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Copyright of German Journal of Exercise & Sport Research is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Empirical research on teachers' professional knowledge is mostly conducted worldwide with reference to the construct 'pedagogical content knowledge' (PCK) introduced by Lee S. Shulman. In the 'Consensus Model' (CM) and the 'Refined Consensus Model' (RCM), PCK was further developed and differentiated. Nevertheless, neither PCK nor CM and RCM adequately capture the complexity of teachers' professional knowledge. Thus, educational-theoretical foundations and goals of subject-specific teaching and learning are not sufficiently taken into account. The same applies to personal, emotional and reflective goals of subject-matter education. Against this background, we propose a more comprehensive model, which we call "subject-specific didactic knowledge" (SDK) and which is based on the distinction between two complementary basic forms of subject-specific education (SME): a functional form of SME in the tradition of PCK and literacy (OECD / PISA) and a personal form of SME, which is characterized by the German educational tradition (sensu Wilhelm von Humboldt) and the US-American philosophy of education (sensu George Herbert Mead and John Dewey). We illustrate the practical implications of this approach for subject-matter education and its investigation, using examples from empirical research in curricular based models of teaching and learning in Germany and other countries. [ABSTRACT FROM AUTHOR]

As augmented reality (AR) becomes a promising technology for use in science and engineering teaching, the need for generally valid criteria and frameworks for the analysis, development, and setup of AR applications arises. In this article, we present an evaluations matrix to analyze current augmented reality approaches for life science teaching (biology, chemistry) and engineering and simultaneously provide directives for future augmented reality application designs. Based on an extensive literature review followed by focus group discussions with experts, the evaluation matrix combines domain-specific aspects, technical features, and subject and media didactical principles to determine seven select parameters. This ensures adequate coverage of the broad range of key considerations in the development of augmented reality technology for science and engineering teaching. Through cluster analysis, two groups of applications could be identified. The first group comprises applications whose development was more technology-driven. Applications in the second group take more didactic criteria into account and are to be considered more holistically from an instructional perspective. No correlation could be observed between the design of the AR application and the intended learning effects. The parameters derived for the evaluation matrix contribute to specifying relevant criteria for the development of AR applications. [ABSTRACT FROM AUTHOR]

Can there be international knowledge transfer in subject-related didactics which is not limited to psychological research results which have often been received internationally, and what are the presuppositions of such transfer? The starting point of this article is an international project with consultations and cooperation in the field of religion-related didactics. One of the most important questions in this project refers to the possibility of insights and research results achieved by subject-related didactics for which international validity can be claimed. This question is not limited to empirical research but refers to validity claims in subject-related didactics in general as well as to the more far- reaching question if subject-related didactics can be considered an academic discipline if international validity claims would be excluded. Moreover, the article discusses possible contents of the international knowledge transfer from teacher education. Finally, a number of suggestions for future work in subject- related didactics are offered. [ABSTRACT FROM AUTHOR]

As augmented reality (AR) becomes a promising technology for use in science and engineering teaching, the need for generally valid criteria and frameworks for the analysis, development, and setup of AR applications arises. In this article, we present an evaluations matrix to analyze current augmented reality approaches for life science teaching (biology, chemistry) and engineering and simultaneously provide directives for future augmented reality application designs. Based on an extensive literature review followed by focus group discussions with experts, the evaluation matrix combines domain-specific aspects, technical features, and subject and media didactical principles to determine seven select parameters. This ensures adequate coverage of the broad range of key considerations in the development of augmented reality technology for science and engineering teaching. Through cluster analysis, two groups of applications could be identified. The first group comprises applications whose development was more technology-driven. Applications in the second group take more didactic criteria into account and are to be considered more holistically from an instructional perspective. No correlation could be observed between the design of the AR application and the intended learning effects. The parameters derived for the evaluation matrix contribute to specifying relevant criteria for the development of AR applications.

