Journal of Social Science Education (JSSE - Universität Bielefeld)
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Die Bedeutung des Themas „Bahn“ für eine ökologische Nachhaltigskeitsbildung
Get PDFDie seit mehr als einem Jahrzehnt geführte Debatte über die Zukunft der Deutschen Bahn AG zeigt, dass das Themenfeld „Bahn“ zahlreiche Anknüpfungspunkte bietet, um verschiedene ökonomische Fragestellungen zu beleuchten – gerade auch im Kontext der ökologischen Nachhaltigkeitsbildung. Mit einer didaktisch und methodisch durchdachten Annäherung an das Themenfeld „Bahn“ kann dem gut begründeten, aber häufig unzureichend umgesetzten Postulat, Wissenschafts- und Schülerorientierung miteinander zu verbinden, Rechnung getragen werden. Denn die immense Bandbreite an Zugangs-, Erklärungs- und Interpretationsebenen erlaubt es nicht nur, das Umweltbewusstsein von Schüler(inne)n zu schärfen. Werden Anleitungen zum Fahrscheinkauf erstellt, Statistiken zu Verkehrsmarktanteilen ausgewertet und Schaubilder zu externen Verkehrskosten erörtert, können Kinder und Jugendliche auch motiviert werden, die Bahn als Transportmittel ihrer Wahl zu entdecken und somit einen nachhaltigen Beitrag zum Umwelt- und Klimaschutz zu leistenMore than a decade of debate about the future of Germany’s state-run rail company, Deutsche Bahn AG, has shown that the subject of “the railways” provides ample opportunity to discuss a whole range of economic issues, especially in the context of ecological sustainability. The desirable but often inadequately implemented goal of making science accessible to school students can be achieved through a didactically and methodologically well-planned approach, heightening students’ environmental awareness through the immense spectrum of perspectives, explanations and interpretations. And if instructions for buying tickets are prepared, statistics on transport market share analysed and graphics on the external costs of transport explored, children and young people can also be motivated to discover the railways as their preferred means of transport – a lasting contribution to environmental and climate protection
„Still Underexposed“? – Some Remarks On The Problematic Relationship Between Visual Communication, Political Science, and Civic Education
Get PDFPolitical science in the German-speaking world is only concerned peripherally with pictures. In the course of the “iconic turn” during the 1990s visual political communication became an issue of more weight, but other disciplines like art history still have more competence when it comes to analysing pictures. Thus, the basic question remains: How can we achieve a sustainable “iconic turn” in political science and civic education? The article proposes an answer in three parts: Its first chapter describes the relationship between political science, civic education, and visual communication in the German-speaking world. The effort to map this scattered research landscape ought to be a contribution to its transnational connectivity. The second part reflects on the special “power of pictures”. It argues that pictures probably have specific persuasive power, but nonetheless are neutral political tools (just like words). Obviously they can be exploited by liars, but quite as well they can serve as helpful information resources (e.g. in civic education). Finally, the third chapter claims that political science should try and learn from visually more competent disciplines like art history or communication science. All in all this leads to the final conclusion that political communication research should turn its attention to pictoriality
Escaping the Disenchantment Trap: The Effects of a Tailored Campaign on Motivation and Participation of Young German Voters
Get PDFYouth surveys permanently prove a general disenchantment with politics and politicians, leading to a decrease in participation and, as a consequence, a drop in voter turnout. Threatening the foundations of our democratic society, it is assumed that one way to get out of this vicious circle can be to enhance motivation and self-efficacy among young adults. This study looks at the potential of tailored campaigns that make politics visible for first-time voters, in order to increase their knowledge about current affairs, interest in political issues, and, subsequently, the willingness to vote. On occasion of the elections held for both the State and the European parliament in 2004, effects of a specially designed campaign were tested in a quasi-experimental design. 128 students of different high schools and vocational schools in the German state Thuringia obtained a 90-minute course unit on the election’s background, including a major part that required the visualization of politics in a wall newspaper. Results indicate that a singular intervention is not able to counteract disenchantment with politics in general, but to raise short-term intentions to go to the polls
