AbstractThe topic of the article is this transfer of disciplinary scientific knowledge into school curricula. As part of teaching and learning this is a task which might be compared to that of diplomats: The world of science is not the world of the students. Accordingly the statements of scientists must not only be translated but converted in order to meet the understanding of the students. The disciplines concerned with the transfer of scientifc knowledge are comprehended as Science Education, which moy function in part also as environmental education. As such the task is to relate scientific conceptions to the world of the learners, their experience, alternotive frameworks of understanding, world views and normative attitudes (cf. Kattmann 1994). This is a diplomatic process in which science is not in a normotive position. Science is treated instead from a metaposition giving preconceptions of the students their own right. This is the kernel of the Model of Educational Reconstruction. This frame is considered to be useful for the transfer of scientific knowledge in the fields of sustainable development and issues of landscape research (KLF).
Inhaltsverzeichnis :
Lebensweltliche VorstellungenDas Modell der Didaktischen Rekonstrukion (mit Grafik und das Beispiel Wasser)Theoretische Grundlagen"Kulturlandschaft" als Forschungs- und UnterrichtsthemaSchritte zur Gestaltung von Lehrangeboten
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