<abstract>
<title style='display:none'>Abstract</title>
In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU („Netzwerk inklusiver naturwissenschaftlicher Unterricht“/”Network Inclusive Science Education“) focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.
</abstract>

Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education

<abstract>
<title style='display:none'>Abstract</title>
The following contribution is divided into two parts, for reasons of space. The current article will deal with issues of translation and translatability from German into English in the field of <italic>Didaktik</italic> (didactics, subject didactics and general subject didactics). The starting point will be to gather information about the spread and acceptance of the concept of didactics as a cover term for a comprehensive theory of teaching and learning within school as an institution, in Europe and beyond. The multi-facetted reality of this concept in so many countries or educational settings and the different approaches to go with it, will have an effect on the demands of an appropriate rendering of <italic>Didaktik</italic> in English as a <italic>lingua franca</italic> and thus transferring it into another, essentially foreign socio- cultural context. The same is even more true for the notion of <italic>Fachdidaktik</italic> (= subject-matter didactics).
In particular, it will be shown that there are challenges and even limits in sharing didactic and subject-didactic knowledge, concepts and research findings internationally, when transmitting them from German into English and thus from a continental European into an Anglo-Saxon way of thinking and of organizing school education. The difficulty to establish a one-to-one equivalence is reflected on the linguistic level, where certain anglicized forms which do not originally exist in English, have been developed (e.g. <italic>subject-matter) didactics, general subject didactics</italic>), for lack of appropriate translations. Also in many other cases of translation more than one version is possible, depending on context, focus or intention. This insight will be applied to individual notions or whole semantic clusters in the field (e.g. around key words like <italic>Fach or Fachliche Bildung</italic>).
In combination with the second part the overall goal is to bring <italic>Didaktik</italic>/didactics and curriculum theory into conversation again and widen the scope towards subject-matter didactics at the same time.2
</abstract>

International Transfer of Knowledge: Translating Didaktik, Fachdidaktik, Allgemeine Fachdidaktik

<abstract>
<title style='display:none'>Abstract</title>
Even though inquiry-based learning (IBL) has been a component of various curricula and standards for more than ten years and its implementation has been supported by several funding programs, it is still applied only rarely. The reasons for this are not only frequently mentioned obstacles, but also the teachers’ beliefs regarding IBL. In this article, it is exemplified what IBL means to five Austrian chemistry teachers and what contradictions between IBL and the curriculum emerge from this. For this purpose, a group discussion is analyzed to discern what teachers think IBL is. The results are contrasted with relevant literature as well as with the Austrian curriculum for chemistry. The findings are finally used to derive implications for designing an appropriate professional development program.
</abstract>

Inquiry-based learning and secondary chemistry education – a contradiction?

<abstract>
<title style='display:none'>Abstract</title>
The article outlines a new scientific approach developed under the title of “General Subject Didactics”. This concept is based on the existence of several scientific disciplines that can be called “subject-matter didactics” (or short: subject didactics). These are linked to certain domains like biology or mathematics and to respective school subjects.
General subject didactics can be defined as the theory of subject didactics. It observes and reflects how the individual subject didactics explore subject-specific teaching and learning. This is done both by top-down reflections and by bottom-up comparisons. 17 subject didactics in Germany are compared on the basis of six impulses, leading to new insights, e.g. on the reference sciences of subject didactics or the sources and selection of subject content.
The article develops further perspectives on the usefulness of this innovative theory as part of the philosophy of education, nationally and internationally.
</abstract>

