details
| Title |
Causality, technology and instruction |
|---|---|
| Author | Bednarz, John Jr. |
| Source | Zeitschrift für Pädagogik 64 (2018) 3, S. 394-410  |
| Document | full text (683 KB) |
| License of the document | In copyright |
| Keywords (German) | Bildungstheorie; Pädagogik; Pädagogisches Denken; Beobachtung; Unterrichtstheorie; Unterricht; Technologie; Kausalität; Wirkung; Luhmann, Niklas |
| sub-discipline | General Educational Science |
| Document type | Article (journal) |
| ISSN | 0044-3247; 00443247 |
| Language | English |
| Year of creation | 2018 |
| review status | Peer-Reviewed |
| Abstract (English): | No teacher can proceed without the conviction that he/she can produce a change in the students he/she teaches. Causality therefore has always formed an integral part of pedagogical thinking. However, initial attempts, to incorporate causality into pedagogical theory failed. As a result, causality was then rejected. More recently, however, research in psychology, sociology, and organizational theory sought to re-introduce causality in ways that enable its incorporation into pedagogical theory. But even these efforts were not without problems. Second-order observation takes a step back from this endeavor to see what distinctions are made in attributing causes, and which ones are not. (DIPF/Orig.) |
| other articles of this journal | Zeitschrift für Pädagogik Jahr: 2018 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 04.05.2021 |
| Citation | Bednarz, John Jr.: Causality, technology and instruction - In: Zeitschrift für Pädagogik 64 (2018) 3, S. 394-410 - URN: urn:nbn:de:0111-pedocs-218279 - DOI: 10.25656/01:21827 |
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