Towards transdisciplinary Didaktik : didactic modelling of complex controversial issues teaching for reflexive Bildung and sustainability

Different areas of subject-Didaktik has contact points to other educational sciences such as general Didaktik, pedagogy and education studies, the school subject / subject area, and practical teaching experience. Many areas of subject-Didaktik have in recent decades evolved from mainly practice-based methodology to quite independent research fields. This applies, for example, to the field of Science Education. Part of this field focuses on research on teaching and learning about interdisciplinary socio-scientific issues (SSI). Such an orientation can be connected to similar orientations in other areas of subject-Didaktik. This meeting point between different research areas of subject-Didaktik is an example of ‘general subject-Didaktik’. The focus in this paper is even beyond; it is on transdisciplinary Didaktik, where the content (in a broad sense) is central, but where the context is beyond the individual school subjects. We are especially interested in didactic models for how complex controversial issues can be used (didactic modelling) to build bridges across different areas of content and school subjects in support of reflexive Bildung and sustainability. We give examples of didactic models which were developed during a study about the didactical dilemmas that teachers from different school subjects experienced when they were teaching complex controversial issues