Didactic-methodical Design Elements Engineering Didactics - - PowerPoint PPT Presentation

• Dr. Steffen Kersten

Didactic-methodical Design Elements

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

Engineering Didactics

educational unit t0 t1 t2 t3 t4 t5 t6 t7 t8 How we can describe a step of vocational lessons/ lectures to a) a goal-oriented planning and preperation of the lesson/lecture according the existing conditions b) evaluate the lessons/lectures

Inten entio tions ns Conten ent

Methodol

• dology
• gy

Media

Anthr hropogen

• pogenic

ic pre-condit

• nditions

ions

Social al and cultura tural l pre-con conditio itions

Didactic Approach based on learning theory „Berliner Model“

Aspec pects ts of the desig sign n of in instruction ruction in in the pla lanning nning of engineering gineering educ ucation ation and d training? ining?

• 1. What educational goals I want to achieve
• 2. With what content, these goals are realized?
• 3. What didactic and methodological design elements do I use?
• 4. What teaching materials (media) do I use?

Folie 5

Educational goals

cogniti nitive e educati ational

• nal goals

ls

• knowlege
• cognitive abilities

psychomot homotor

• r educational

ional goals ls

• motor skills

affective/em tive/emotional

• tional educational

ational goals ls

• attitudes
• intrinsic values

Folie 6

Taxonomy educational goals (BL0OM)

• 1. to know something
• 2. to understand something
• 3. to use something
• 4. to analyse something
• 5. to sythesize something
• 6. to assess something

Depth h of object ject acquisit quisition ion

Bloom, Benjamin S (Hrsg.): Taxonomie von Lernzielen im kognitiven Bereich. Weinheim und Basel 1972

Folie 7

Matters of acquisition

Descript iptiv ive e matter ers of acquis uisition tion

• terms
• statements
• theories
• hypotheses
• …

Regulati lative e matter ers of acquisit quisition ion

• rules
• principles
• methods
• algorithms
• …

Normativ ive e matter ers of acquisiti uisition

• n
• norms/standards
• orders/instructions
• …

Which ich did idac actic ic ele lements ments /des esign ign ele lements ments of

• f

enginee gineering ing le lessons sons can I I use to to succee cceed?

project work case study working on new contents consolidation deductive method experiment demonstration lecture teacher talk

• rientation

inductive method group work teacher fronted lessons discussion self-study individualised instruction role-playing partner work analytic method Synthetic method excursion learning in the working process Business game

teacher learner learner Object of acquisition teach learn

Ba Basic sic did idact actic ic relationships lationships

Hortsch, H.: Didaktik der Berufsbildung Merkblätter zur Vorlesung Dresden 1994

• bject
• bject

subject subject

Organi ganisa sation ion forms rms of

• f engineering

gineering le lesso sons ns/lectures lectures

In which organizational context of professional education and training the basic didactic relationship is organized?

• learning in the work process
• practice, engineering internship
• seminar
• excursion
• homework

Which teacher- and student activities determine the learning/teaching situation?

• lecture
• class discussion
• demonstration
• independent learner act

Organi ganisa sation ion forms rms of

• f engineering

gineering teach ching ing

In what social context the learning process takes place?

• Teacher fronted lesson
• Individualised instruction
• Partner work
• Team work

Organi ganisa sation ion forms rms of

• f engineering

gineering le learn rning ing

Didactic functions

What phases of the educational process are due to differentiated educational purposes to design?

Stage ge of orient ntation: ation: introduction, attunement, act orientation, reactivation…. Stage ge ofe task perform rming: ing: Working on new content, working on known content, consolidation Evaluat aluation ion of results: lts: control and evaluation of learner performance

In what sequence of steps are insights of the learners to develop?

from whole to part  analytic way from part to whole  synthtic way from particular to general  inductive way from general to particular  deductive way (I) attaining true statements by truthful-logical conclusions  deductive way (II) attaining true statements by non truthful-logical conclusions  reductive way

Teaching methods according to structures

• f paths of cognition

Didactic-methodical design

• f engineering education

external side internal side

forms of organisation internal structuring

(1) of engineering lessons/lectures (2) of engineering learning (3) of engineering teaching (1) didactic functions (2) methodical procedure

• Dr. Steffen Kersten

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

Dresden, October 2018

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