The Meaning of Things. Didactic Objects and the Implementation of Educational Theory

Autor/inn/en	Kalthoff, Herbert; Wiesemann, Jutta; Lange, Jochen; Roehl, Tobias
Titel	The Meaning of Things. Didactic Objects and the Implementation of Educational Theory
Quelle	In: Pedagogy, Culture and Society, 28 (2020) 2, S.281-298 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lange, Jochen) ORCID (Roehl, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2019.1634124
Schlagwörter	Educational Theories; Teaching Methods; Epistemology; Corporations; Ethnography; Science Instruction; Manufacturing; Publishing Industry; Instructional Materials; Educational Objectives; Material Development; Computer Simulation; Virtual Classrooms; Computer Software; Instructional Design; Educational Change + Suchen Sie Ihr Suchwort? Educational theory; Theory of education; Bildungstheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Erkenntnistheorie; Unternehmen; Ethnografie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Herstellung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Educational objective; Bildungsziel; Erziehungsziel; Lehrmaterialentwicklung; Computergrafik; Computersimulation; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform
Abstract	For the everyday education of students in schools, objects are made available to teachers that illustrate subject matter and make it comprehensible. These objects are created to make something visible, so that it can be presented, worked on, and understood. This article starts from the assumption that didactic objects are not neutral media: In the course of their manufacturing, educational theory as well as everyday knowledge about the 'nature' and particularity of students, teachers, and classroom lessons are technically inscribed into them. This article explicates work with didactic objects empirically and shows how this inscription of theoretical perspectives takes place in companies within the education sector. It becomes apparent how specifically designed objects retroact performatively within classroom lessons on those who use them to display and work on school knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01