Volume 3/2020


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1 Editorial Martin Rothgangel, Volker Frederking


Page Title Author(s) Download
1 Application of a Knowledge-in-Pieces perspective to students’ explanations of water springs: a complex phenomenon pertaining to the field of physical geography Sibylle Reinfried, Roland Künzle
30 Thinking Inclusive Science Education from two Perspectives: inclusive Pedagogy and Science Education Lisa Stinken-Rösner, Lisa Rott, Sarah Hundertmark, Thomas Baumann, Jürgen Menthe, Thomas Hoffmann, Andreas Nehring, Simone Abels
46 Self-rated content knowledge of biology, chemistry, and physics – developing a measure and identifying challenges for interdisciplinary science teaching Kevin Handtke, Susanne Bögeholz
68 Teacher education in the fields of German and mathematics: Facets of pedagogical content knowledge from an interdisciplinary perspective Iris Winkler, Astrid Fischer, Ulrike-Marie Krause, Birte Specht
86 Logical pictures in secondary economic education: textbook analysis and teacher perception Malte Ring, Taiga Brahm
108 Student texts produced in the context of material-based argumentative writing: Interdisciplinary research-related conception of an evaluation tool Alexandra Budke, Diana Gebele, Pia Königs, Sarah Schwerdtfeger, Alexandra L. Zepter
126 Towards a Theory of Subject-Matter Didactics Martin Rothgangel, Helmut Johannes Vollmer
146 A Delphi study on the school-related content knowledge in organic chemistry Jolanda Hermanns, Oksana Thomanek
146 Further articles/contributions will follow as soon as they have passed review