Didaktik—An Appropriate Framework for the Professional Work of Science Teachers?

Fischler, Helmut

doi:10.1007/978-90-481-3927-9_3

Cited by 16 publications

(7 citation statements)

References 9 publications

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“…Didaktik focuses predominantly on the why-question (and its implication on practice), while the pragmatic Anglo-American curriculum tradition focuses mainly on the how-question (Duit, 2015). Didaktik supports the idea that education is not only about teaching methods but also an issue of selecting and justifying content for education (Fischler, 2011).…”

Section: Bildung and Critical-constructive Didaktikmentioning

confidence: 93%

The Bildung Theory—From von Humboldt to Klafki and Beyond

Sjöström

Eilks

2020

Springer Texts in Education

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Bildung is a complex educational concept that has connections to both the Enlightenment and Romanticism. It has its roots in the late eighteenth century in Germany and has had a central place in educational philosophy and policy in central and northern Europe since then. In the history of education, one can identify at least five educational theories with reference to the basic ideas of Bildung: (a) Wilhelm von Humboldt’s classical Bildung, (b) liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. In this chapter, we discuss the development of the concept of Bildung as a humanistic theory and its relevance for science education. We show how Bildung, when it comes to science education among other disciplines, emphasizes both personal subjectification and skills for socio-political action. In doing so, we relate contemporary interpretations of Bildung to issues of scientific literacy, education for sustainability, and transformative learning.

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Section: Bildung and Critical-constructive Didaktikmentioning

confidence: 93%

The Bildung Theory—From von Humboldt to Klafki and Beyond

Sjöström

Eilks

2020

Springer Texts in Education

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“…På senare tid har även ansträngningar gjorts för att relatera naturvetenskapernas didaktik till den kontinentala bildningstradition som den nordeuropeiska allmändidaktiken vilar på (Fischler, 2011;Sjöström & Eilks, 2020;Wickman m.fl., 2012). Med utgångspunkt i ett kritiskt-reflexivt bildningsbegrepp identifierar Sjöström m.fl.…”

Section: Visioner Om Naturvetenskapernas Didaktikunclassified

VISIONER OM FORMATIVA PRAKTIKER : Lärares och elevers levda erfarenheter av formativ bedömning och bedömningsmatriser i skolans fysikundervisning

Hallström

2023

Studies in Science and Technology Education

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Nationella forskarskolan i naturvetenskapernas och teknikens didaktik (FontD) tillhör Institutionen för beteendevetenskap och lärande (IBL) och Utbildningsvetenskap (UV), Linköpings universitet. FontD är ett nätverk av följande medverkande lärosäten: Linköpings universitet (värdlärosäte), Högskolan i Halmstad, Högskolan Kristianstad, Karlstads universitet, Kungliga Tekniska högskolan (KTH), Lunds universitet, Linnéuniversitetet, Malmö universitet, Mälardalens universitet, Umeå universitet och Örebro universitet. FontD ger ut doktorsavhandlingar och licentiatuppsatser i serien Studies in Science and Technology Education (ISSN 1652-5051) tillsammans med TekNaD, Teknik, naturvetenskap och didaktik, en forskningsmiljö vid IBL, Campus Norrköping, som också agerar värd för FontD.

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“…At the end of the 18th century, the term spread to countries that had close connections with German-speaking cultures, mainly the Scandinavian countries (Denmark, Norway, and Sweden). Nowadays, the humanistic didaktik tradition is fairly strong especially in central and northern Europe, where it refers to both the art of teaching and the professional scholarship of teaching. − Although this tradition did not take hold in English-speaking countries, where the term “didactic” (spelled with “c”) often stands for behaving like a conventional teacher who delivers content knowledge through lecturing, the term “didaktik” (spelled with “k”) is increasingly being used in the international education literature, and also “didactic” (spelled with “c”), with a meaning given to that in continental Europe. − …”

Section: The Didaktik Traditionmentioning

confidence: 99%

“…In the humanistic didaktik tradition, there is a strong connection between the concepts of didaktik and Bildung . − According to Duit (p 325), didaktik “stands for a multifaceted view of planning and instruction; it is based on the German concept of Bildung ”. Bildung refers to the knowledge- and values-formation of a person in interaction with its surrounding society. , The rich and multifaceted nature of humanistic didaktik is the critical reason why in this paper we use the term “didaktik models” (spelled with “k”) to refer to education-oriented models that support educators’ thinking and action inside and outside the classroom, independent of whether they were developed within the European or the American traditions.…”

Section: The Didaktik Traditionmentioning

confidence: 99%

Didaktik Models in Chemistry Education

2020

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The decisions and actions that chemistry educators make regarding why, what, how, and when to teach certain content or implement a specific instructional activity are often guided, but also constrained, by explicit or implicit “didaktik models”. These types of models direct our attention and actions when designing curricula, planning for instruction, or assessing the learning process. They also give educators a professional language when talking or reflecting about teaching and learning. When used systematically, didaktik models support the implementation of research-based instructional practices and are helpful in the professional development of educators. In this essay, we describe, analyze, and discuss the nature and utility of didaktik models in chemistry education and argue that it is critical for chemistry educators to recognize and reflect on the types of models that guide their work.

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Didaktik—An Appropriate Framework for the Professional Work of Science Teachers?

Cited by 16 publications

References 9 publications

The Bildung Theory—From von Humboldt to Klafki and Beyond

The Bildung Theory—From von Humboldt to Klafki and Beyond

VISIONER OM FORMATIVA PRAKTIKER : Lärares och elevers levda erfarenheter av formativ bedömning och bedömningsmatriser i skolans fysikundervisning

Didaktik Models in Chemistry Education

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