Education Didactic of Engineering Education Didactic-methodical - - PowerPoint PPT Presentation

• Dr. Steffen Kersten

Forms of Organisation in Engineering Education

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

Didactic of Engineering Education

Didactic-methodical design

• f engineering education

external side internal side

forms of organisation internal structuring

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

Syst stem em of

• f Education

cation in in Saxo xony ny

Source: Freistaat Sachen, State Ministry of Education and Sports: Wege zum Beruf.- Dresden 2011, p.4/5

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Vocational Schools

Berufs ufsschule hule (Profes essional ional School) hool) A dual l system em for vocational ational traini ning ng Vocational schools are part of the dual training system. Students acquire the theoretical foundations for their future profession directly in a company with an education in one

• f the more than 360 recognised occupations. The Berufschule also provide a special

curriculum for disabled and disadvantaged youth. Berufsf ufsfach achschul hule e (Full-Ti Time me Profes essional ional School hool) Profes essional ional educ ucat ation ion at school hool Full-time education at a Berufsfachschule is the way to receive a Berufsabschluss (training qualification) that is recognised throughout Germany. There are currently roughly 40 courses of study and training lasts two to three years.

Source: Freistaat Sachen, State Ministry of Education and Sports: Many Path to Success. -Dresden 2012, p.9

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Vocational Schools

Fachs hschule hule (Profes fessional ional School hool) ) Continui inuing ng vocat ational ional training ing Skilled workers with a Berufsausbildung (professional education) and work experience can receive additional qualifications at a Fachschule (professional school). Graduates are qualified for many interesting mid-level jobs between skilled workers/employees and university graduates. Fachobers hoberschule hule (Spec ecial ialised ised Secondary

• ndary Schoo
• ol)

The path h to a Fa Fachhoc hhochs hschule hule (univer iversity ity of appl plied ied science) ence) At the Fachoberschule young people and adults can obtain the Fachhochschulreife (advanced technical college entrance qualification) which entitles them to study at a

• Fachhochschule. For students with a Realschulabschluss (general certificate of

secondary education) qualification takes two years and one year for students who have completed a Berufsausbildung (professional education).

Source: Freistaat Sachen, State Ministry of Education and Sports: Many Path to Success. -Dresden 2012, p.9

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Vocational Schools

Beruf ufli liches hes Gymnas asium ium (Profes essional ional Upper er Secondary

• ndary School)
• ol)

Abitur tur (universi ersity ty entranc ance e qualific lificati ation)

• n) after the Mittelsc

elschule hule (secondar

• ndary school

hool) This path to the Abitur and studying at a university is for all those who have a good Realschulabschluss (general certificate of secondary education). The three-year curriculum includes general and vocational instruction.

Source: Freistaat Sachen, State Ministry of Education and Sports: Many Path to Success. -Dresden 2012

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Organisationforms of lessons

Knowledge functionalization through cognitive transformation Knowledge acquisition through cognitive construction Knowledge applying through cognitive reconstruction Phase of self-directed learning Phase of coaching Phase of classroom study Modul n

Hortsch/Jentzsch/Borchardt 2003, p.65

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Forms rms of orga ganis nisat ation ion of te teac aching hing Forms rms of orga ganis nisat ation ion of te teac aching hing

Forms of presentat entatio ion

• lecture / teacher talk
• demonstration

Forms of common

• n activi

ivity ty (teacher her and learner ner)

• conversation
• discussion

Forms of independent ependent learner ner act

• exercise
• experiment

Information-theoretic model of communication

sender receiver message coding decoding

• problem of different coding
• problem of different interpretation

Communication between A and B

sender receiver

K (A) Set of linguistic signs, which A uses E (A) Set of linguistic signs, whose meaning A knows K (B) Set of linguistic signs, which B uses E (B) Set of linguistic signs, whose meaning B knows (vgl. Zittlau: Kommunikation und Rhetorik 1992, S. 19)

Model of communication after Schulz von Thun

• Factual information (which I am informing about) – blue,
• A self statement (what I show of myself) – green,
• A relationship indicator (what I think of you and how I relate to you) – yellow,
• An appeal (what I want you to do) – red

A couple is in the eating. The husband asks: “What's that green in the soup?” The wife answers: “If it does not taste good to you, then you can cook by yourself.”

Example:

 Factual information (which I am informing about) The husband want to know, what‘s that green in the soup.  A self statement (what I show of myself) It does not taste good to me.  A relationship indicator (what I think of you and how I relate to you)

You can not cook well .

An appeal (what I want you to do) You should cook better.

Communication procedures

informatory forming of beliefs about objective circumstances about subjective

• pinions

with respect to the truth

• f a thesis

in relation to a rationale

• to report
• to describe
• to characterize
• to comment
• to interpret
• to evaluate
• to argue
• to explain
• Dr. Steffen Kersten

Institut für Berufspädagogik

solving problems factuale problems interpersonale problems

• problem

solving

• conflict

solving

get informations

• interview

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Gener neral l Crite iteria ia of Lect ctures ures

• clear orientation towards the lecture’s objectives
• orientation at conditions of participants
• intellectual suspense to raise interest and curiosity
• clear vivid presentation of contents
• transparent way of realization

(arrangement and internal structure)

• focus on essential contents
• appropriate duration of the lecture

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Esse sentia ntial l Ele lements ents to Cons nsider ider for Lec ecture ure Pla lanning ning

• objectives of the lecture
• subject of the lecture
• arrangement of the lecture

(introduction, main part, summary)

• internal structure

(way of realization)

• didactic means and media
• rhetorical means

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Typic pical al Struc uctur tures es of St Student dent- Teac ache her Dis iscussio ussions ns

• 1. ques

estion ion - answer er -chain in

• question-based teaching
• strong hierarchy in relation between teacher – learner
• different forms of progression

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Typic pical al Struc uctur tures es of St Student dent- Teac ache her Dis iscussio ussions ns

2.

