Abstract
This article is dedicated to fundamental questions in the subject-specific orientation of science didactics. A general theoretical conceptualization of science didactics with regard to concrete disciplinarity has to clarify in particular which dimensions of relevance are to be estimated for a discipline-specific oriented science didactics. In terms of course design, it also raises the question of what academic-intellectual performance students need to provide with regard to disciplinary plurality and paradigmatic heterogeneity in their courses of study.
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