schuelerlabor (pupils’ laboratory) in which pupils use the method of inquiry-based learning. In this lab, the students supervise the learning progress of pupils in digitally enhanced learning scenarios. Simultaneously they learn to apply digital media effectively and to provide support (Hempelmann, 2014). The STEAM Makerspace is based on the idea of makerspaces, but has a strong pedagogical focus (e.g., Kurti, Kurti, & Fleming, 2014). It is based on constructivism and thus an approach to learning as an active process that is most successful when experiencing and creating an own mental and/or also physical construct of the learning material. Therefore this lab provides the opportunity to design, implement and evaluate digital learning media to be applied in teaching situations, based on pedagogical and psychological theories.
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Improving Students' TPACK Through Learning Labs: The Implementation Of iChemLab and STEAM Makerspace

Müller, W., Lukas, S., Huwer, J., Stratmann, J., Drüke-Noe, C., Koppel, I., Rebholz, S., Theilmann, F. & Weitzel, H. (2019). Improving Students' TPACK Through Learning Labs: The Implementation Of iChemLab and STEAM Makerspace. In: Proc. 11th International Conference on Education and New Learning Technologies (EDULAERN) (S. 6718-6726). Palma: IATED.

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Verbesserung des TPACK von Biologielehramtsstudierenden durch die Arbeit im pädagogischen Makerspace

Weitzel, H., Müller, W., Max, A., Lukas, S., Huwer, J., Drüke-Noe, C., Koppel, I., Rebholz, S., Stratmann, J. & Theilmann, H. (2019). Verbesserung des TPACK von Biologielehramtsstudierenden durch die Arbeit im pädagogischen Makerspace. In: Internationale Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik (GDCP) und der Fachsektion Didaktik der Biologie (FDdB im VBio). Wien: k.A.

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Action-effect associations in voluntary and cued task-switching

Sommer, A. & Lukas, S. (2018). Action-effect associations in voluntary and cued task-switching. Front. Psychol., 8(2233).

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Action control in task switching: do action effects modulate N− 2 repetition costs in task switching?

Schuch, S., Sommer, A. & Lukas, S. (2017). Action control in task switching: do action effects modulate N− 2 repetition costs in task switching? Psychological Research, 1-11.

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Crossmodal attention switching: Auditory dominance in temporal discrimination tasks

Lukas, S., Philipp, A. & Koch, I. (2014). Crossmodal attention switching: Auditory dominance in temporal discrimination tasks. Acta Psychologica, 153, 139-146.

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Effects of Marked Routes in You-are-Here Maps on Navigation Performance and Cognitive Mapping

Lukas, S., Mittelstädt, V., Olaru, G., Sachser, C., Seibold, J. & Huckauf, A. (2014). Effects of Marked Routes in You-are-Here Maps on Navigation Performance and Cognitive Mapping. American Journal of Applied Psychology, 3, 131-137.

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Number representation: A question of look? The distance effect in comparison of English and Turkish number words

Lukas, S., Krinzinger, H., Koch, I. & Willmes, K. (2014). Number representation: A question of look? The distance effect in comparison of English and Turkish number words. The Quarterly Journal of Experimental Psychology, 67, 260-270.

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The influence of action effects in task switching.

Lukas, S., Philipp, A. & Koch, I. (2013). The influence of action effects in task switching. Front. Psychology 3:595.

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Emotionale Reize beim Task Switching

Lukas, S. (2012). Emotionale Reize beim Task Switching. In: Bermeitinger, C. (Hrsg.), Paradigmen der Kognitiven Psychologie: Affektive Reize I (S. 193-211). Berlin: uni-edition.

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Multitasking in the product development process: How opposing cognitive requirements affect the designing process

Lukas, S., Schuh, G., Bender, D., Piller, F. T., Wagner, P. & Koch, I. (2010). Multitasking in the product development process: How opposing cognitive requirements affect the designing process. In: Proceedings of PICMET’10 (S. 1857-1867). Phuket: k.A.

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Anticipatory movement compatibility for virtual reality interaction devices

Lukas, S., Brau, H. & Koch, I. (2010). Anticipatory movement compatibility for virtual reality interaction devices. Behaviour & Information Technology, 29, 165-174.

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Multitasking in the product development process: How opposing cognitive requirements affect the designing process

Lukas, S., Schuh, G., Bender, D., Piller, F. T., Wagner, P. & Koch, I. (2010). Multitasking in the product development process: How opposing cognitive requirements affect the designing process. Proceedings of PICMET’10, 1857-1867.

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Switching attention between modalities: Further evidence for visual dominance

Lukas, S., Philipp, A. & Koch, I. (2010). Switching attention between modalities: Further evidence for visual dominance. Psychological Research, 74, 255-267.

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The role of preparation and cue-modality in crossmodal task switching

Lukas, S., Philipp, A. & Koch, I. (2010). The role of preparation and cue-modality in crossmodal task switching. Acta Psychologica, 134, 318-322.

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