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.

引用

页码：369 / 382

页数：14

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