Issue 4/2018, 110. Volume Page 369–382
General Didactics and Empirical Classroom Research as Branches of School Pedagogy
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.
general didactics, classroom research, school theory, teaching-learning research, school pedagogy