Journal of Social Science Education (JSSE - Universität Bielefeld)
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Does Lesson Study Have a Future in the United States?
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Die Suche nach der besten Verfassung
Get PDF"Welches ist nun für die Mehrzahl der Staaten und der Menschen die beste Verfassung und die beste Lebensform, (...) indem man (...) von dem Leben (ausgeht), das die Mehrzahl zu führen vermag, und einer Verfassung, die sich die Mehrzahl der Staaten aneignen können?" (Aristoteles) Diese Frage ist bis heute die zentrale Frage der politischen Ordnung. Zur Klärung dieser Frage griff Aristoteles auf die Einteilungen in Monarchie - Oligarchie - Demokratie (Herodot) und die Analysen Platons in der "Politeia" zurück; er sichtete selbst 158 Verfassungen. Dabei stellte er zwei grundlegende Bedingungen für einen stabilen Staat für normale Menschen fest: Eine ausgewogene Sozialstruktur und Beteiligungsmöglichkeiten der verschiedenen sozialen Gruppen.
Die Schüler werden über eine Simulation in die Neugründung eines Staates eingebunden. Dabei erfahren sie praktisch und erarbeiten sie theoretisch die Gefährdungen eines Staates und schaffen dabei mit den Prinzipien eines neuen Staates - teils aus eigener Kraft, teils durch Beratung durch Aristoteles - und entwerfen ein politisch-gesellschaftliches Organisationsmodell. Dabei gewinnen sie Kenntnisse, Erkenntnisse und Einsichten im Hinblick auf die Aufgaben und Schwierigkeiten einer demokratischen politischen Ordnung, die ihnen später ein vertieftes Verstehen der Ordnung nach dem GG ermöglicht
Instructive or Constructive Teaching Approaches in the Economic Education?
Get PDFEven if the polarizing discussion about instructive and constructive teaching approaches is widely overcome, some misapprehensions still seem to distort the discourse. Thereby thesis, like the future of teaching would only lie in self-directed, process-oriented, casuistic and interdisciplinary learning (predominantly constructivist paradigms) and instructed, product-oriented, systematic and discipline-oriented instructive teaching and learning would be replaced, emerge. This absoluteness is challenged in this article. Possibly the trend towards "moderate constructivism" alludes to which one of both approaches will succeed in future. Though hands-on and self-directed learning in complex problem situations plays a central role in constructivist theories, because it opens ranges of options and contributes to a holistic understanding of coherences, this type of learning still requires a certain amount of instructed knowledge. Self-directed learning therefore excludes a completely independent process of content and goal setting by learners in order that education does not get lost in arbitrariness. Here, instruction is not understood as decided tutorial for teaching and learning, but teacher-conducted stimuli that are supposed to assist the formation of significant knowledge and the process of gaining competencies
Learning Tasks for Self-Directed Learning in Economic Classes (in German)
No full textThis article discusses questions about appropriate task formats and their curricular-substantial construction as well as implications for teacher qualification. Different types of tasks (decision tasks, exploring tasks, analysing tasks, assessing tasks, interpretation tasks, hermeneutic tasks and creative tasks) are being discussed. In the framework of this article it is concluded that decision tasks are dominant in economic classes. These different types of tasks are characterized by different formats. This is to say that a task as a model of reality can be well- so to say "completely-" structured or ill- so to say "partly-" structured. Oftentimes ill-structured tasks enable learners to understand structures during their operating process. On this account, the writer argues for a more open process and more space for higher complexity and self-directed learning. For this purpose teachers have to manage creativity, framing and application problems for a reasonable task conception
What Would You Decide on? Decision Tasks in Economic Classes at Business Schools – A Didactical Analysis with Regard to Self-Directed Learning (in German)
Get PDFPresently, self-directed learning is an important demand in the educational and didactical discourse. Implementing tasks in class is a way to involve students actively. This article discusses the question to what extent two selected exemplary tasks used in economic classes enable learners to self-direct their solution-finding-process. The special nature of both tasks only allows solutions in the form of economic decisions, which means that the solution-finding-process is a decision-making-process. This investigation discusses what a complete and ideal decision-making-process proves to be. This knowledge will then provide a basis for evaluating the tasks in terms of to what extent the learners perform this decision-making-process while they are working on it. Finally, the so called "decision tasks" are analyzed on the criteria of complexity and openness to make a statement about the impact of internal and external control. In the framework of this text analysis, we arrive at the conclusion that the tasks taken into consideration allow self-directed processing only in small parts, but an opening seems to be possible while they are being used in class
Editorial: Economic Education and Constructivist Didactics
