Martin Rothland

General Didactics and Empirical Classroom Research as Branches of School Pedagogy

Shortlink: https://www.waxmann.com/artikelART102590
.doi: https://doi.org/10.31244/dds.2018.04.07

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Abstract

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.

Keywords
general didactics, classroom research, school theory, teaching-learning research, school pedagogy