Towards a Theory of Subject-Matter Didactics

<abstract>
<title style='display:none'>Abstract</title>
The selection and modification of mathematical tasks requires teachers to adequately judge task difficulty. Despite such importance, little is known about teachers’ cognitive processes that underlie these judgments. Considering possible interrelations with teaching experience and specific aspects of PCK/PK, this study reconstructs teachers’ perception and processing of task characteristics while judging task difficulty for students. In the field of fraction calculation, the tasks’ difficulty is varied systematically by modifications in the tasks’ instructional design (according to cognitive load theory; e.g., split-attention vs. integrated format) and by adjusting the fractions’ complexity (e.g., like vs. unlike fractions). The study was conducted with 55 pre- and 35 in-service mathematics teachers. The results suggest that both groups predominantly perceive and process mathematical, but only rarely instructional task characteristics. Contrary to expectations, the findings indicate that participants’ specific PCK/PK concerning difficulty-generating task characteristics is high in both areas – fraction and instructional design.
</abstract>

Teachers’ diagnostic judgment regarding the difficulty of fraction tasks: A reconstruction of perceived and processed task characteristics

<abstract>
<title style='display:none'>Abstract</title>
The transfer of research findings into teaching practice is often defined as a mutual exchange process between research and teaching practice. In the exchange and handling of new findings, the implicitaction-guiding orientations of teachers in particular are highly important. The present study is dedicated to reconstructing these orientations of teacher trainers of geography, who, as educators of trainee teachers in the second practical phase of the German teacher training system, occupy a unique position between research and teaching practice. Using the documentary method, different orientations of the teacher trainers were reconstructed through multiple group discussions. These were conducted in the context of a one-year training series on new insights into China’s innovation-based economic development. These orientations move along a continuum between instruction and co-construction. From these findings, important insights for future transfer research and practice can be derived.
</abstract>

Knowledge Transfer in Geography - Reconstructing implicit orientations of Teacher Trainers in exchange processes with researchers using the example of the subject Geography

<abstract>
<title style='display:none'>Abstract</title>
In the context of the indigenous communities of Cauca, Colombia, the importance of promoting pedagogical approaches that value and respect culture and traditional practices has been recognized by policymakers. In this respect, the integration of various key concepts is considered to be essential, namely sustainability, science, technology, engineering, art, and mathematics in indigenous cultures (ETHNOSTEAM). Through observation and interviews with elders of the community of the Huellas de Caloto reserve, the terms science, technology, engineering, art, and mathematics from the ethno perspective are analyzed in the elaboration of some artifacts. The ETHNOSTEAM approach arises from the motivation to promote the learning of STEAM subjects through the integration of the culture of differentiated minority. This implies integrating traditional knowledge related to cosmovision, nature, architecture, and other areas, as a potentially useful starting point to teach in the classroom in a contextualized manner. The article presents, develops, and characterizes the notion of ETHNOSTEAM as a nascent pedagogical proposal. The goal is to explore how the integration of culture and STEAM approaches in indigenous communities can enhance mathematical thinking, teaching, and learning of mathematics and other sciences in problem solving, especially in diverse cultural contexts, such as the indigenous communities of Cauca, Colombia. The article addresses the way in which science, technology, art, and mathematics are made visible in indigenous practices.
</abstract>

<italic>Characterization of ETHNOSTEAM:</italic> Regarding the concept from the Huellas de Calloto Indigenous Reserve Perspective

Indigenous knowledge and classroom instruction: an introduction to examples from Latin-American countries

<abstract>
<title style='display:none'>Abstract</title>
The article presents characteristics of the curriculum for the Regular Basic Education in Peru which addresses initial, primary, and secondary education. The curriculum takes into account that the country is home to diverse indigenous communities with different languages who are a prominent part of the society. As a consequence, intercultural bilingual education was implemented in many areas, and it is practiced mostly in a rural context. Short interviews with teachers show specific challenges of the bilingual class and underpin the importance of integrating the daily environment of the students in mathematics and science classes.
</abstract>

Intercultural Bilingual Education (EIB) in Peru

Editorial

“Transfer of Research and Research on Transfer in Subject-Matter Didactics”

