Suche

Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Detailanzeige

Titel
Causality, technology and instruction
Autor
OriginalveröffentlichungZeitschrift für Pädagogik 64 (2018) 3, S. 394-410 ZDB
Dokument  (683 KB)
Lizenz des Dokumentes Deutsches Urheberrecht
Schlagwörter (Deutsch)
Teildisziplin
DokumentartAufsatz (Zeitschrift)
ISSN0044-3247; 00443247
SpracheEnglisch
Erscheinungsjahr
BegutachtungsstatusPeer-Review
Abstract (Englisch):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.)
weitere Beiträge dieser Zeitschrift
Statistik
Prüfsummen
Eintrag erfolgte am04.05.2021
QuellenangabeBednarz, 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
Dateien exportieren

Inhalt auf sozialen Plattformen teilen