General Didactics and Empirical Classroom Research as Branches of School Pedagogy

被引：2
|
作者：
Rothland, Martin [1 ]
机构：
[1] Univ Siegen, Fak 2, Adolf Reichwein Str 2a, D-57068 Siegen, Germany
来源：
DDS-DIE DEUTSCHE SCHULE | 2018年 / 110卷 / 04期
关键词：
general didactics; classroom research; school theory; teaching-learning research; school pedagogy;
D O I：
10.31244/dds.2018.04.07
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
It is no matter of course to allocate general didactics and empirical (quantitative) classroom research as sub-disciplines to educational science, on the contrary: Both are rather regarded as separate disciplinary antipoles or rivals. Subsequent to a synopsis of disciplinary localizations and definitions of relations, this article considers the question, how general didactics and quantitative classroom research can be specified as sub-disciplines of school pedagogy.
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页码：369 / 382
页数：14
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