Details
| Original language | English |
|---|---|
| Pages (from-to) | 30–45 |
| Number of pages | 15 |
| Journal | Research in Subject-matter Teaching and Learnig |
| Volume | 2020 |
| Issue number | 3 |
| Publication status | Published - 5 Jun 2020 |
Abstract
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In: Research in Subject-matter Teaching and Learnig, Vol. 2020, No. 3, 05.06.2020, p. 30–45.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education
AU - Stinken-Rösner, Lisa
AU - Rott, Lisa
AU - Hundertmark, Sarah
AU - Baumann, Thomas
AU - Menthe, Jürgen
AU - Hoffmann, Thomas
AU - Nehring, Andreas
AU - Abels, Simone
PY - 2020/6/5
Y1 - 2020/6/5
N2 - In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU („Netzwerk inklusiver naturwissenschaftlicher Unterricht“/”Network Inclusive Science Education“) focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.
AB - In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU („Netzwerk inklusiver naturwissenschaftlicher Unterricht“/”Network Inclusive Science Education“) focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.
U2 - 10.23770/rt1831
DO - 10.23770/rt1831
M3 - Article
VL - 2020
SP - 30
EP - 45
JO - Research in Subject-matter Teaching and Learnig
JF - Research in Subject-matter Teaching and Learnig
SN - 2616-7697
IS - 3
ER -