{"@context":{"aiiso":"http:\/\/purl.org\/vocab\/aiiso\/schema#","arm":"https:\/\/ld4p.github.io\/arm\/core\/ontology\/0.1\/","bf":"http:\/\/id.loc.gov\/ontologies\/bibframe\/","bib":"https:\/\/bibliotek-o.org\/","bibo":"http:\/\/purl.org\/ontology\/bibo\/","cito":"http:\/\/purl.org\/spar\/cito\/","classSchemes":"http:\/\/id.loc.gov\/vocabulary\/classSchemes","dbo":"http:\/\/dbpedia.org\/ontology\/","dce":"http:\/\/purl.org\/dc\/elements\/1.1\/","dcmitype":"http:\/\/dublincore.org\/documents\/2000\/07\/11\/dcmi-type-vocabulary\/#","dcterms":"http:\/\/purl.org\/dc\/terms\/","ebucore":"http:\/\/www.ebu.ch\/metadata\/ontologies\/ebucore\/ebucore","edm":"http:\/\/www.europeana.eu\/schemas\/edm\/","foaf":"http:\/\/xmlns.com\/foaf\/spec\/#","frap":"http:\/\/purl.org\/cerif\/frapo","identifiers":"http:\/\/id.loc.gov\/vocabulary\/identifiers","ids":"http:\/\/id.loc.gov\/vocabulary\/identifiers\/","opaque":"http:\/\/opaquenamespace.org\/","pcdm":"http:\/\/pcdm.org\/models#","phaidra":"https:\/\/phaidra.org\/ontology\/","rdam":"http:\/\/rdaregistry.info\/Elements\/m\/","rdau":"http:\/\/rdaregistry.info\/Elements\/u\/","rdax":"http:\/\/rdaregistry.info\/Elements\/x\/","rdf":"http:\/\/www.w3.org\/1999\/02\/22-rdf-syntax-ns#","rdfs":"https:\/\/www.w3.org\/TR\/rdf-schema\/","relators":"http:\/\/id.loc.gov\/vocabulary\/relators","role":{"@context":{"aut":{"@container":"@list","@id":"http:\/\/id.loc.gov\/vocabulary\/relators\/aut"}}},"schema":"http:\/\/schema.org\/","skos":"http:\/\/www.w3.org\/2004\/02\/skos\/core#","skosxl":"http:\/\/www.w3.org\/2008\/05\/skos-xl"},"@id":"https:\/\/e-book.fwf.ac.at\/o:2118","bf:note":[{"@type":"bf:Note","skos:prefLabel":[{"@language":"deu","@value":"Die empirische Studie untersucht erstmals systematisch, in welchem Umfang zentrale philosophiedidaktische Konzepte in Unterrichtsbeiträgen der Zeitschrift für Didaktik der Philosophie und Ethik aus den Jahren 2003 bis 2024 erkennbar sind. Analysiert werden insbesondere der kulturtechnische Ansatz von Ekkehard Martens, der wissenschaftsorientierte Ansatz von\nBettina Bussmann sowie Formen der Unterrichtsphasierung. Die Ergebnisse weisen auf eine deutliche Lücke zwischen fachdidaktischer Theorie und Unterrichtskonzeption hin und markieren weiteren Forschungsbedarf zum Theorie-Praxis-Transfer."}]},{"@type":"bf:Note","skos:prefLabel":[{"@language":"eng","@value":"This empirical study provides the first systematic analysis of the extent to which central approaches in philosophy and ethics education are reflected in teaching contributions published in the Zeitschrift für Didaktik der Philosophie und Ethik between 2003 and 2024. It focuses on Ekkehard Martens's culturaltechniques approach, Bettina Bussmann's science-oriented approach, and models of lesson sequencing. 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