Recent research projects
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Responsibility, Networking, Trust – Future Discourses to achieve the 2030 Agenda and its Sustainable Development Goals with participation of “Agents for Future”Four panel discussions in fall/winter 2020/2021 will address the local implementation of the Agenda 2030 with its 17 Sustainable Development Goals. Every future discussion is thereby considering the transformation of our world from a different point of view.Led by: Prof. Dr. Christiane MeyerTeam:Year: 2020Funding: Ministry for Science and Culture of Lower Saxony (MWK)Duration: 05/2020-07/2021
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Virtual learning environments – teacher training in 360°In this project lecturers of the IDN will be prepared and equipped for using virtual reality in seminars for teacher education. For this, learning materials will be developed, tested and reflected upon.Led by: Dr. Sabine Struckmeier, Dr. Alexander Büssing, Stephanie MittrachTeam:Year: 2020Funding: Leibniz School of Education, Leibniz University Hannover (SQM)Duration: 4/2020-9/2021
![[Translate to English:] Frau mit VR-Brille]()
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Leibniz Prinzip II – field of action 2: Modern Formats of Learning - digital, reflective, didactically structured/teaching methodology structuredHigh-quality teaching focuses on the individual learning requirements of students and integrates digitally supported elements. The aim of this field of action is to promote digital competences for the reflection and design of student-oriented learning spaces among prospective teachers. To this end, teaching and learning spaces appropriate for the target group are digitally designed and supported in the university phase of teacher training.Led by: Prof. Dr. Sascha SchanzeTeam:Year: 2019Funding: BMBFDuration: 2019-2024
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Development of a teaching concept in the teacher-building master programme for the subject of social studies as a joint subject of geography, history, politics at comprehensive schoolsAs part of this two-year project, lecturers in geography education, history education and political education work together to develop, evaluate and implement a training program at Leibniz Universität Hannover for the joint subject of social studies at comprehensive schools.Led by: Prof. Dr. Christiane Meyer, Prof. Dr. Dirk Lange, Prof. Dr. Meik Zülsdorf-KerstingTeam:Year: 2019Funding: Leibniz School of Education (Studienqualitätsmittel)Duration: 04/2019 - 03/2021
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“Change instead of Growth” – The Sustainable Development Goals and Post-growth Economies from the Perspective of Young People in the Context of a Socio-Ecological TransformationAs part of this research project, the perspectives of young people on the Sustainable Development Goals and Post-growth Economies are surveyed using a standardised online questionnaire and focus group discussions. Visits with the young people to so-called pioneers of change are carried out as participatory as possible in the sense of enquiry-based learning.Led by: Prof. Dr. Christiane MeyerTeam:Year: 2019Funding: Ministry for Science and Culture of Lower Saxony (MWK)Duration: 2019-2022
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Reflexive Methods in the Context of Spatial Analyses and Transformative EducationReflexive methods, e.g. reflexive photography, storytelling, meta reflections combined with video vignettes, shall close the mind behavior gap, which can rather be described as a mind perception gap, in all phases of the teacher training by increasing self-awareness through a sensitization to spatial perception and constructions and by making the students aware of unconscious behavior patterns as a contribution to transformative education.Led by: Prof. Dr. Christiane MeyerTeam:Year: 2019Funding: Federal Ministry of Education and Research (BMBF)Duration: 2019-2022
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KompE – Assessing and Fostering Competencies in the Field of ExperimentationThis PhD project aims to investigate how problem solutions emerge from underlying dispositions when undergraduate students engage in scientific inquiry through experimentation. For this purpose, a learning sequence including several instruments to assess different facets of the competencies in the field of experimentation is developed and implemented at the university.Led by: Prof. Dr. Andreas NehringTeam:Year: 2019Duration: 2019-2023
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Global Change in the Context of Education for Sustainable Development – Lesson Models and Educational Offers for (prospective) Teachers aiming at Raising Awareness for Societal and Spatial TransformationThe goal of the state initiative is to develop educational materials as well as training offers for raising awareness for a societal and spatial transformation in the context of global change. For this, linking all three phases of teacher education is paramount.Led by: Prof. Dr. Christiane Meyer, Dr. Andreas EberthTeam:Year: 2018Funding: Engagement Global gGmbH mit Mitteln des Bundesministeriums für wirtschaftliche Zusammenarbeit und Entwicklung (BMZ)Duration: 2018-2021
