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Didaktischer Epochenwechsel?
Didactical shift of epoch?
Needs for clarification for the further development of didactical thinking, with regard to a DFG-supported research
This contribution deals with the question, what science should clarify, explore and do in order to tackle a possible stagnation of didactical thinking (and therewith also its practical possibilities of impact). In spite of the fruitful provocation with which the didactical discussion has been revived in the last decade, especially from sides of cons…
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