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The Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) is committed to the adequate communication of research results and the maintenance of a functioning publication system as a basic requirement of the research system. Ensuring that academic publishing serves foremost the purposes of publicising, quality review and documenting scientific findings should be an essential goal of responsible science administration and promotion. The position paper therefore analyses the central background of the current situation in scientific publishing, identifies challenges and points out possible fields of action. With this positioning, the DFG contributes to the further development of the publication system in a way that is appropriate for science and research.","lang":"eng"}],"citation":{"ieee":"(DFG) Deutsche Forschungsgemeinschaft | AG Publikationswesen and C. 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Rhein (Eds.), Wissenschaftsdidaktik I: Einführung, transcript, Bielefeld, 2022, pp. 155–179.","chicago":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung.” In <i>Wissenschaftsdidaktik I: Einführung</i>, edited by Gabi Reinmann and Rüdiger Rhein, 155–79. Bielefeld: transcript, 2022. <a href=\"https://doi.org/10.14361/9783839460979-008\">https://doi.org/10.14361/9783839460979-008</a>.","apa":"Jenert, T., &#38; Scharlau, I. (2022). Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung. In G. Reinmann &#38; R. Rhein (Eds.), <i>Wissenschaftsdidaktik I: Einführung</i> (pp. 155–179). transcript. <a href=\"https://doi.org/10.14361/9783839460979-008\">https://doi.org/10.14361/9783839460979-008</a>","ieee":"T. Jenert and I. Scharlau, “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung,” in <i>Wissenschaftsdidaktik I: Einführung</i>, G. Reinmann and R. Rhein, Eds. Bielefeld: transcript, 2022, pp. 155–179.","ama":"Jenert T, Scharlau I. Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung. In: Reinmann G, Rhein R, eds. <i>Wissenschaftsdidaktik I: Einführung</i>. transcript; 2022:155-179. doi:<a href=\"https://doi.org/10.14361/9783839460979-008\">10.14361/9783839460979-008</a>","bibtex":"@inbook{Jenert_Scharlau_2022, place={Bielefeld}, title={Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung}, DOI={<a href=\"https://doi.org/10.14361/9783839460979-008\">10.14361/9783839460979-008</a>}, booktitle={Wissenschaftsdidaktik I: Einführung}, publisher={transcript}, author={Jenert, Tobias and Scharlau, Ingrid}, editor={Reinmann, Gabi and Rhein, Rüdiger}, year={2022}, pages={155–179} }","mla":"Jenert, Tobias, and Ingrid Scharlau. “Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung.” <i>Wissenschaftsdidaktik I: Einführung</i>, edited by Gabi Reinmann and Rüdiger Rhein, transcript, 2022, pp. 155–79, doi:<a href=\"https://doi.org/10.14361/9783839460979-008\">10.14361/9783839460979-008</a>."},"project":[{"_id":"608","name":"DigiSelF: DigiSelF - Digitalisierung als Herausforderung und Innovation in der Hochschullehre: Einsatz digitaler Hilfsmittel zur Förderung von Selbststeuerung"}],"quality_controlled":"1","place":"Bielefeld","oa":"1","author":[{"id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert"},{"id":"451","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"unknown":["978-3-8394-6097-9"]},"title":"Wissenschaftsdidaktik als Verständigung über wissenschaftliches Handeln – eine Auslegeordnung","year":"2022","date_updated":"2024-03-21T15:10:02Z","publication_status":"published","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://www.transcript-open.de/doi/10.14361/9783839460979-008","open_access":"1"}],"doi":"10.14361/9783839460979-008","publication":"Wissenschaftsdidaktik I: Einführung","abstract":[{"lang":"ger","text":"Im Zentrum Beitrags steht die Frage nach dem Spezifischen einer Didaktik im Wissenschafts- bzw. Hochschulkontext. Dabei hat die Organisation des Wissenschaftssystems in Disziplinen bzw. disziplinäre Gemeinschaften eine besondere Bedeutung. Disziplinen entwickeln spezifische Praktiken, die das Handeln ihrer Angehörigen prägen und sich in Fachkulturen zeigen. Diese Praktiken werden insbesondere an kommunikativen Artefakten sichtbar. Für Personen außerhalb einer disziplinären Gemeinschaft und ganz besonders für jene, die keinen direkten Bezug zum Wissenschaftssystem haben, sind disziplinäre Praktiken häufig schwer zu erschließen. Unsere Konzeption von