Caft is a practically-oriented subject within the subject canon that focuses on the world of things, the materials they are made of, and the function and design of artifacts. Through constructive and formative engagement with material culture, the environment is experienced as being shapeable. Based on the subject demand linked to product design, the article shows how such a standard can be implemented in teaching. The article illustrates how the analytical product design as a reference field of the subject can be interpreted in a subject-specific way, thus providing important impulses for its implementation in the classroom. Based on this, it is then made clear to what extent the excursion into a field of reference that is relevant to the subject can also provide orientation how to situate the subject and its didactics appropriately. [ABSTRACT FROM AUTHOR]

Copyright of Högre Utbildning is the property of Cappelen Damm Akademisk and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Curriculum integration has recently stirred growing interest in educational discourses. New Finnish core curricula for basic education and for general upper secondary schools encourage and even obligate schools to integrate the curriculum. Integration has been deemed to be important, as the boundaries between school subjects have remained unnecessarily rigid. Integration is needed to construct a coherent structure for educational knowledge allowing for the study of broad-ranging topics crossing the subject boundaries. This paper is a piece of quantitative research based on a questionnaire completed by Finnish student teachers (N = 243) studying to teach a range of subjects in secondary schools (age groups 13–18). The questionnaire explored student teachers' readiness to generate integrative topics between subjects. Variables such as teaching experience or expertise in several subjects did not correlate with the readiness and the subject matter was found to be the main correlating variable. The results outlined in this paper indicate that subject specific differences exist in the potentiality of subjects to be integrated. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Media4u Magazine is the property of Ing. Jan Chromy, Ph.D. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Research in teacher education institutions has undergone a rapid dual process of expansion and differentiation over the past decades. A major effort in this article is to register and discuss key institutional and intellectual changes in education research linked to the case of Norway. This overview gives a background for discussion of the impacts from the growing research in teacher education units regarding the knowledge dynamics in general teacher education. In the wake of the less segmented research policies of the last quarter of a century, emphasis on direct contributions of research to the qualification of teachers has become a highly visible issue. I will argue that with the concurrent expansion and diversification of education research, it has become vital to understand how the internal hybrid knowledge dynamics can support the quest for greater coherence in the qualification and professional repertoire of new teachers. Simultaneously, awareness of how research-driven knowledge specialisation can increase academic drift, fragmentation and professional disorientation in teacher education programmes is needed. In the mapping of research trajectories in the field of general teacher education, the contrasts between epistemic patterns in the didactic phase of secondary disciplinarisation are compared to the educational phase. Awareness across teacher education faculty of such research-driven changes can support receptivity towards disciplinary as well as cross-disciplinary challenges and of scholarly care for a more thorough and balanced professional knowledge base. Such common professional orientations can also support the cultivation of interchanges between research, teaching and innovation, and within and across arenas and disciplines contributing to the qualification of good teachers.

This article outlines the development of items for the presentation of subject-specific epistemological beliefs of student teachers for VET schools and colleges in Austria in the field of nutrition. Natural science subjects, in particular, have already researched this. Using hermeneutics, induction, and abduction, items were generated, checked and, if necessary, adjusted. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The text reflects on issues related to the formation of national consciousness and national identity with a focus on the Central Europe area in the 19th and early 20th century. In this respect, special attention is paid to the region of Moravia, one of the integral parts of the Czech lands, which at this time were politically integrated into the broader framework of the multinational Habsburg monarchy. The possibilities of using the topic in the curriculum of history and citizenship education in primary and secondary schools are outlined in the conclusion. [ABSTRACT FROM AUTHOR]

Sustainable behaviour is an important key objective of the 21st century. In Germany, it is usually defined as an overarching educational task that must be integrated into the individual disciplines. For nutrition education, the didactic-methodical implementation is illustrated exemplarily using a simulation game. [ABSTRACT FROM AUTHOR]

Against the background of the nine expertises mentioned above, this article provides an interim assessment with the following intention: First, the contributions are summarised in detail with regard to the three formatting dimensions of reference theories, subject areas and methodologies. Also, the summary of the authors will be noted, whether or not they consider the respective research field of didactics of religion to be a research format. In the second part, fundamental questions and reflections on the formats of research in religious education that emerge from the contributions are dealt with. Finally, the previous considerations on the concept of research formats in the field of didactics of religion are further developed and their significance for research in the field of didactics of religion and the understanding of research formats in subject matter education is presented in the form of theses. [ABSTRACT FROM AUTHOR]

