Prof. Dr. Andreas Filler

Profil

Zusammenfassung

Andreas Filler forscht zu Problemlösen im Mathematikunterricht und zur Gestaltung von Lernprozessen in STEM-Fächern. Seine Expertise liegt in der Entwicklung von Rahmenkonzepten und didaktischen Ansätzen, die fächerübergreifendes Denken und praktische Problemlösungskompetenzen fördern – besonders relevant für die Gestaltung von Lernmaterialien und Unterrichtskonzepten in technischen und naturwissenschaftlichen Bereichen.

Skills

Name

Prof. Dr. Andreas Filler

Titel

Prof. Dr.

Fakultät

Mathematisch-Naturwissenschaftliche Fakultät

Institut

Institut für Mathematik

Arbeitsgruppe

Didaktik der Mathematik

E-Mail

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Telefon

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HU-FIS-Profil

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Zuletzt gescrapt

28.6.2026, 01:05:13

• CENTRAL-01 Problem solving in mathematics classrooms in Hungary and Germany

  Quelle ↗

  Förderer: DAAD Zeitraum: 03/2015 - 12/2018 Projektleitung: Prof. Dr. Andreas Filler

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• Smartphone use and smartphone addiction among young people in Switzerland

  2015

  Journal of Behavioral Addictions · 926 Zitationen · DOI

  BACKGROUND AND AIMS: Smartphone addiction, its association with smartphone use, and its predictors have not yet been studied in a European sample. This study investigated indicators of smartphone use, smartphone addiction, and their associations with demographic and health behaviour-related variables in young people. METHODS: A convenience sample of 1,519 students from 127 Swiss vocational school classes participated in a survey assessing demographic and health-related characteristics as well as indicators of smartphone use and addiction. Smartphone addiction was assessed using a short version of the Smartphone Addiction Scale for Adolescents (SAS-SV). Logistic regression analyses were conducted to investigate demographic and health-related predictors of smartphone addiction. RESULTS: Smartphone addiction occurred in 256 (16.9%) of the 1,519 students. Longer duration of smartphone use on a typical day, a shorter time period until first smartphone use in the morning, and reporting that social networking was the most personally relevant smartphone function were associated with smartphone addiction. Smartphone addiction was more prevalent in younger adolescents (15-16 years) compared with young adults (19 years and older), students with both parents born outside Switzerland, persons reporting lower physical activity, and those reporting higher stress. Alcohol and tobacco consumption were unrelated to smartphone addiction. DISCUSSION: Different indicators of smartphone use are associated with smartphone addiction and subgroups of young people have a higher prevalence of smartphone addiction. CONCLUSIONS: The study provides the first insights into smartphone use, smartphone addiction, and predictors of smartphone addiction in young people from a European country, which should be extended in further studies.

• Sustainable software products—Towards assessment criteria for resource and energy efficiency

  2018

  Future Generation Computer Systems · 119 Zitationen · DOI

  Many authors have proposed criteria to assess the “environmental friendliness” or “sustainability” of software products. However, a causal model that links observable properties of a software product to conditions of it being green or (more general) sustainable is still missing. Such a causal model is necessary because software products are intangible goods and, as such, only have indirect effects on the physical world. In particular, software products are not subject to any wear and tear, they can be copied without great effort, and generate no waste or emissions when being disposed of. Viewed in isolation, software seems to be a perfectly sustainable type of product. In real life, however, software products with the same or similar functionality can differ substantially in the burden they place on natural resources, especially if the sequence of released versions and resulting hardware obsolescence is taken into account. In this article, we present a model describing the causal chains from software products to their impacts on natural resources, including energy sources, from a life-cycle perspective. We focus on (i) the demands of software for hardware capacities (local, remote, and in the connecting network) and the resulting hardware energy demand, (ii) the expectations of users regarding such demands and how these affect hardware operating life, and (iii) the autonomy of users in managing their software use with regard to resource efficiency. We propose a hierarchical set of criteria and indicators to assess these impacts. We demonstrate the application of this set of criteria, including the definition of standard usage scenarios for chosen categories of software products. We further discuss the practicability of this type of assessment, its acceptability for several stakeholders and potential consequences for the eco-labeling of software products and sustainable software design.

• A framework to foster problem-solving in STEM and computing education

  2019

  Research in Science & Technological Education · 113 Zitationen · DOI

  Background: Recent developments in STEM and computer science education put a strong emphasis on twenty-first-century skills, such as solving authentic problems. These skills typically transcend single disciplines. Thus, problem-solving must be seen as a multidisciplinary challenge, and the corresponding practices and processes need to be described using an integrated framework. Purpose: We present a fine-grained, integrated, and interdisciplinary framework of problem-solving for education in STEM and computer science by cumulatively including ways of problem-solving from all of these domains. Thus, the framework serves as a tool box with a variety of options that are described by steps and processes for students to choose from. The framework can be used to develop competences in problem-solving. Sources of evidence: The framework was developed on the basis of a literature review. We included all prominent ways of domain-specific problem-solving in STEM and computer science, consisting mainly of empirically orientated approaches, such as inquiry in science, and solely theory-orientated approaches, such as proofs in mathematics. Main argument: Since there is an increasing demand for integrated STEM and computer science education when working on natural phenomena and authentic problems, a problem-solving framework exclusively covering the natural sciences or other single domains falls short. Conclusions: Our framework can support both practice and research by providing a common background that relates the ways, steps, processes, and activities of problem-solving in the different domains to one single common reference. In doing so, it can support teachers in explaining the multiple ways in which science problems can be solved and in constructing problems that reflect these numerous ways. STEM and computer science educational research can use the framework to develop competences of problem-solving at a fine-grained level, to construct corresponding assessment tools, and to investigate under what conditions learning progressions can be achieved.

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