Conrad, Sarah-Jane (2026). Perspektivenwechsel durch Kinderrechte - der Sachunterricht im Lichte der UN-KRK. In: Schmeinck, Daniela; Peschel, Markus; Goll, Thomas (eds.) Perspektiv(en)wechsel. Sachunterricht neu denken. Probleme und Perspektiven des Sachunterrichts: Vol. 36 (pp. 163-172). Bad Heilbrunn: Klinkhardt

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The innovation project Child Rights-Oriented Teaching and Learning at the University of Teacher Education Bern integrates the UN Convention on the Rights of the Child (CRC) into teacher education by linking its four guiding principles and Lundy's model of participation with subject didactics in Nature, Human, Society. Empirical findings from student assignments and a survey show that repeated reference to the CRC deepens sensitivity, fosters concrete action strategies, and strengthens central didactic concepts such as reconstruction and rich learning tasks. Thus, the CRC serves as a normative lens that sharpens child-centred, participatory, and inclusive teaching, offering fresh impulses for subject didactics and educational practice.

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