@misc{BrendelMatznerMenzel2021,
  author    = {Brendel, Nina and Matzner, Nils and Menzel, Max-Peter},
  title     = {Geographisches Gezwitscher - Analyse von Twitter-Daten als Methode im GW-Unterricht},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1866-8372},
  doi       = {10.25932/publishup-55061},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-550614},
  pages     = {72 -- 85},
  year      = {2021},
  abstract  = {Soziale Medien sind ein wesentlicher Bestandteil des Alltags von Sch{\"u}ler*innen und gleichzeitig zunehmend wichtig in Wirtschaft, Politik und Wissenschaft. Am Beispiel von Twitter zeigt dieser Beitrag, dass soziale Medien im Unterricht auch f{\"u}r die Beantwortung geographischer Fragestellungen verwendet werden k{\"o}nnen. Hierf{\"u}r eignen sich Twitter-Daten aufgrund ihrer Georeferenzierung und weiterer interessanter Inhalte besonders. Der Beitrag gibt einen {\"U}berblick {\"u}ber die Verwendung von Twitter f{\"u}r sozialwissenschaftliche und humangeographische Fragestellungen und reflektiert die Nutzung von Twitter im Unterricht. F{\"u}r die Unterrichtspraxis werden Beispiele zu den Themen Braunkohle, Flutereignisse und Raumwahrnehmungen sowie Anleitungen zur Auswertung, Anwendung und Reflexion von Twitter-Analysen vorgestellt.},
  language  = {de}
}
@article{BustamanteDuarteBrendelDegbeloetal.2018,
  author    = {Bustamante Duarte, Ana Maria and Brendel, Nina and Degbelo, Auriol and Kray, Christian},
  title     = {Participatory design and participatory research},
  series = {ACM transactions on computer human interaction : TOCHI / Association for Computing Machinery},
  volume    = {25},
  journal   = {ACM transactions on computer human interaction : TOCHI / Association for Computing Machinery},
  number    = {1},
  publisher = {Association for Computing Machinery},
  address   = {New York},
  issn      = {1073-0516},
  doi       = {10.1145/3145472},
  pages     = {1 -- 39},
  year      = {2018},
  abstract  = {Participatory design (PD) in HCI has been successfully applied to vulnerable groups, but further research is still needed on forced migrants. We report on a month-long case study with a group of about 25 young forced migrants (YFMs), where we applied and adapted strategies from PD and participatory research (PR). We gained insights into the benefits and drawbacks of combining PD and PR concepts in this particular scenario. The PD+PR approach supported intercultural collaborations between YFMs and young members of the host community. It also enabled communication across language barriers by using visual and "didactic reduction" resources. On a theoretical level, the experiences we gained allowed us to reflect on the role of "safe spaces" for participation and the need for further discussing it in PD. Our results can benefit researchers who take part in technology-related participatory processes with YFMs.},
  language  = {en}
}
@article{BrendelMatznerMenzel2021,
  author    = {Brendel, Nina and Matzner, Nils and Menzel, Max-Peter},
  title     = {Geographisches Gezwitscher - Analyse von Twitter-Daten als Methode im GW-Unterricht},
  series = {GW-Unterricht},
  journal   = {GW-Unterricht},
  publisher = {Verlag der {\"O}sterreichischen Akademie der Wissenschaften},
  address   = {Wien},
  issn      = {2414-4169},
  doi       = {10.1553/gw-unterricht164s72},
  pages     = {72 -- 85},
  year      = {2021},
  abstract  = {Soziale Medien sind ein wesentlicher Bestandteil des Alltags von Sch{\"u}ler*innen und gleichzeitig zunehmend wichtig in Wirtschaft, Politik und Wissenschaft. Am Beispiel von Twitter zeigt dieser Beitrag, dass soziale Medien im Unterricht auch f{\"u}r die Beantwortung geographischer Fragestellungen verwendet werden k{\"o}nnen. Hierf{\"u}r eignen sich Twitter-Daten aufgrund ihrer Georeferenzierung und weiterer interessanter Inhalte besonders. Der Beitrag gibt einen {\"U}berblick {\"u}ber die Verwendung von Twitter f{\"u}r sozialwissenschaftliche und humangeographische Fragestellungen und reflektiert die Nutzung von Twitter im Unterricht. F{\"u}r die Unterrichtspraxis werden Beispiele zu den Themen Braunkohle, Flutereignisse und Raumwahrnehmungen sowie Anleitungen zur Auswertung, Anwendung und Reflexion von Twitter-Analysen vorgestellt.},
  language  = {de}
}
@incollection{Brendel2019,
  author    = {Brendel, Nina},
  title     = {(How) do students reflect on sustainability?},
  series = {Issues in Teaching and Learning of Education for Sustainability},
  booktitle = {Issues in Teaching and Learning of Education for Sustainability},
  editor    = {Chang, Chew-Hung and Kidman, Gillian and Wi, Andy},
  publisher = {Routledge},
  address   = {Abingdon},
  isbn      = {978-0-429-45043-3},
  doi       = {10.4324/9780429450433},
  pages     = {117 -- 126},
  year      = {2019},
  abstract  = {The ability to reflect is considered an essential element of Education for Sustainable Development (ESD) and a key competence for learners and educators in ESD (UNECE Strategy for ESD, 2012). In contrast to its high importance, little is known about how reflective thinking can be identified, influenced or increased in the classroom. Therefore, the objective of this study is to address this need by developing an empirical multi-stage model designed to help educators diagnose different levels of reflective thinking and to identify factors that influence students' reflective thinking about sustainability. Based on a 4-8-week project with grade 10 and 11 students studying sustainability, reflective thinking performance using weblogs as reflective journals was analysed. In addition, qualitative semi-structured interviews were conducted with the teachers to comprehend the learning environment and the personal value they assigned to ESD in their geography class. To determine the levels of reflective thinking achieved by the students, the study built on the work of Dewey (1933) and pre-existing multi-stage models of reflective thinking (Bain, Ballantyne, \& Packer, 1999; Chen, Wei, Wu, \& Uden, 2009). Using a qualitative, iterative data analysis, the study adapted the stage models to be applicable in ESD and found great differences in the students' reflection levels. Furthermore, the study identified eight factors that influence students' reflective thinking about sustainability. The outcomes of this study may be valuable for educators in high school and higher education, who seek to diagnose their students' reflective thinking performance and facilitate reflection about sustainability.},
  language  = {en}
}
@article{BrendelSchruefer2018,
  author    = {Brendel, Nina and Schr{\"u}fer, Gabriele},
  title     = {Weblogs als Reflexionsmedium im Globalen Lernen},
  series = {Globales Lernen im digitalen Zeitalter},
  journal   = {Globales Lernen im digitalen Zeitalter},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  isbn      = {978-3-8309-3900-9},
  pages     = {79 -- 106},
  year      = {2018},
  language  = {de}
}
@article{SchrueferBrendel2018,
  author    = {Schr{\"u}fer, Gabriele and Brendel, Nina},
  title     = {Globales Lernen im digitalen Zeitalter},
  series = {Globales Lernen im digitalen Zeitalter},
  journal   = {Globales Lernen im digitalen Zeitalter},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  isbn      = {978-3-8309-3900-9},
  pages     = {9 -- 33},
  year      = {2018},
  language  = {de}
}