Get PDFAgainst the background of constructivist theories, this article is on the lookout for complex teaching-learning arrangements and participant-activating methods for economic education as well as it investigates didactic models that are part of the didactic discourse since the 1970s. Among other things, the didactic principle of the hands-on approach is being analysed critically. It is emphasized that didactic concepts centre on intervening measures of teachers that understand learning as a process directed from the outside and see contents to be imparted as an objectively given structure. The writer argues for economic didactics as a scientific discipline to examine the different existing approaches and forms to design didactic conceptstheories that help in explaining teaching situations in economic classes from a constructivist perspective. In its role as a service provider economic didactics should make recommendations on broadening teacher and learner activities to enable self-responsibility and individuality of the single person
Lehrkunstdidaktik - Entwurf und Exempel einer konkreten Inhaltsdidaktik
Get PDFDidaktik als Integration von Unterrichtsmethodik, Unterrichtsinhalt (Lehrplan bzw. Curriculum), Unterrichtsorganisation einerseits, der Bildungstheorie andererseits kann nach den Erfahrungen der Lehrkunstdidaktik am ehesten gelingen durch eine kasuistische Konzentration auf die Gestaltung von Lehrstücken, durch Konzentration auf die Ausgestaltung der üblichen thematisch-methodisch-organisatorisch kohärenten Unterrichtseinheiten von 10-25 Stunden, eine Ausgestaltung in drei plus eins Zügen: Erstens nimmt Lehrkunstdidaktik sich Unterrichtseinheiten zu kulturell und schulisch sowie persönlich zentralen Themen vor, zu epochenübergreifenden Menschheitsthemen. Zweitens gestaltet sie diese Unterrichtseinheiten exemplarisch-genetisch-dramaturgisch aus gemäß der lehrkunstdidaktischen Methodentrias. Drittens wird die Unterrichtsorganisation umgewandelt in Richtung kulturauthentischer Lernorte, Lernzeiten und Lernformen. Schließlich viertens: Alle Unterrichtsinhalte, Unterrichtsmethoden, Unterrichtsorganisationen müssen sich immer wieder vor dem Anspruch der Bildungsidee verantworten, müssen sich also fragen lassen, ob in dieser Unterrichtseinheit auch tatsächlich eine freie Entfaltung der Persönlichkeit in Wechselwirkung mit einer tiefgründigen Erschließung der Welt gelungen ist. Denn erst dann ist eine Unterrichtseinheit zum Lehrstück ausgestaltet. Bei dieser Ausgestaltung von Unterrichtseinheiten zu Lehrstücken sind in den letzten zwanzig Jahren auf Wagenscheins Spuren über dreißig Lehrstücke zustande gekommen. Hierbei hat sich als Arbeitsform die Kollegiale Lehrkunstwerkstatt bewährt und als Gestaltungsprodukt die kasuistische Form aufgeklärt subjektiver Unterrichtsberichte, fast "Bildungsnovellen" - und insgesamt eine Orientierung der Didaktik nicht nur an der Wissenschaft, sondern auch an den Künsten: daher Lehrkunstdidaktik: Im Schauspielführer sind viele hundert Theaterstücke beschrieben, wir träumen von einem kleinen Lehrstückführer. - Neuerdings öffnet sich die Perspektive für einen Beitrag des Lehrstückunterrichts zur schulischen Unterrichtsentwicklung
The Genetic Principle as a Link between Everyday Knowledge and Politics - The Art-of-Teaching Workshop about the Topic „Future“
Get PDFThis article demonstrates, how didactics of social sciences can turn its focus from theoretical conceptions to the arrangement of learning processes. It simulates a best practice ("Lehrkunst") workshop (I.1.) which compares seven teaching units about the key topic "future" (I.2.). Two typical problems become concrete: exchangeable topics and the transfer to abstract categories. The genetic principle is introduced as a possible remedy: It combines categories with concepts and chooses special topics ("exemplars") that involve students in processes of discovery (II.3.). The concept "future" (Prognosis – Utopia – Political Planning) (I.4.) can be taught in several genetic ways: concentrating on the student\u27s political ideas (individual genesis, II.1.), on the development of scientific findings and social inventions (scientific genesis and genesis of ideas, II.2.), on the simulation of political processes in "embryonic societies" (spontaneous or institutional genesis, II.3.), on the establishment of social innovations and on the historical development of political ideas (historical and human genesis, both II.4.). Conclusion: The genetic principle appears to be a helpful instrument for developing the core curriculum of civic education (II.5.
Core Curriculum: Strategies for Searching for a Lesson Model in Social and Civic Education, and Its Criteria
Get PDF"Best Practice" performances of model curricula and lessons/units (Lehrstücke) – do they exist in social and civic education? This article demonstrates eight strategies and concepts of the subject throughout history in order to identify a tradition. Those model curricula are based on different levels of general education according to Wolfgang Klafki: \u27Fundamental\u27, \u27Exemplary\u27, \u27Typical\u27, \u27Classical\u27, and \u27Representative\u27. The so-called paradigm of categorical conflict didactics (kategoriale Konfliktdidaktik) leads to a logical core curriculum which enables students to discover and reflect the processes of decision-making in everyday democracy which are value based. Three modes of acting out this grammar and the logic of politics in the classroom are shown. Development of such lesson models is especially recommended as a pragmatic strategy of medium-term curriculum reform in periods of public financial shortage to maintain standards in social studies education