ABSTRACT
In this article the word 'didactics' will be used to convey the meaning of Didaktik (German-speaking countries), didaktik(k) (the Nordic countries) and didactique (France). In these countries the word is used only to a limited degree in common language, while it is in educational contexts one of the most central ones, and is used extensively. It has, however, when applied professionally, a variety of meanings. A uniform or unambiguous understanding of the subject matter, scope, methodology and system of didactics as part of education as a scientific discipline does not exist. Differing schools, traditions and models may be clearly discerned. There exists consequently a variety of definitions which all claim to be legitimate both historically and in contemporary contexts. Some definitions focusing on the field and scope of didactics are:
2 Didactics as the science or theory of teaching. Didactics defined in this way comprises the broad sphere of reality consisting of socially legitimated and organised teaching and learning processes accomplished on a professional foundation (e.g. Heimann et aI., 1965).