<abstract>
<title style='display:none'>Abstract</title>
Oral argumentative competence is highly relevant for responsible [<italic>mündige</italic>] participation in social negotiation processes. Thus, promoting argumentative competence is central to civic education. However, there is a lack of theoretical concepts and empirical findings which can guide action in the civic education classroom. Since argumentative competence is a linguistic skill, the concept of language-aware civic education offers itself as a plausible framework. In this article, the two terms <italic>oral argumentative competence</italic> and <italic>language-aware subject teaching</italic> are clarified within the context of civic education. It is shown how subject-specific oral argumentative competence can be fostered through language-aware civic education.
</abstract>

Oral argumentation and language-aware civic education – a theoretical proposal

<abstract>
<title style='display:none'>Abstract</title>
Language competences are still a powerful gatekeeper for many students in science learning. Popular approaches to integrating language and subject learning have attempted to make science learning more accessible to all students; however, empirical evidence for the effects of novel teaching approaches is still scarce. The Disaggregate-Instruction-Approach (DIA), which ‘disaggregates’ concept from scientific language learning, offers great potential to address an increasingly diverse population of students in science subjects and beyond. In this paper, we will present a comparative study with 228 public school students who either participated in a teaching intervention aligned with the DIA or designed in accordance with principles of language- and subject-integrated Scaffolding. The findings indicate that learners in both conditions reach substantial learning gains. However, students who received the DIA exhibit very similar learning growth scores regardless of their language proficiency whereas control group students reach a higher learning growth depending on their language competences.
</abstract>

Transferring language instruction into science education: Evaluating a novel approach to language- and subject-integrated science teaching and learning

<abstract>
<title style='display:none'>Abstract</title>
Can there be international knowledge transfer in subject-related didactics which is not limited to psychological research results which have often been received internationally, and what are the presuppositions of such transfer? The starting point of this article is an international project with consultations and cooperation in the field of religion-related didactics. One of the most important questions in this project refers to the possibility of insights and research results achieved by subject-related didactics for which international validity can be claimed. This question is not limited to empirical research but refers to validity claims in subject-related didactics in general as well as to the more far- reaching question if subject-related didactics can be considered an academic discipline if international validity claims would be excluded. Moreover, the article discusses possible contents of the international knowledge transfer from teacher education. Finally, a number of suggestions for future work in subject- related didactics are offered.
</abstract>

International Knowledge Transfer in subject-oriented didactics. The example of Religious Education

<abstract>
<title style='display:none'>Abstract</title>
Research on students´ concepts based on conceptual change theory is being conducted in relation to more and more different subject content. CONCEPT, the concept of a concept, however, has very different meanings and functions in different contexts of subject-matter teaching and learning. In this study tools of analytic philosophy of science and philosophy of cognition are applied to examine the recent process of a research transfer from science education to philosophy education. Transmutations of CONCEPT are evident in empirical studies in philosophy education. However, such a transfer process can reveal problems of CONCEPT that affect any subject- matter research on student´s concepts. Three main problems are shown: a problem that is new to philosophy education, one that is a legacy of science education, and another, future problem that is emerging with conceptual engineering. The solution to these problems could lie in an integrated interdisciplinary project, the theoretical determination of subject-matter CONCEPT.
</abstract>

CONCEPT as a Travelling Concept in Subject-Matter Teaching and Learning

<abstract>
<title style='display:none'>Abstract</title>
Up to now, the discussion about research designs in subject-matter didactics has mainly taken place within the disciplines of this academic field. A generic model is useful in order to stimulate a discussion across different disciplines as it provides a common reference point. Such a model was the goal of a Delphi study, which consisted of two rounds. This paper describes the basic results of this Delphi study. On the one hand it brought about the basic contours of such a model: it is characterized by three basic dimensions (subject areas, methodologies, reference theories) and categories by which these three dimensions were operationalized. On the other hand, the Delphi brought about those topics that need to be discussed in future. This is especially true for categories on the dimensions of methodologies and reference theories. In summary, this study offers arguments and impulses for further discussion about the understanding of research in subject-matter didactics.
</abstract>

Designing Research in Subject Matter Didactics. Results and Open Questions of a Delphi Study

Instructions for Authors

Contact Us