Cursiv 7.indd - DPU

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Luhmann, Niklas. (2000). Sociale systemer. Grundrids til en almen teori. Køben- havn: Hans Reitz els Forlag. Nielsen, Frede V. (2010). Genstandsfelt, perspektiv og dimensioner i en sammenlignende fagdidaktik. Oplæg på symposium om sammenlignende fagdidaktik på <strong>DPU</strong> 25.-26-11. 2010. Päff gen, Elisabeth (1999). Einführung in die Literaturdidaktik. Stutt gart & Weimar: Metz ler. Steff ensen, Bo (2003). Det fagdidaktiske projekt. Almen fagdidaktik set i lyset af viden, dannelse og læring. København: Akademisk. Uddannelsesredegørelse 2000. Uddannelsesstyrelsen 2000. Van den Akker, Jan et al. (red.) (2006). Educational design research. London: Routledge. Wang, Feng & Hannafi n, Michael (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development 53(4): 5-23. English summary Sammenlignende fagdidaktik på systemisk og kognitivt grundlag Comparative subject oriented didactics on a systemic and cognitive basis with reference to transdisciplinary teaching and learning in Danish upper secondary education Comparative subject oriented didactics (CSD) exists in a very fragmented form only. For CSD to develop, fi rst an urgent need must be identifi ed. Second, it must be clarifi ed what kind of phenomenon CSD must be to meet relevant demands. In order to answer these two questions, the distinction between Mode 1 and Mode 2 research (Gibbons et al. 1995) is introduced. In a recent reform of the Danish higher secondary schools, traditional well-defi ned disciplines like Danish and Mathematics were supplemented by various types of interdisciplinary activities which bear a resemblance to Mode 2 research disciplines. This change calls for the development of a comparative subject oriented didactics. Comparative subject oriented didactics is defi ned as a 2. order Mode 2 subject. The empirical data are made up by the range of single subject oriented didactics, which CSD can describe and compare in order to improve interdisciplinary instruction. Thus, CSD has a double status. It makes up the subject oriented didactics of interdisciplinarity at the same level as all other forms of subject oriented didactics, and it rises above this level as a metadiscipline. To exemplify this, an analysis is given of a transdisciplinary course in a Danish higher secondary school with the participation of Danish, Mathematics and Religious Studies, on the phenomenon of ’Infi nity’. Concepts derived from the 73
74 Peter Kaspersen transdisciplinary theory of cognitive semantics were used to bridge the gap between the participating subjects. Finally, two theories with a potential for qualifying comparative subject oriented didactics as a theoretical discipline are presented. Systems theory, as developed by Gregory Bateson and Niklas Luhmann, and cognitive semantics. Keywords: subject oriented didactics; transdisciplinarity; Mode 1 and Mode 2 research; Mode 1 and Mode 2 instruction; systems theory; cognitive semantics.
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CURSIV NR. 7 2011 Sammenlignende
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Følgende titler er tidligere udkom
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Indhold Forord ....................
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Forord Teksterne i dett e emnenumme
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Forord I sin kommentarartikel beton
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problemer, og det sker udtrykkeligt
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12 Frede V. Nielsen gensidighedsfor
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14 Frede V. Nielsen I dimensionen s
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16 Frede V. Nielsen vans for forst
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18 Frede V. Nielsen med det modsvar
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20 Frede V. Nielsen af fag inden fo
Page 25 and 26: 22 Frede V. Nielsen Dimensioner i e
Page 27 and 28: 24 Frede V. Nielsen for analyse af
Page 29 and 30: 26 Frede V. Nielsen - På grundlag
Page 31 and 32: 28 Frede V. Nielsen - Didaktisk per
Page 33 and 34: 30 Frede V. Nielsen dage, især at
Page 35 and 36: 32 Frede V. Nielsen Keywords: compa
Page 37 and 38: 34 Ellen Krogh åbne spørgsmål om
Page 39 and 40: 36 Ellen Krogh mellem fag og didakt
Page 41 and 42: 38 Ellen Krogh fortsat må være me
Page 43 and 44: 40 Ellen Krogh ressourcer end verba
Page 45 and 46: 42 Ellen Krogh et integreret aspekt
Page 47 and 48: 44 Ellen Krogh sproglige billede at
Page 49 and 50: 46 Ellen Krogh lough, 1992). I denn
Page 51 and 52: 48 Ellen Krogh Nielsen, Frede V. (2
Page 54 and 55: Sammenlignende fagdidaktik på syst
Page 64 and 65: Dog kan man om forholdet mellem fag
Page 66 and 67: grad af refl eksion end man kendte
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Page 74 and 75: Konklusion Udviklingen i gymnasiet
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Page 80 and 81: L: Det gør hun da faktisk. Hvad er
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Page 98 and 99: Lykknes, Annett e & Smidt, Jon (200
Page 100 and 101: Billeder og visualiseringer i et fa
Page 102 and 103: Det fagdidaktiske felt, der gennem
Page 104 and 105: Skolebilleder Billeder og visualise
Page 106 and 107: den for fagets fagreference - nemli
Page 108 and 109: I forhold til billedkunstfaget bliv
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Page 112 and 113: Tre perspektiver på visuelle afk o
Page 114 and 115: Visuel kultur som praksis Når hver
Page 116 and 117: her fi nder sted. Afk odning af for
Page 118 and 119: Referencer Billeder og visualiserin
Page 120 and 121: Staff ord, Barbara (2008). The rema
Page 122 and 123: Færdighedsdimensionen Færdighed o
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Færdighedsdimensionen i musisk-æs
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Når man taler om ”æstetiske fag
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Mange musikere - og måske særligt
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Færdighedsdimensionen i musisk-æs
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mål, planer og perspektiver. Af sa
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Referencer Bowman, W. (2004). Cogni
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Noter 1 Richard Wagner tilstræbte
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Sprogfærdigheder Færdigheder i l
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og medialiseret samfund hvor de mø
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Sprogfærdigheder i læreplaner for
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Også denne tankegang er i overenss
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Krumm, Hans-Jürgen (2001). Kinder
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Naturfagsdidaktiske problemstilling
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Disse overvejelser kan samlet set p
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Bruner, Jerome (1960). The Process
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Kommentarartikel Formål og ambitio
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Skolefaget musik begrunder sig ud f
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Ambitionsniveau Sammenholdningsfakt
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Kommentarartikel Sammenlignende fag
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Kommentarartikel - Sammenlignende f
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Kommentarartikel Fagdidaktiske rele
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Kommentarartikel - Fagdidaktiske re
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Kommentarartikel Lyst og ulyst i en
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Den uddannelsespolitiske udfordring
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Referencer Fink-Jensen, K., Nielsen
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Kommentarartikel Sammenlignende fag
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De enkelte elementer, der indgår i
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Kommentarartikel Tværfaglig fagdid
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esultater og konsekvenser. Der er h
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når de har elever, der skal skrive
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Kommentarartikel Færdigheder og pr
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• Sven-Erik Holgersen: Færdighed
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Som tema for sammenlignende fagdida
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212 Karen Sonne Jakobsen Lektor, ca
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214 Mads Th. Haugsted Lektor, ph.d.
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