MARC Record from marc_oapen

LEADER: 04203namaa2200505uu 450
001 http://library.oapen.org/handle/20.500.12657/26032
005 20190117
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020 $a9789188661456
024 7 $a10.21525/kriterium.14$cdoi
041 0 $aEnglish
042 $adc
072 7 $aJN$2bicssc
072 7 $aJNF$2bicssc
072 7 $aJNK$2bicssc
072 7 $aJNL$2bicssc
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100 1 $aOsbeck , Christina$4edt
700 1 $aIngerman, Åke$4edt
700 1 $aClaesson, Silwa$4edt
700 1 $aOsbeck , Christina$4oth
700 1 $aIngerman, Åke$4oth
700 1 $aClaesson, Silwa$4oth
245 10 $aDidactic classroom studies : A potential research direction
260 $aGothenburg, Sweden$bKriterium$c2018
300 $a1 electronic resource (244 p.)
506 0 $aOpen Access$2star$fUnrestricted online access
520 $a"In the anthology Didactic classroom studies. A potential research direction didactic classroom studies are characterized and discussed in relation to, on the one hand, didactics and, on the other hand, classroom studies. It is argued that classroom studies has particular potential for realizing the ambitions that constitute didactics in empirical studies – to simultaneously focus processes of teaching and learning as well as the content of these processes and how they interact, and at the same time emphasize that teaching and learning as classroom work is intentional and flows towards specific goals. Classroom studies are not limited to pay (empirical) attention to the student, teacher or content, but have the capacity to focus on how these aspects interact and depend on each other. The research is delimited in contextual and situational terms of teaching-learning wholes, rather than primarily in terms of components (e.g., student, teacher or content). This translates to that classroom studies can capture and examine teaching and learning processes including their dependence of specific contexts in which they are conducted.

The potential that lies in the work of classroom studies for didactics is attended to and described in more detail than previous research has done along with a set of example studies, which is a significant contribution of the anthology as a whole. The book gives examples of eight different classroom studies that focus different content areas with varied but related theoretical perspectives and specific methodological approaches. Through these concrete examples, as described and discussed in relation to each other in two concluding commentary chapter, the didactic value of the studies is made visible and didactic classroom studies are described as constituting ‘a potential research direction’. Through a detailed analysis of the chapters with empirical studies – in terms of their research questions and knowledge interests, research contexts, theoretical and analytical perspectives, specific empirical designs and didactical consequences – a number of issues are identified that could be addressed and further developed. In this way, the volume contributes not only to identifying didactic classroom studies as a potentially central research focus in educational science but also outlines a further direction for this research."
540 $aCreative Commons$fby-nc-nd/4.0/$2cc$4http://creativecommons.org/licenses/by-nc-nd/4.0/
546 $aEnglish
650 7 $aEducation$2bicssc
650 7 $aEducational strategies & policy$2bicssc
650 7 $aOrganization & management of education$2bicssc
650 7 $aSchools$2bicssc
650 7 $aTeaching skills & techniques$2bicssc
650 7 $aTeachers' classroom resources & material$2bicssc
653 $aEducation
653 $aDidactics
653 $aClassroom
653 $aResearch methods
653 $aStudent
653 $aTeacher
856 40 $awww.oapen.org$uhttps://library.oapen.org/bitstream/id/c9cc042d-5ce5-4117-ab66-465c8169b723/didactical-classroom-studies.pdf$70$zOAPEN Library: download the publication
856 40 $awww.oapen.org$uhttp://library.oapen.org/handle/20.500.12657/26032$70$zOAPEN Library: description of the publication