lnu.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Didaktik – An appropriate framework for the professional work of science teachers?
Freie Universität Berlin, Berlin, Germany.
2011 (English)In: The professional knowledge base of science teaching / [ed] Corrigan, D., Dillon, J. & Gunstone, D., Springer, 2011, 31-50 p.Chapter in book (Refereed)
Abstract [en]

In the perception of science teachers and in the activities of researchers in science education a marginalization of content is currently taking place. This has been induced by both the shift to give priority to concepts of cognitive psychology in research on teaching and learning and the processes of standardization in the many countries participating in large-scale international studies like TIMSS and PISA. In this situation Didaktik can be a corrective, providing a bridge between content-related issues on the one hand and pedagogical aspects on the other. In the central and northern European pedagogical community Didaktik does not have a negative connotation (as didactic has in the English-speaking countries)—Didaktik as a scientific discipline constitutes the platform of reflections on and discussions about goals and contents of Bildung. Bildung is more than education. Some scholars translate Bildung with “formation”, covering the forming of a personality and the product of this formation. Bildung encompasses knowledge in a holistic view of the personality of an individual whereas scientific literacy emphasizes the capability to use this knowledge effectively. In science education, Bildung can be approached by learning environments in which students have the chance to decide for themselves which aspects of a phenomenon they intend to investigate and which methods they plan to apply. The decision processes and their implementations are of equal significance as the results of students’ work.

Place, publisher, year, edition, pages
Springer, 2011. 31-50 p.
National Category
Didactics
Research subject
Natural Science, Physics; Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-7027DOI: 10.1007/978-90-481-3927-9_3ISBN: 978-90-481-3926-2 (print)ISBN: 978-90-481-3927-9 (print)OAI: oai:DiVA.org:lnu-7027DiVA: diva2:337687
Available from: 2010-08-09 Created: 2010-08-09 Last updated: 2014-11-13Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Search in DiVA

By author/editor
Fischler, Helmut
Didactics

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 32 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf