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Article (from a serial) accessible via
URN: urn:nbn:de:0111-pedocs-289987
DOI: 10.25656/01:28998; 10.35468/6077-09
URN: urn:nbn:de:0111-pedocs-289987
DOI: 10.25656/01:28998; 10.35468/6077-09
| Title |
Transformatives Potenzial für sachunterrichtsdidaktische Forschung – entwickelt an der UN-Kinderrechtskonvention als normativer Bezugspunkt |
|---|---|
| Authors |
Omolo, Anja;
Maltzahn, Katharina von  ;
Zelck, Johanna |
| Source | Egger, Christina [Hrsg.]; Neureiter, Herbert [Hrsg.]; Peschel, Markus [Hrsg.]; Goll, Thomas [Hrsg.]: In Alternativen denken. Kritik, Reflexion und Transformation im Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 93-103. - (Probleme und Perspektiven des Sachunterrichts; 34) |
| Document | full text (616 KB) |
| License of the document |
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| Keywords (German) | Primarbereich; Grundschulpädagogik; Sachunterricht; Fachdidaktik; Forschung; Kinderrechtskonvention; Partizipation; Kinderforschung; Normativität; Transformation |
| sub-discipline | Teaching Didactics/Teaching Maths and Sciences Organisation of Education, Educational Planning, Educational Legislation |
| Document type | Article (from a serial) |
| ISBN | 978-3-7815-6077-2; 978-3-7815-2623-5; 9783781560772; 9783781526235 |
| Language | German |
| Year of creation | 2024 |
| review status | Publishing House Lectorship |
| Abstract (German): | Die Autorinnen diskutieren den Ansatz der partizipativen Forschung mit Kindern als eine Möglichkeit zur Passung von Totalität und Normativität in der Forschung zur Didaktik des Sachunterrichts beizutragen. (DIPF/Orig.) |
| Abstract (English): | In order to consider transformation as a process of social change in the context of research on the didactics of general studies in primary education [Sachunterricht], a theoretically grounded concept of society is required. We approach it via the triangle of analysis and diagnosis of social relations, which is constituted by the aspects of totality, normativity and contingency (Rosa & Oberthür 2020). This theoretical-reflexive contribution draws on sociological reflective knowledge for the introspection of didactic research. Therefore, child orientation (Fölling-Albers 2022) is decisive and finds a normative reference point in the UN CRC (Vereinte Nationen 1989/1992). The state of research proves that children describe a discrepancy between the normative claims and the implementation of the UN CRC, especially with regard to their opportunities for participation (Hanke, Hofmann, Kamp, Krüger & Ohlmeier 2022). We discuss the approach of participatory research with children (von Unger 2014) as a possibility to contribute to the fit of totality and normativity in research on the didactics of general studies, because changed practice itself holds the potential for transformation. (DIPF/Orig.) |
| is part of: | In Alternativen denken. Kritik, Reflexion und Transformation im Sachunterricht |
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| Purchase order | Check the possibility to purchase this document on buchhandel.de (only in German) |
| Date of publication | 28.03.2024 |
| Citation | Omolo, Anja; Maltzahn, Katharina von; Zelck, Johanna: Transformatives Potenzial für sachunterrichtsdidaktische Forschung – entwickelt an der UN-Kinderrechtskonvention als normativer Bezugspunkt - In: Egger, Christina [Hrsg.]; Neureiter, Herbert [Hrsg.]; Peschel, Markus [Hrsg.]; Goll, Thomas [Hrsg.]: In Alternativen denken. Kritik, Reflexion und Transformation im Sachunterricht. Bad Heilbrunn : Verlag Julius Klinkhardt 2024, S. 93-103. - (Probleme und Perspektiven des Sachunterrichts; 34) - URN: urn:nbn:de:0111-pedocs-289987 - DOI: 10.25656/01:28998; 10.35468/6077-09 |
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