Edutainment – als Muster für Binnendifferenzierung? Rekonstruktion einer Doppelstunde inklusiven Geschichtsunterrichts.

The realisation of subject-related processes in everyday inclusive lessons has been rarely investigated so far, even though the relevance of this topic for theory and practice is unquestioned. A didactic pattern could be reconstructed by sequence analysis that can be described as inclusive and simultaneously meets subject-specific demands based on a two-hour history lesson in a comprehensive school’s highly heterogeneous eighth-grade class. Although no digital media were used, the found practice reminds of interactive history documentation. There are deeper commonalities between didactics and programming, which should sharpen the perception of digitalisation-related innovations in school lessons. [ABSTRACT FROM AUTHOR]