Systemic-Constructivist Didactics Professors and Supervisors

Karin Schweigerمشاهده پروفایل

مدرس

University of Applied Sciences BurgenlandAustria

Karin Schweiger is a Lecturer at the Department of Health at the University of Applied Sciences Burgenland. Holding the academic title Mag., she specializes in integrating innovative educational methods into health management and business administration curricula. Her work focuses on constructivist pedagogy, game-based learning, and management simulations to enhance self-learning competencies among students. She actively collaborates with secondary schools and research institutions through initiatives like the Sparkling Science project 'My heart and I - together healthy', fostering interdisciplinary research and health promotion campaigns. Her research emphasizes the application of simulation techniques in teaching business and health management principles, addressing challenges in curriculum development and educational partnerships between schools and universities. Research Interests: Economics and Pedagogy, Simulation-Based Learning, Constructivist Didactics, Health Promotion Strategies, Managerial Decision-Making Education, and Interdisciplinary Collaboration in Healthcare Training. Key Projects: Establishment of the Center for Management Simulation at FH Burgenland Sparkling Science project linking schools with health research Development of haptic and digital simulations for business education Comparative analysis of nursing curricula across German-speaking countries Grants/Funding: Recipient of Sparkling Science program funding from the Austrian Ministry of Science. Labs/Teams: Active in the Zentrum für Managementsimulation and collaborates with the Ecole HBLW Güssing and other educational institutions.

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Pere Garau Borràsمشاهده پروفایل

دانشیار

University of the Balearic IslandsSpain

Pere Garau Borràs is an Associate Professor at the University of the Balearic Islands (UIB) and a Senior Technician at the Càtedra Ramon Llull . He is affiliated with the Department of Catalan Philology and General Linguistics and contributes to the Corpus Oral de la Llengua Catalana (COLC) project at the Institut d'Estudis Catalans . PhD candidate in Philology and Philosophy (Theoretical and Applied Linguistics, ongoing) Master's degree in Catalan Language and Literature: Knowledge and Critical Analysis of Intangible Heritage (UIB, 2021) Bachelor's degree in Catalan Language and Literature (UIB, 2019) His research focuses on Catalan metrics , oral-written mode-shifting in subtitling, Optimality Theory applications to linguistic analysis, and historical linguistics . He has developed educational tools like the Regula web application for Latin-to-Catalan phonetic law studies and explored children’s writing through constraint-based frameworks. Key article trends include subtitling practices across Balearic and Catalan media ( IB3 , TV3 ), historical analysis of Catalan cultural events (e.g., the 1968 Felibre Visit ), and digital methodologies for corpus creation ( IBPARL ). He also critiques language norms in education and examines the prosody of recited Catalan poetry. As secretary of the Associació de Joves Investigadors en Llengua i Literatura Catalanes (AJILLC) , he engages in youth-led academic initiatives. Teaching roles span Catalan language programs for undergraduate and teacher training, with a focus on normative language, linguistics, and practical placements.

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Alfredo Pina Calafiمشاهده پروفایل

استاد

University of La RiojaSpain

Alfredo Pina Calafi is a Professor at the Public University of Navarra's Department of Statistics, Computer Science and Mathematics. His work focuses on educational technology, computer graphics, and multimedia systems, with significant contributions to e-learning and technology integration in education. He is actively involved in curriculum adaptation to the European Higher Education Area (EHEA) and has pioneered projects like the Virtual Classroom initiative recognized with the 3rd Prize in National Awards for Educational Innovation (2005). His research spans augmented reality applications for linguistic heritage preservation, educational robotics in primary education, and interactive digital solutions for science learning. Education: PhD in Computer Science (University of Zaragoza, 2001) Key Projects: ALFA T_GAME (teaching materials exchange for computer graphics), VideoPlanet (planetarium visualization systems), and mobile emergency decision-making systems for Pamplona's bull run Research interests emphasize bridging technology and education through innovative tools. Over 25 years of academic contributions include directing three doctoral theses and co-authoring books on educational robotics and digital narratives. He has coordinated major educational adaptation projects and led teams developing virtual environments and intelligent systems for diverse applications. Notable collaborations include work with institutions like the European Center for Soft Computing and participation in international congresses on artificial intelligence and educational informatics. His work consistently integrates pedagogical theory with cutting-edge technological solutions.

