A MODEL OR A THEORY OF SCHOOL DIDACTICS?
Conceptual didactic structures have been called models, theories, theoretical models, thought models, etc. In
this study the expression didactic model has been used for the developed conceptual structure.
Jank and Meyer (1991, p. 92) have suggested the following definition of a didactic model:
1. A didactic model is a theoretical construction within educational sciences for
the analysis and
modelling of didactic activity in contexts in and out of school;
2. A didactic model claims, in a theoretically comprehensive and practically consistent manner, to explain
the prerequisites, possibilities and limits of teaching and learning;
3. A didactic model will, with regard to its
theoretical core, generally be delegated to some scientific-
theoretical position (often more than one).
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With regard to the first item we can say that the present model is developed to analyse pedagogical activity
in institutionalized schools conceptually.
Second, the aim of the present model is to systematically understand the preconditions,
possibilities and
limits of teaching and learning. Finally, the fundamental assumptions concerning the theory of science of
the present model have been discussed. Thus the present study shares the definition of a didactic model
presented by Jank and Meyer (1991).
But how is the difference between models and theories defined? One approach is to say that theories are
the final result of scientific endeavour while models reflect steps towards a final theory (see Knecht-
vonMartial, 1986, p. 8). This difference between a model and theory is only terminological and functional,
not essential.
Didactic models have also been categorized with regard to which level in the school system they describe
or explain (the collective-individual level) or with respect to which phase of the
pedagogical process they
try to understand (process and product models). The present model describes both different levels and
phases of the pedagogical reality—a point of departure which is not unique (see e.g. Adl-Amini, 1993).
Still another way of categorizing models in didactics has been presented by Knecht-vonMartial (1986).
Knecht-vonMartial distinguishes between two groups of theories; object-theories and metatheories. Object-
theories consist of propositions delimiting the object of research of a discipline: “Die Objekttheorie bestäht
auf den Sätzen über den Gegenstand einer Theorie” (ibid., p. 27). The object of metatheories again is one of
several object-theories. Within both groups or levels, normative and descriptive theories are discerned. For
example, a descriptive object theory is a description of teaching methods while normative object theories
dictate under what conditions certain methods should be used (ibid., p. 28). For example,
investigations into
the principles of how object theories are constructed belong to descriptive metatheories. Heimann’s work
Didaktik
als Theorie und Lehre
(1962) exemplifies what is meant by descriptive metatheory. Finally,
normative metatheories cover all propositions concerning what the rules building up object theories should
look like. As Kansanen (1989, p. 78) points out, it easily happens that a metatheoretical description of a rule
is used as a norm for how one should construct theories. Thus it is not always easy to
keep descriptive and
normative metatheories apart.
If we use this method of structuring didactic theories in order to place the actual descriptive model, we
can see that the model as such may be regarded as a descriptive metatheoretical construct. However, during
the process of constructing the model and in explaining why it is constructed as it is, clear normative
metatheoretical argumentation was used.
3. A
MODEL OF SCHOOL DIDACTICS
65
It is also obvious that the construction presented does not have predictive value; there are no direct
hypotheses to be tested. However, by using the model as a point of departure for empirical research, such
hypotheses could very well be formulated in relation to existing empirical research.
COMPARISON OF THE SCHOOL DIDACTIC MODEL
AND SOME GERMAN
APPROACHES
Since the theory of didactics has been developed to a very advanced state in Germany, it will be useful to
point out some connections between the present model and parts of the German tradition, especially since it
became obvious during the development of the model that such similarities exist. At the same time this
comparative analysis helps us to understand the specific features of the model in question.
This phase
exemplifies the hermeneutical dimension of the study.
Attention is limited to two schools of thought; the human-science theory of education as understood by
Wolfgang Klafki, and the
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