Martin Rothland

General Didactics and Empirical Classroom Research as Branches of School Pedagogy


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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