With the concept of the "Format of Specialized Didactic Research", the Gesellschaft für Fachdidaktik (GFD e.V.) seeks to make the special nature of subject specific didactic research more visible. The search for such formats is not trivial, because the research traditions of the individual subject didactics cannot easily be reduced to a common denominator. Especially in the didactics of religion, a distinction has so far been made above all in terms of the methodology used, namely either in hermeneutical, empirical and ideology-critical or in historical, empirical, systematic, comparative and action-oriented. The following contribution discusses the significance of the concept "research format" for religious didactics. To this end, it first summarizes the current state of the relevant didactic discourse, and then takes stock of research in religious education along the dimensions of reference theories, subject areas and methodology. The comparison of both overviews leads to a sketch of possible formats of research in religious education. [ABSTRACT FROM AUTHOR]

In everyday understanding, didactics are currently mainly concerned with the form of teaching instead of its subject matter. Thus, methods of teaching are becoming more and more its actual content. This article focusses on the task of didactics to pass on knowledge as learnable knowledge. General didactics are therefore a theory of leadership in terms of ‘Bildung', subject didactics are the theory of leadership in terms of subject-specific knowledge. Against this backdrop the relation of scientific disciplines and subject didactics will be redefined. [ABSTRACT FROM AUTHOR]

This article contributes to current debates on progressive, knowledge-based approaches to the curriculum by addressing the question of what it is that students are entitled to learn in school mathematics. From the outset it recognizes progressive arguments that teaching should be reconnected with the emancipatory ambitions of education. In doing so, it takes the notion of powerful knowledge as a starting point, based on what knowledge school students have the right to have access to. In turn, it considers this as a question of epistemic quality. This is elaborated as a concept by drawing on outcomes from a recent study arising from the Developing Mathematical Thinking in the Primary Classroom (DMTPC) project. This concept is founded on the analysis of a distinction between mathematical fallibilism, based on a heuristic view of mathematics as a human activity, and mathematical fundamentalism, which reflects an authoritarian view of the subject as being infallible, absolutist and irrefutable. The relation between powerful knowledge and epistemic quality is considered further by framing it within a sociological theory of knowledge. This helps to highlight a further distinction between knowing that and knowing how, which is used to illustrate examples of high and low epistemic quality in school mathematics. The first example of high epistemic quality is drawn from the DMTPC project. The second example is of low epistemic quality and comes from the highly promoted Core Knowledge Foundation that has recently been imported into English schools from the USA. Finally, the article considers the role of teachers as curriculum makers at the classroom level where curriculum and pedagogy effectively merge. In conclusion, the implications for both policy and practice are considered, in particular proposals are made in relation to the role and place of subject didactics in teaching and teacher education.

In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions.

This article contributes to current debates on progressive, knowledge-based approaches to the curriculum by addressing the question of what it is that students are entitled to learn in school mathematics. From the outset it recognizes progressive arguments that teaching should be reconnected with the emancipatory ambitions of education. In doing so, it takes the notion of powerful knowledge as a starting point, based on what knowledge school students have the right to have access to. In turn, it considers this as a question of epistemic quality. This is elaborated as a concept by drawing on outcomes from a recent study arising from the Developing Mathematical Thinking in the Primary Classroom (DMTPC) project. This concept is founded on the analysis of a distinction between mathematical fallibilism, based on a heuristic view of mathematics as a human activity, and mathematical fundamentalism, which reflects an authoritarian view of the subject as being infallible, absolutist and irrefutable. The relation between powerful knowledge and epistemic quality is considered further by framing it within a sociological theory of knowledge. This helps to highlight a further distinction between knowing that and knowing how, which is used to illustrate examples of high and low epistemic quality in school mathematics. The first example of high epistemic quality is drawn from the DMTPC project. The second example is of low epistemic quality and comes from the highly promoted Core Knowledge Foundation that has recently been imported into English schools from the USA. Finally, the article considers the role of teachers as curriculum makers at the classroom level where curriculum and pedagogy effectively merge. In conclusion, the implications for both policy and practice are considered, in particular proposals are made in relation to the role and place of subject didactics in teaching and teacher education. [ABSTRACT FROM AUTHOR]