Wissenschaftsdidaktik lenkt den Blick auf die impliziten Praktiken wissenschaftlicher Disziplinen. Aufgabe von Wissenschaftsdidaktik ist es dem- nach, erstens die impliziten disziplinären Sinnstrukturen, die hinter bestimmten Prak- tiken stehen und in kommunikativen Handlungen und Artefakten verschlüsselt sind, zu entschlüsseln. Zweitens ist es notwendig, die Wahrnehmung disziplinärer Praktiken durch die Studierenden zu analysieren und Differenzen zum Sinnverstehen von Wissenschaftler:innen zu identifizieren. Ausgehend davon kann dann drittens auf eine Verständigung über die Praktiken und deren Sinngehalt hingearbeitet werden. Der Beitrag formuliert die Grundzüge einer Wissenschaftsdidaktik, welche Verständigung über die Praktiken wissenschaftlicher Disziplinen zu einem Kernbestandteil akademischer Lehre macht. Dazu gehört auch ein Moment von Wissenschaftskritik, das auf die Disziplinen und deren Praktiken selbst zurückwirkt. Wissenschaftsdidaktik in diesem Sinne verlangt, den Blick Dritter auf die Praktiken der eigenen Disziplin einzunehmen. Dazu gehör auch, sich einzugestehen, wenn Praktiken keinen Sinn für wissenschaftliche Erkenntnisprozesse (mehr) aufweisen bzw. diesen verloren haben."}],"date_created":"2022-10-24T06:48:14Z","department":[{"_id":"424"},{"_id":"208"}],"type":"book_chapter","keyword":["Wissenschaftsdidaktik","Fachsozialisation","Wissenschaftskritik","Verständigung","Fachkultur","akademische Praktiken","Unterrichtsfach Psychologie"]},{"type":"journal_article","department":[{"_id":"208"}],"date_created":"2023-07-13T08:19:10Z","abstract":[{"text":"Die digitale Transformation führt dazu, dass sich lang etablierte Tätigkeiten und Arbeitsabläufe, welche die Berufsbilder im Kern definieren, verändern und stellt damit Mitarbeitende sowie Beteiligte der beruflichen Bildung vor Herausforderungen. Berufliche Lehramtsstudiengänge sind gefordert, Studierenden bereits im hochschulischen Teil ihrer Ausbildung den Aufbau eines berufsförmigen Wissens zu eröffnen, das ihnen die Erkundung beruflicher Handlungsfelder ermöglicht und eine wichtige Grundlage für die Unterrichtsgestaltung an Berufskollegs bildet. Wir geben in diesem Beitrag Einblicke in die Entwicklungsarbeiten einer fachdidaktisch geprägten Einführungsveranstaltung im Studienfach Wirtschaftswissenschaft für das Lehramt an Berufskollegs. Diese zieht Ansätze der Fallstudiendidaktik heran, um für Studierende eine Möglichkeit zu schaffen, die digitale Transformation von Arbeits- und Geschäftsprozessen zu erkunden und diese mit Blick auf die Gestaltung von Wirtschaftsunterricht an Berufskollegs zu analysieren. Dabei stellen wir die Entstehung der Fallstudie sowie deren Einbettung in das Modulkonzept dar und diskutieren das hochschuldidaktische Lehr-/Lernformat.\r\n","lang":"ger"}],"publication":"bwp@ Berufs- und Wirtschaftspädagogik","main_file_link":[{"url":"https://www.bwpat.de/ausgabe43/jenert_etal_bwpat43.pdf"}],"language":[{"iso":"ger"}],"date_updated":"2024-03-21T15:10:50Z","publication_status":"published","intvolume":"        43","article_type":"original","title":"Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘","year":"2022","author":[{"last_name":"Jenert","first_name":"Tobias","orcid":" https://orcid.org/0000-0001-9262-5646","full_name":"Jenert, Tobias","id":"71994"},{"full_name":"Kremer, H.-Hugo","first_name":"H.-Hugo","last_name":"Kremer","id":"15280"},{"id":"49812","first_name":"Niklas","last_name":"Sänger","full_name":"Sänger, Niklas"}],"quality_controlled":"1","project":[{"_id":"603","name":"DiPoLe: Digitale Prozessintegration in der beruflichen Lehrerbildung"}],"citation":{"short":"T. Jenert, H.-H. Kremer, N. Sänger, bwp@ Berufs- und Wirtschaftspädagogik 43 (2022).","chicago":"Jenert, Tobias, H.-Hugo Kremer, and Niklas Sänger. “Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘.” <i>bwp@ Berufs- und Wirtschaftspädagogik</i> 43 (2022).","apa":"Jenert, T., Kremer, H.-H., &#38; Sänger, N. (2022). Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘. <i>bwp@ Berufs- und Wirtschaftspädagogik</i>, <i>43</i>.","ieee":"T. Jenert, H.-H. Kremer, and N. Sänger, “Digitale Transformation der Berufs- und Arbeitswelt – Einblicke in die fachdidaktische Gestaltung der beruflichen Fachrichtung ‚Wirtschaft und Verwaltung‘,” <i>bwp@ Berufs- und Wirtschaftspädagogik</i>, vol. 43, 2022.","ama":"Jenert T, Kremer H-H, Sänger N. 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