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Birger Brevikمشاهده پروفایل

استاد

Oslo Metropolitan UniversityNorway

Birger Brevik is a Professor at the Department of Vocational Teacher Education, Faculty of Education and International Studies, Oslo Metropolitan University. His work focuses on integrating technology into vocational and science education, with a strong emphasis on LEGO Mindstorms, 3D printing, and programming for teacher training. Brevik is involved in European research projects like TRELIS and VETteach, addressing teacher professional development and curriculum innovation. Current projects: TRELIS (research literacy for science teachers) Pedagogical tools: LEGO Mindstorms, Atlas.ti, 3D printing Research areas: Vocational didactics, grounded theory, qualitative research Brevik’s recent publications analyze programming integration in science education, vocational teacher innovation across Europe, and e-portfolio pedagogy. His work combines postphenomenological approaches with practical learning strategies to enhance teacher resilience and competence. Notably, he advocates for bridging workplace experiences with academic training in vocational education. He collaborates with institutions like the European Research Network on VET (VETNET), University of Rostock, and Linköping University. Brevik’s research addresses systemic challenges in VET, including sustainability, social fairness, and digital transformation. While no scientific awards are documented here, his extensive dissemination activities indicate active engagement in educational policy and innovation.

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Hauke Hellwigمشاهده پروفایل

مدرس

Humboldt UniversityGermany

Hauke Hellwig is a Lecturer at the Department of Biology Didactics and Teaching/Learning Research within the Faculty of Mathematics and Natural Sciences at Humboldt University of Berlin. His academic work focuses on the intersection of biology education, environmental education, and education for sustainable development, examining how these fields converge in classroom practice. Dr. Hellwig's research primarily investigates how biology teachers conceptualize and implement environmental education in their classrooms, with particular attention to developing students' non-subject-specific environmental competencies. His work often employs comparative approaches, examining differences between German and Swedish teachers' concepts and approaches to sustainability education. He has published extensively on topics including the ecological footprint concept, nature experience in biology education, and the integration of sustainability principles into biology curricula. His publication record from 2006-2019 demonstrates an evolving research trajectory from foundational studies on teachers' concepts of environmental education toward more specific applications and methodologies. Recent work has increasingly focused on practical tools for developing sustainability-oriented action competence and examining the potential and limitations of various teaching approaches, including digital nature experiences and multisensory learning through animal sounds. Dr. Hellwig has been consistently active in the biology education research community, regularly presenting at major conferences including the International Conference of European Researchers in Didactics of Biology (ERIDOB) and meetings of the German Society for Biology Education. His work bridges theoretical educational frameworks with practical classroom applications, often connecting with teacher training initiatives and school-based educational programs.

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Piotr Czajkaمشاهده پروفایل

مدرس ارشد

University of WrocławPoland

Dr. Piotr Czajka serves as a Senior Lecturer in the Department of Translation Studies at the University of Wrocław, where he actively contributes to theoretical and pedagogical advancements in translation studies through interdisciplinary research bridging linguistics, philosophy of language, and communication theory. His scholarly focus centers on axiological dimensions of discourse, text linguistics, and cross-cultural communication, with significant contributions to understanding value systems in academic discourse, face-threatening acts in educational contexts, and identity construction through language. This work demonstrates rigorous engagement with both theoretical frameworks (e.g., Rorty’s neopragmatism, constructivist perspectives) and practical translation challenges. Publication trends reveal an evolution from foundational text linguistics (1990s-2000s) toward specialized Irish-Polish cultural exchange studies (2010s), particularly examining translation of Irish literary concepts, language policy, and cultural transfer mechanisms. His collaborative work with Anna Cisło and Michał Szawerna highlights sustained interdisciplinary partnerships addressing complex linguistic phenomena at the intersection of culture and communication.

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