<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU („Netzwerk inklusiver naturwissenschaftlicher Unterricht“/”Network Inclusive Science Education“) focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.</p>
</abstract>

In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and learning became more and more prominent in research and practice, a theoretical scheme combining inclusive pedagogy with respective subject-specific characteristics is still missing. This article by members of NinU („Netzwerk inklusiver naturwissenschaftlicher Unterricht“/”Network Inclusive Science Education“) focuses on this challenge with science as an exemplary subject. To systematically combine the two perspectives, the article presents selected and significant characteristics of inclusive pedagogy and science education, before a scheme is suggested adjoining the two perspectives. NinU itself, as well as the presented scheme, can serve as a successful example of cooperation beyond disciplinary boundaries. Educators of other subjects are invited to identify significant aspects of their own subject that could be brought together with inclusive pedagogy in the same manner.

Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

In the last decades, subject-matter education (Fachdidaktik) has been addressing the idea of inclusion rather incidentally. Although inclusive teaching and...

Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education

Publié en ligne: 11 juil. 2022

Pages: 30 - 45

DOI: https://doi.org/10.23770/rt1831

Mots clés
Diversity, Goals of Science Education, Inclusion, Participation, Scientific Literacy for All

© 2022 Lisa Stinken-Rösner et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Thinking Inclusive Science Education from two Perspectives: Inclusive Pedagogy and Science Education

Publié en ligne: 11 juil. 2022

Pages: 30 - 45

DOI: https://doi.org/10.23770/rt1831

Mots clésDiversity, Goals of Science Education, Inclusion, Participation, Scientific Literacy for All

© 2022 Lisa Stinken-Rösner et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
Diversity, Goals of Science Education, Inclusion, Participation, Scientific Literacy for All