In this article, we explore the concept of 'powerful knowledge' which, from a curriculum studies perspective, refers to the aspects of content knowledge towards which teaching should be oriented. We then consider how the concept of 'powerful knowledge' can be developed and operationalized as a research framework within studies in subject-specific didactics across the curriculum by relating it to the analytical concept of 'transformation'. Transformation is perceived in this case as an integrative process in which content knowledge is transformed into knowledge that is taught and learned through various transformation processes both outside and within the educational system. We argue that powerful knowledge cannot be identified based on the discipline alone, but needs to consider transformation processes and be empirically explored. A variety of theories and frameworks developed within the European research tradition of didactics are described as ways to study transformation processes related to powerful knowledge at different institutional levels as well as between different subjects and disciplines. A comparative research framework related to subject-specific education is proposed around three research questions. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Internationale Bildungsforschung und Entwicklungspädagogik is the property of Waxmann Verlag GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Life & School: a Magazine for the Theory and Practice of Education / Život i škola : časopis za teoriju i praksu odgoja i obrazovanja is the property of Zivot i Skola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the beginning of the 19th century, Humboldt defined Bildung as both process and product of the developing person. In this contribution we discuss how this classical concept may be used for defining subject didactics. We use two complementary approaches to answer it: a historical analysis, and the construction of a theoretical model. 1) Presenting results of a historical research on the process of didactic transposition of grammar in the 19th century, we show that Bildung seems to function as one driving force among others. 2) In reflecting on the respective signification of “learning” on the one hand and “Bildung” on the other hand, it is possible to define three levels of outcomes which (school) subjects have on persons who learn, Bildung being a not necessarily intended, but potential one. Both approaches show that Bildung is indeed a concept that can be used for doing research in subject didactics and for conceiving them as a whole, with a common core and with many differences between individual subject didactics at the same time. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação, Sociedade & Culturas is the property of Centro de Investigacao e Intervencao Educativa (CIIE) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper the sensitive problems of school mathematics teaching and mathematics teachers training are analysed. Are degree programs, preparing mathematics and informatics teachers, provides enough knowledge that graduates are able to be good teachers? These and other issues, related to realities, an attempt to answer in the article.

Copyright of Journal of Technology & Information Education is the property of Palacky University in Olomouc and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pedagogická Orientace is the property of Pedagogicka Orientace and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article examines the relationship between selective traditions in geographical education, what middle school teachers choose to emphasise in geographical education, and student achievement. The study, conducted in Sweden, is based on observations made by students in teacher training programmes, interviews with teachers, and analyses of a test administered to middle school students. It shows that selective traditions in geographical education are strong, resulting in a focus on country-related knowledge and map-reading skills. Both teachers and students seem unclear about what other subject-specific skills geography teaching provides. Furthermore, students have difficulty achieving a high level of geographic reasoning. The authors argue that a subject-specific language in geography is important in both teaching and assessment. They stress that students need more practice in geographic reasoning, since this is required by the new curriculum and in the national test in geography for Year 6 (i.e. pupils in the age range 12–13 years). The study adds to earlier research by highlighting Swedish middle school teaching, which is a neglected field within curriculum studies, and by using a combination of methods to analyse the impact of selective traditions. [ABSTRACT FROM PUBLISHER]

Whereas the epistemological beliefs of learners of general subjects has been the focus of many studies in the past, so far, little is known about the beliefs of apprentices on knowledge and the acquiring of knowledge. The present study analysed the first level of epistemological beliefs of students in industrial and technical professions and their domain specificity. By means of an exploratory factor analysis, the five knowledge-related dimensions certainty of knowledge, structure of knowledge, application of knowledge, knowledge reasoning and source of knowledge were proven empirically for the surveyed apprentices (n = 1002). The results of the study describe the level of epistemological beliefs of students and verify both the domain specific differences between the vocational fields of civil engineering, electrical engineering and mechanical engineering and the differences within those occupations. [ABSTRACT FROM AUTHOR]

This study concerns teachers' professional knowledge. Sixteen teachers, all with more than 25 years' experience in the profession, participated in the study in which they were given three different opportunities to show and formulate their professional skills. We initially asked the teachers to answer questions via e-mail. In the second part, the teachers were filmed in various teaching situations that allowed stimulated recall conversations afterwards. The analysis of this data then formed the basis of so-called dialogue seminars. The participating teachers show a great ability to create contexts for student learning. It was evident when they introduced new tasks and areas of work. Other important skills are, according to the participating teachers, dealing with students in groups and individually, organising, being leaders, and understanding students. The results also show there were a only few occasions when the teachers touched upon subject didactics and learning theories in their discussions. [ABSTRACT FROM AUTHOR]