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![[Translate to English:] Frau mit VR-Brille](https://www.idn.uni-hannover.de/fileadmin/_processed_/e/0/csm_Mittrach_VR_5b3ac123a4.jpg)
![[Translate to English:] Frau mit VR-Brille](https://www.idn.uni-hannover.de/fileadmin/_processed_/e/0/csm_Mittrach_VR_1b214ce3ce.jpg)
Completed research projects
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Design of e-learning units for the seminar on research methodologyIn the project, a traditional teaching approache is adapted into a consistent flipped classroom concept. Theoretical content is outsourced to online learning modules for asynchronous preparation. In the classroom practice, theory and practice are linked in depth and applied to concrete data sets using research methods. The main goal is to increase self-determined learning through individual preparation.Led by: Dr. Sarah HundertmarkTeam:Year: 2020Funding: MWK Innovation plusDuration: 04/2020 - 12/2021
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digiPro - Improving understanding Chemistry by using a digital problem-based learning environmentdigiPro provides both students and lecturers of chemistry-specific degree programmes with a practice-based digital learning environment based on the learning management system ILIAS. The research focus is on the design of suitable sample tasks (explanatory videos) or (collaborative) learning tasks to promote problem solving and representational competence.Led by: Prof. Dr. Sascha SchanzeTeam:Year: 2019Funding: MWK- Programms "Qualität plus-Programm zur Entwicklung des Studiums von morgen"Duration: 01/2019-12/2021
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Productive Failure: Conceptual Learning in Chemistry Classes through Problem Solving prior to instruction (PS-I)The aim is to adapt the productive failure approach for learning chemical concepts. Learners are confronted with a problem-solving situation for which no viable concepts are initially available and thus the learners are uncertain about their solution approaches. Subsequently, the corresponding chemical concept is first developed in the instructional phase. It is assumed that the preceding confrontation in the problem-solving situation supports the development of the concept understanding during the instruction.Led by: Dr. Sarah HundertmarkYear: 2018Funding: 07/2018 - 06/2019 Förderung durch das Hochschulbüro für Chancenvielfalt, LUHDuration: seit 2018
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Sustainability evaluation and sustainability awareness of selected companies along the “textile chain” – An educational model of “transformative literacy” for school education and teacher education purposesIn this educational project the problems caused by the fast fashion industry and relating solutions concerning slow fashion were discussed and critical reflected in geography classes.Led by: Prof. Dr. Christiane MeyerTeam:Year: 2017Funding: German Federal Environmental Foundation (DBU: Deutsche Bundesstiftung Umwelt)Duration: 2017-2020
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Peer-Interaction-Methode (PIM)Promoting conceptual understanding through a collaborative task format: The Peer Interaction Method (PIM) is a two-phase collaborative learning form guided by work sheets to promote understanding of general chemical concepts. The research focus is on conditions for success in order to derive suitable instructions or recommendations for an adequate group composition.Led by: Prof. Dr. Sascha SchanzeTeam:Year: 2016
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World Cultural Heritage from the Perspective of Young People – Perceptions, Meanings, Attitudes and Values in Context of Cultural Awareness and Societal TransformationThe research project explored the perspectives of 14 to 17 years high school students from Lower Saxony regarding World Cultural Heritage and related themes. The qualitative study used focus groups and hermeneutic photography and was complemented by a quantitative subproject.Led by: Prof. Dr. Christiane MeyerTeam:Year: 2016Funding: Ministry for Science and Culture of Lower Saxony (MWK)Duration: 2016-2019
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Climate Change as a Global and Local Challenge – Teaching Models to Raise Awareness About Climate Protection, Climate Adaptation and Climate Justice for Responsible Action as a Contribution to Sustainable DevelopmentIn this Lower Saxony country initiative to implement the Curriculum Framework Education for Sustainable Development, all three phases of teacher education were networked. Schools, research institutions and extracurricular educational partners jointly developed teaching suggestions on the subject of climate change.Led by: Prof. Dr. Christiane MeyerTeam:Year: 2015Funding: Engagement Global with financial resources from the Federal Ministry for Economic Cooperation and DevelopmentDuration: 2015-2018
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