Didaktik and Curriculum Studies

Sivesind, Kirsten; Luimes, Maike

doi:10.4324/9781315751900-13

Cited by 4 publications

(4 citation statements)

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“…Der Austausch brachte eine Vielzahl an Konferenzen, Publikationen und langanhaltende institutionelle Austausche hervor, die innerhalb der Curriculum Studies seitdem breite und wachsende Wurzeln geschlagen haben (u. a. Hericks et al, 2008;English, 2013;Sivesind & Luimes, 2017;Friesen, 2018).…”

Section: Literatur Schooling As Community Serviceunclassified

Schule als Sozialraum im Sozialraum. Theoretische und empirische Erkundung sozialräumlicher Dimensionen von Schule

2023

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Sozialraumorientierung hält in den erziehungswissenschaftlichen Diskurs zunehmend Einzug. Vor dem Hintergrund eines weiten Inklusionsverständnisses gewinnen dabei unterschiedliche Heterogenitätsdimensionen an Bedeutung, wodurch Perspektiven auf Schulentwicklungsprozesse über Schule und Unterricht hinaus in den Blick geraten. Dabei wird Schule nicht nur als Sozialraum, sondern auch im Sozialraum erfasst. Somit lassen sich unterschiedliche Forschungsfelder im schulischen wie außerschulischen Kontext miteinander verknüpfen und gewinnen zudem an Vielfältigkeit insbesondere im Hinblick auf soziale und kulturelle Praxen. In diesem Zusammenhang mangelte es bisher an einem übergreifenden Verständnis sowie einer einheitlichen (theoretischen) Verfasstheit des schulischen Sozialraums. Daraus ergeben sich Fragen, die Schulen in herausfordernden Lagen sowie die Umsetzung inklusiver Ansprüche in den Mittelpunkt sozialraumorientierter Schulentwicklung stellen. Ziel des Bandes ist es daher, mittels verschiedener theoretischer und empirischer Zugänge, eine Systematisierung sozialräumlicher Dimensionen von Schule vorzunehmen.

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Section: Literatur Schooling As Community Serviceunclassified

Schule als Sozialraum im Sozialraum. Theoretische und empirische Erkundung sozialräumlicher Dimensionen von Schule

2023

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“…Blant annet inngår empiriske studier som et grunnlag for å utvikle kritisk-konstruktive teorier om danning (Gundem, 1980;Klafki, 1998;Menck, 2000). I dag frontes denne tilnaermingen gjennom internasjonal så vel som nasjonal forskning rettet mot både lavere og høyere grads utdanning (Aamodt, Hovdhaugen, & Bielfeldt, 2010;Bachmann, 2005;Deng, 2020;Fossland, Mathiasen, & Solberg, 2015;Fung, 2017;Hopmann, 2007;Karseth & Solbrekke, 2016;Magnússon & Rytzler, 2019;Midtsundstad & Willbergh, 2010;Oettingen, 2018;Sivesind & Luimes, 2017;Solbrekke & Sugrue, 2020;Uljens, 2015).…”

Section: Innledningunclassified

Oppgaver som medierende betingelser for læring og danning – erfaringer fra et bachelorstudium i pedagogikk

Sivesind

Hovdhaugen

2021

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I dag er det naermest en selvfølge å be studenter om å gjøre obligatoriske oppgaver underveis i et studieløp. Likevel er det forsket lite på hvordan studentene erfarer å arbeide med denne typen oppgaver. Denne artikkelen presenterer et forsknings-og utviklingsprosjekt der målet var å utvikle ny kunnskap om hvordan arbeidet med obligatoriske oppgaver kan muliggjøre danning. Vi prøvde ut forskjellige oppgavetyper i et bachelorstudium i pedagogikk. Gjennom en spørreskjemaundersøkelse og fire gruppeintervjuer undersøkte vi studentenes erfaringer og vurderinger. Den første oppgaven var utgangsorientert ved å presisere hva arbeidet skulle munne ut i. Den ba studentene om å lage en Pecha Kucha i form av en PowerPoint-presentasjon med både tekst, bilder og lyd. Den andre oppgaven var i større grad inngangsbestemt. Den innebar å analysere et utvalg høringssvar relatert til en utdanningspolitisk sak og fokuserte på innholdet. Begge oppgavene la vekt på undersøkende arbeidsformer. Funnene tilsier at studentene erfarte den andre oppgaven som mest meningsfull. Studentene satte pris på den faglige innrammingen og den konkrete hjelpen de fikk. Oppgaven ga større rom for å studere en sak i dybden. Undersøkelsen illustrerer problemer med å innføre en ny oppgavesjanger, der både formatet og oppfølgingen har implikasjoner for studentenes erfaringer.

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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%

“…Practical philosophy gives direction when it comes to the goals of education (why-questions), while psychology points to effective ways and means for teaching practice (how-questions). The psychological component of Herbart’s ideas has been dominant in educational work in the US, while the connection to practical philosophy has remained relatively strong in northern Europe. , After World War II, the field of instructional design was developed in the US in parallel with further developments of didaktik in Europe by Paul Heimann (1901–1967) and Wolfgang Klafki (1927–2016), among others . Instructional design has traditionally focused on teaching methods (how-questions), while European didaktik has been more content and relevance focused (what- and why-questions).…”

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 and Curriculum Studies

Cited by 4 publications

References 1 publication

Schule als Sozialraum im Sozialraum. Theoretische und empirische Erkundung sozialräumlicher Dimensionen von Schule

Schule als Sozialraum im Sozialraum. Theoretische und empirische Erkundung sozialräumlicher Dimensionen von Schule

Oppgaver som medierende betingelser for læring og danning – erfaringer fra et bachelorstudium i pedagogikk

Didaktik Models in Chemistry Education

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