„… aber das klappt nicht in der Schulpraxis!“ Skizze einer kompetenz- und fallorientierten Hochschuldidaktik für die Politiklehrer-Ausbildung
Get PDFDer Politikdidaktik fehlen bisher hochschuldidaktische Lehrstandards für eine effektive Politiklehrerausbildung. Auf der Ziel- und Inhaltsebene werden vier Lehrer-Kompetenzen vorgeschlagen: Analysekompetenz, Inszenierungskompetenz (Methoden- und Planungskompetenz), Aushandlungskompetenz und Diagnosekompetenz. Deren Ausgestaltung umreißt zugleich ein mögliches Theorie- und Methodencurriculum. Hochschulmethodisch gilt es, einen ersten, universitären Praxisschock zu inszenieren, um die Beharrlichkeit bestimmter vordidaktischer Alltagstheorien aufzuweichen. Dazu wird ein Konzept doppelter Fallorientierung vorgestellt: 1. Basismodul: In Lehrkunstwerkstätten Best-Practice-Modelle durchspielen, die den politikdidaktischen Methodenfundus und die dahinterliegende konzeptionelle Ebene exemplarisch-genetisch aufschließen (Analyse- und Methodenkompetenz). 2. Aufbaumodul: An Unterrichtsszenen und biografischem Material Lehr-Lern-Probleme bearbeiten (Diagnose- und Aushandlungskompetenz).The German social studies education is still missing university standards for teaching prospective teachers in pedagogical content knowledge and subject methodology. The author proposes four competencies each social studies teacher should develop: Analytical skills (application of didactic theories), methodical and planning skills (to „direct“ lessons), negotiation skills (for teaching) and diagnostic skills. A university program for social studies education should be able to provoke conceptual changes to alter the student’s partly oversimplified and pre-didactical beliefs. For this purpose the author presents a dual conception of case study work: 1. In a basic course students try out best-practice teaching units in microteaching scenarios. Hereby they acquire a set of basic methods and the didactic theories behind them (analytical and methodical skills). 2. In an advanced course students examine biographic material (of students and teachers) and transcriptions of typical classroom scenes to understand content related learning and teaching problems (diagnostic and negotiation skills)
Teacher Education in Social Science in Sweden in Historical and Comparative Perspectives
Get PDFIn this paper, we will examine teacher education in social science. In the Swedish context, teacher education is part of the university system, but teacher education in social science is differently organized than social science education for other students. Teacher education in social science today is also, as a result of the deregulation at all levels of the Swedish educational system in the 1990s, locally designed and there are significant differences between universities. The aim of this paper is twofold. The first aim is to explore the roots of the current situation in the history of teacher education in social science in Sweden from the mid 1900s and into the early 2000s. The other aim is to describe and discuss comparatively how this education is organized at different Swedish universities today. The analysis revolves around questions about disciplinarity, organization and teacher education as a “trading zone” between the traditional academic disciplinary organization of social science and the conceived needs of the school subject Civics
Anleitungen zur Unterrichtsplanung in sozialwissenschaftlichen Fächern Bereichsrezension aktueller fachdidaktischer Planungskonzepte
