Ratings of usability of didactic models: a comparative case study in Croatia and Germany

  • The study refers to the unfavourable reputation and status of general didactics as well as its decreasing importance in teacher education. This is a result of poor performance achieved in international tests by students. They score low on knowledge and arguments, and empirical studies indicate that didactic models are useless. In view of the above problem, the aim of this article is to examine the validity of the argument that didactic models are useless. It is necessary to examine if general didactics are being in an unfavourable position along with its possible successors in the international context. In order to achieve that, we conducted an empirical study into the usability of didactic models for lesson planning in Croatia and compared it with the results obtained in previous research in Germany. The term usability means the advantages of theory in practice. On the basis of the results of the empirical study, we concluded that didactic models are not generally unusable.The study refers to the unfavourable reputation and status of general didactics as well as its decreasing importance in teacher education. This is a result of poor performance achieved in international tests by students. They score low on knowledge and arguments, and empirical studies indicate that didactic models are useless. In view of the above problem, the aim of this article is to examine the validity of the argument that didactic models are useless. It is necessary to examine if general didactics are being in an unfavourable position along with its possible successors in the international context. In order to achieve that, we conducted an empirical study into the usability of didactic models for lesson planning in Croatia and compared it with the results obtained in previous research in Germany. The term usability means the advantages of theory in practice. On the basis of the results of the empirical study, we concluded that didactic models are not generally unusable. Additionally, they are different according to their usability. These results open a path for further research on this topic in the international context.show moreshow less

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Metadaten
Author:Klaus ZiererORCiDGND, Iva Matanovic, Jochen Werner, Stephan Wernke
Frontdoor URLhttps://opus.bibliothek.uni-augsburg.de/opus4/102354
ISSN:0022-0272OPAC
ISSN:1366-5839OPAC
Parent Title (English):Journal of Curriculum Studies
Publisher:Informa UK
Place of publication:London
Type:Article
Language:English
Year of first Publication:2018
Release Date:2023/02/28
Tag:Education
Volume:50
Issue:4
First Page:535
Last Page:559
DOI:https://doi.org/10.1080/00220272.2018.1461933
Institutes:Philosophisch-Sozialwissenschaftliche Fakultät
Philosophisch-Sozialwissenschaftliche Fakultät / Schulpädagogik
Philosophisch-Sozialwissenschaftliche Fakultät / Schulpädagogik / Lehrstuhl für Schulpädagogik