Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education.

Autor/inn/en	Stinken-Rösner, Lisa; Rott, Lisa; Hundertmark, Sarah; Baumann, Thomas; Menthe, Jürgen; Hoffmann, Thomas; Nehring, Andreas; Abels, Simone
Titel	Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education.
Quelle	In: RISTAL : Research in Subject-matter Teaching and Learning, 3 (2020) 1, S. 30-45Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2616-7697
DOI	10.23770/rt1831
Schlagwörter	Pädagogik; Grundbildung; Fachdidaktik; Inklusion; Lesekompetenz; Schreibkompetenz; Naturwissenschaftliche Bildung; Naturwissenschaftlicher Unterricht; Partizipation; Pädagoge; Grundschulalter; Deutschland
Abstract	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. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2022/1