Dieser Open-Access-Sammelband stellt zukunftsweisende digitale Tools, Methoden und Konzepte f�r guten MINT-Unterricht vor: Er erl�utert und diskutiert insbesondere Konzepte und Forschungsergebnisse zur lernf�rderlichen Gestaltung von digitalen Erweiterungen analoger Lehr- und Lernmethoden sowie von digitalen Lernumgebungen f�r zuk�nftige Anforderungen. Dabei geht er unter anderem auf das (digitale) Experimentieren, Videoanalyse, Augmented Reality und Gestaltungskriterien f�r Virtual-Reality-Lernumgebungen ein. Auf Grundlage aktueller Forschungsergebnisse beantwortet das Buch aktuelle Fragestellungen, etwa: Inwiefern kann die Digitalisierung bei einem MINT-Lernen f�r die Zukunft unterst�tzen? Welche digitalen Technologien, digitalen Werkzeuge und digitalen Lernumgebungen k�nnen bei der Entwicklung von 21^st Century Skills bei Lernenden beitragen? Wie m�ssen sie ausgestaltet sein, um beim Lernen und Probleml�sen unterst�tzend zu wirken und die Lernenden zum kritischenDenken (Critical Thinking) anzuregen?

Der vorliegende zweite Band ist Teil eines zweib�ndigen Sammelwerks; die beiden B�nde sind weitgehend unabh�ngig voneinander lesbar und unterscheiden sich in ihrem inhaltlichen Fokus: W�hrend Band 1 grunds�tzliche Perspektiven beleuchtet, fokussiert Band 2 eher auf konkrete digitale Tools und Methoden f�r die Unterrichtspraxis. Die Beitr�ge wurden im Rahmen des Projekts „Die Zukunft des MINT-Lernens – Denkfabrik f�r Unterricht mit digitalen Technologien“, gef�rdert durch die Deutsche Telekom Stiftung, entwickelt. Sie decken verschiedene (assoziierte) Projekte des Entwicklungskonsortiums der beteiligten Hochschulstandorte ab und bieten zukunftsweisendes Wissen zum Thema.

About the Author

Prof. Dr. J�rgen Roth, Universit�t Koblenz-Landau, Didaktik der Mathematik (Sekundarstufen)

Dr. Michael Baum, IPN – Leibniz-Institut f�r die P�dagogik der Naturwissenschaften und Mathematik, Didaktik der Chemie

Prof. Dr. Katja Eilerts, Humboldt-Universit�t zu Berlin, Mathematik in der Primarstufe

Apl. Prof. Dr. Gabriele Hornung, Technische Universit�t Kaiserslautern, Fachbereich Chemie

Prof. Dr. Thomas Trefzger, Julius-Maximilians-Universit�t W�rzburg, Lehrstuhl f�r Physik und ihre Didaktik

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