Get PDFDie Bereichsrezension wendet sich aktuellen sozialwissenschaftlichen Planungsdidaktiken zu und untersucht kriteriengeleitet, inwiefern diese die Erkenntnisse und Forderungen der empirischen Bildungsforschung, der Lehr-Lernforschung und der Fachdidaktik aufgreifen und umsetzen. Es zeichnen sich in den Planungsdidaktiken vier unterschiedliche Ansätze ab, die erstens in Tradition zur fachsystematischen Inhalts- und Methodenplanung Walter Gagels stehen, zweitens Unterrichtsplanung handlungssystematisch anhand „selbstläufiger Lernwege“ entwickeln wollen, sich drittens werkorientiert konkreten Guten-Praxis-Beispielen zuwenden und viertens Unterrichtsplanung individualisieren und in die Hände der Lernenden legen. Gemeinsam ist den Ansätzen ein – entgegen den eigenen Ansprüchen – fehlender oder nicht ausreichend begründeter empirischer Nachweis der eigenen Planungsaussagen. Notwendig erscheint deshalb eine an berufsbiographischen Professionalisierungsprozessen und dem realen Planungsverhalten von Lehrkräften orientierte qualitative Planungsforschung.The review turns current lesson planning concepts of social science education and it examines criterion-oriented, if they extent the current results and demands of empirical education research, learn research and social sciences education. Four different paradigms appear: the first stays in tradition to the planning concept of Walter Gagel, the second tries to develop curricula, the third concentrates on good-practice examples and the fourth individualizes lesson planning and gives it into the responsibility of learners. Against their own requirements all schools neglect an empirical proof of their own planning statements. A qualitative planning research – oriented on biographic professionalization and real planning behavior of teachers – seems necessary
Beyond “Doom and Gloom” and “Saving the World”: On the Relevance of Sociology in Civic Education
Get PDFIn this article some tenets of classical and contemporary sociology are examined with reference to social problems that are also topical in civic education. The social problems are: social inequality, inter-communal conflicts, and democratic participation. A major obstacle in adopting sociological interpretations of the social problems to contemporary civic education lies in sociological reservations toward liberal democracy as a remedy to the social problems. More properly, some utopian (from radical to conservative) ramifications of the sociological analysis cannot actually be adopted in civic education. As a consequence, sociology is often distanced toward normative order and dominant forms of social power and practice of the actually existing societies, including liberal democracies. Thus, one can argue that sociology educates “young skeptics”, rather than “young citizens” as postulated in some national curricula of civic education. Still, sociology may serve in civic education as an abundant source of knowledge for unraveling prejudices and false forms of democracy in the contemporary society, and also for questioning some national solutions to pressing social problems. Also, as long as civic education has a tendency to idealize the actually existing forms of (liberal) democracy and thus avoiding major criticism of the social order, teaching sociology in secondary education in concurrence with CE would be necessary for the sake of establishing a comprehensive education on the contemporary society and citizenship
Vermittlungswissenschaft. Zur Verwendung sozialwissenschaftlichen Wissens am Beispiel einer Weiterbildung
Get PDFDieser Praxisbericht schlägt ein Modell zur Analyse von Lerndynamiken im Spannungsverhältnis von Theorie und Praxis vor: ein relationales anstelle eines additiven Verständnisses von Didaktik als Vermittlungswissenschaft. Fallbeispiel ist eine qualitative Studie zur Verwendung sozialwissenschaftlichen Wissens in der 3. Phase der Professionalisierung. Es handelt sich um eine Weiterbildung für kommunale Bedienstete. Thema ist das „Ausländerproblem“. In einer Re-Analyse des Projekts kann gezeigt werden, wie das Aufeinandertreffen von Alltagswissen und Berufswissen (Verwaltungsrationalität) durch sozialwissenschaftliches Wissen beeinflusst werden kann. Die Beobachtungen sind übertragbar, z.B. auf Lehrerweiterbildungen.This article suggests a model to analyze dynamics of learning processes in the stress ratio of theory and practice: a relational instead of an additional understanding of didactics as mediation science. Case example is a qualitative study for the use of sociological knowledge in the 3rd phase of professionalization. It concerns a further training for local civil servants. Topic is „the foreigner problem “. In a reanalysis of the project can be shown, how meeting one another everyday life knowledge and professional knowledge (reasoning of civil service) can be affected by sociological knowledge. The observations can be generalized for example on teacher further educations