Möglichkeiten und Perspektiven der Technikfolgenabschätzung in der Bildung
- Technology assessment (TA) occurs in a variety of educational contexts, its content and methods can contribute to dealing with socially relevant issues from different perspectives across disciplinary boundaries. However, the transdisciplinarity of TA raises the question in which educational contexts TA perspectives are introduced and how educational processes can be effectively structured and strengthened. This issue therefore addresses both perspectives: practice in various trans- and interdisciplinary educational contexts, as well as TA’s own educational practice.
| Author of HS Reutlingen | Hemminger, Elke |
|---|---|
| URN: | urn:nbn:de:bsz:rt2-opus4-62788 |
| DOI: | https://doi.org/10.14512/tatup.31.1.11 |
| ISSN: | 2567-8833 |
| Published in: | TATuP : Zeitschrift für Technikfolgenabschätzung in Theorie und Praxis |
| Publisher: | Oekom |
| Place of publication: | München |
| Document Type: | Journal article |
| Language: | German |
| Publication year: | 2022 |
| Volume: | 31 |
| Issue: | 1 |
| Page Number: | 4 |
| First Page: | 11 |
| Last Page: | 14 |
| DDC classes: | 370 Erziehung, Schul- und Bildungswesen |
| Open access?: | Ja |
| Licence (German): |  Creative Commons - CC BY - Namensnennung 4.0 International |
