Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning
The design of learning environments aimed at all students in the learning group is a requirement of modern lesson planning. In science education research, especially in the German tradition of didactics, the model of educational reconstruction (MER) is widely established for the planning of research...
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MDPI AG
2025-01-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/2/148 |
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| author | Laura Pannullo Traugott Böttinger Jan Winkelmann |
| author_facet | Laura Pannullo Traugott Böttinger Jan Winkelmann |
| author_sort | Laura Pannullo |
| collection | DOAJ |
| description | The design of learning environments aimed at all students in the learning group is a requirement of modern lesson planning. In science education research, especially in the German tradition of didactics, the model of educational reconstruction (MER) is widely established for the planning of research programs and lesson planning. This model offers linking points in the conception of inclusive learning environments that have not yet been sufficiently considered. From an educational science perspective, Universal Design for Learning diclusive (UDL diclusive) provides a theoretical basis in the context of inclusive and digital lesson planning. In this paper, both MER and UDL diclusive are briefly presented. We argue for the combination of both frameworks for contemporary lesson planning. At the center of our considerations, we present possible points of linkage between the two frameworks. Connection points are illustrated by planning an inclusive and digital experiment-based physics lesson. |
| format | Article |
| id | doaj-art-77f0215ef1f14aee9e9684a00bcb8d38 |
| institution | DOAJ |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-77f0215ef1f14aee9e9684a00bcb8d382025-08-20T02:44:32ZengMDPI AGEducation Sciences2227-71022025-01-0115214810.3390/educsci15020148Inclusive and Digital Science Education—A Theoretical Framework for Lesson PlanningLaura Pannullo0Traugott Böttinger1Jan Winkelmann2Faculty of Physics, Bielefeld University, 33615 Bielefeld, GermanyInstitute of Special Education, University of Education Freiburg, 79117 Freiburg im Breisgau, GermanyDepartment of Physics, University of Education Schwäbisch-Gmünd, 73525 Schwäbisch Gmünd, GermanyThe design of learning environments aimed at all students in the learning group is a requirement of modern lesson planning. In science education research, especially in the German tradition of didactics, the model of educational reconstruction (MER) is widely established for the planning of research programs and lesson planning. This model offers linking points in the conception of inclusive learning environments that have not yet been sufficiently considered. From an educational science perspective, Universal Design for Learning diclusive (UDL diclusive) provides a theoretical basis in the context of inclusive and digital lesson planning. In this paper, both MER and UDL diclusive are briefly presented. We argue for the combination of both frameworks for contemporary lesson planning. At the center of our considerations, we present possible points of linkage between the two frameworks. Connection points are illustrated by planning an inclusive and digital experiment-based physics lesson.https://www.mdpi.com/2227-7102/15/2/148lesson planningphysics teachinginclusiondigitalized practical workvideo experiment |
| spellingShingle | Laura Pannullo Traugott Böttinger Jan Winkelmann Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning Education Sciences lesson planning physics teaching inclusion digitalized practical work video experiment |
| title | Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning |
| title_full | Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning |
| title_fullStr | Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning |
| title_full_unstemmed | Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning |
| title_short | Inclusive and Digital Science Education—A Theoretical Framework for Lesson Planning |
| title_sort | inclusive and digital science education a theoretical framework for lesson planning |
| topic | lesson planning physics teaching inclusion digitalized practical work video experiment |
| url | https://www.mdpi.com/2227-7102/15/2/148 |
| work_keys_str_mv | AT laurapannullo inclusiveanddigitalscienceeducationatheoreticalframeworkforlessonplanning AT traugottbottinger inclusiveanddigitalscienceeducationatheoreticalframeworkforlessonplanning AT janwinkelmann inclusiveanddigitalscienceeducationatheoreticalframeworkforlessonplanning |