Zeitschrift für Pädagogik | BELTZ

Zeitschrift für Pädagogik

Causality, Technology and Instruction

Zusammenfassung

No teacher can proceed without the conviction that he/she can produce a change in the students he/she teaches. Causality therefore has always formed an integral part of pedagogical thinking. However, initial attempts, to incorporate causality into pedagogical theory failed. As a result, causality was then rejected. More recently, however, research in psychology, sociology, and organizational theory sought to re-introduce causality in ways that enable its incorporation into pedagogical theory. But even these efforts were not without problems. Second-order observation takes a step back from this endeavor to see what distinctions are made in attributing causes, and which ones are not.
Keywords: Causality, Causal Plan, Attribution, Medium, Observation

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Beitrag
Causality, Technology and Instruction
Zeitschrift für Pädagogik (ISSN 0044-3247), Ausgabe 03, Jahr 2018, Seite 394 - 410

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Titel

Causality, Technology and Instruction

Zeitschrift

Zeitschrift für Pädagogik (ISSN 0044-3247), Ausgabe 03, Jahr 2018, Seite 394 - 410

DOI

10.3262/ZP1803394

Print ISSN

0044-3247

Verlag

Beltz Juventa

Autoren

John Bednarz

Schlagworte