Die Notwendigkeit der Verhandlung widersprüchlicher Anforderungen an das Lehren von Chemie an einer inklusiven Schule – Eine Fallstudie

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  • Simone Abels
  • Christine Heidinger
  • Brigitte Koliander
  • Thomas Plotz
Almost worldwide inclusive school systems have been politically enacted and the implementation is a major challenge. Most of the literature concerning inclusive pedagogy focuses on social participation and pedagogical approaches in general, leaving out the transfer of these demands to specific subjects. This paper presents an explorative case study focusing on the conflicts a teacher experienced when teaching chemistry at an inclusive school. Following the steps of the documentary method, the orientational frameworks guiding the teacher’s actions during a chemistry lesson is unveiled. This framework is participation oriented and is in conflict to the demands of both, science and inclusion.
Translated title of the contributionThe Necessity to Negotiate Conflicting Demands on the Teaching of Chemistry at an Inclusive School – a Case Study
Original languageGerman
JournalZeitschrift für interpretative Schul- und Unterrichtsforschung
Issue number1
Pages (from-to)135–151
Number of pages17
Publication statusPublished - 2018

    Research areas

  • Didactics of sciences education - Inclusion, Participation, Subject Teaching, Chemistry, IRE model, Secondary Level I, Documentary Method, Orientation framework