Die Katastrophe als Herausforderung. Fukushima als Thema der Naturwissenschafts- und Technikdidaktik

In this article, the reactor disaster in Fukushima (March 2011) together with the changes in energy policy following in its wake are used to enquire about reactions in the fields of natural science and technical didactics. The empirical finding is that didactical discourse has been little affected by Fukushima. The reason for this, in the view of the author, is to be found in the theoretical problems associated with specialised didactics, in this case didactics involving technology, as well as in an overly narrow understanding of the task facing classroom instruction.