• 2. Alter

ernative native Branc nchi hing ng

• the chairman of the discussion provides information
• the learner has to take on an active part in the talk
• feedback is precondition for branching
• structure is suitable for evaluation the understanding
• co. Panzenböck, M.: Rede, Gespräch, Diskussion.

Berlin, New York 1979, p. 55 ff

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Typic pical al Struc uctur tures es of St Student dent- Teac ache her Dis iscussio ussions ns

• 3. ques

estion ion – answer er + q ques estion ion - chain in  cooperative form of discussion  mutual fertilisation and further development of ideas  joint search for solutions

• co. Panzenböck, M.: Rede, Gespräch, Diskussion.

Berlin, New York 1979, p. 55 ff

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Typic pical al Struc uctur tures es of St Student dent- Teac ache her Dis iscussio ussions ns

4.

• 4. Discus

ussion ion led by Impuls lses es 

• pen and cooperative forms of communication

 joint search for solution  progression of communication is determined by structure of problem

• r exercise
• co. Panzenböck, M.: Rede, Gespräch, Diskussion.

Berlin, New York 1979, p. 55 ff

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Charac aracteri erist stics ics of a G Good

• d Studen

ent-Teacher Teacher Dis iscuss cussion ion

• Clear orientation at the aims of Student-Teacher Discussion
• Practical problems as starting point of discussion
• Orientation at preconditions of participants

(use pre-knowledge and experience of participants for progress of discussion)

• Good guidance of discussion

 Questioning techniques (short and clear questions, no double questions, no suggestive questions)  Suitable impulses to provide food for thought and discussion

• Clear and objective-led structure of discussion

 Arrangement (introduction, development, summary)  Basic structure  Ways of realization

• Consideration of feedback

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A C Cla lass ssific ificat ation ion of Teac aching hing Conv nvers ersat ation ion after r Klin Klingberg berg

a) in didac actic ic function ion for

• the development of new knowledge, development of skills
• repetition
• the exam

b) in char arac acter ter of the didac actic tic guidance dance

• teaching conversation with emphasize on question and direct

guidance by the teacher

• loosely directed conversation in which the teacher guides but

stays in the background

• discussion

c) in ways of conv nver ersation ation

• question guided
• impulse guided
• problem oriented

Klingberg: Einführung in die allgemeine Didaktik Berlin 1984, S.280

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Steps ps of partner rtner work rk

(co. Kösel 1973)

Dresden, 12.11.2008

Pr Proce

• cedur

dure e of Group

• up Work
• rk
• 1. Motivation
• 2. Problem analysis
• 3. Division of labour
• 4. Selecting strategies
• 5. Small group work
• 6. Get together
• 7. Documenting results

1st Phase Apprehending that a problem exists Defining the problem with its problem parts Group formation Distributing work Planning further action 2nd Phase Group work Acquiring information Discussing solutions Formulating results 3rd Phase Presenting group results Improving results and completion Learning of results until full acquisition

Problem/task Class Groups Get together Class Documenting results

• co. Vogel, H.: Unterrichtsformen II.

Ravensburg 1975

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Form of

• rganis

nisat ation ion Charac acteri eristics ics Advant antag ages es Disadv dvant antages ages Teacher her fronted ed lessons

• ns
• teacher turns

towards all learners

• collective procedure

under guidance of teacher

• teacher amalgamates

all interaction on him/herself

Individual ividualis ised ed instr truc uction tion

• guidance by teacher at

beginning

• temporary retreat of

teacher

• learners work alone
• evaluation under

guidance of teacher

• to provide the

same information for all learner

• to give the way of

cognition a appro- priate structure

• provide a lot of

information in short time

• no communication

between the learner

• no development of

social traits of personality

• no single-handed

activity

• possibility of

passivity

Organi ganisa sation ion forms rms of le learni rning ng

• high single-handed

activity

• good feedback about

learning efficiency (control and evaluation)

• consideration of

individual conditions

• no communication
• possibility of

disappointment

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Form of

• rganis

nisat ation ion Charac acteri eristics ics Advant antag ages es Disadv dvant antages ages Groupwork

• rk
• learners divided into

groups

• teacher initiates
• group is responsible for

solving the given tasks

Partner ner work

• two learners work

together

• otherwise like

groupwork

• high single-handed

activity

• development of social

traits of personality

• development of

teamwork

• learner are responsible

for their own activities

• form of organisation

is similar the organisa- tion in production

• problems of

individual control and evaluation of learning efficiency

• possibility of

different high activity

• problems of group

dynamics

• needs a lot of time

Organi ganisa sation ion forms rms of le learni rning ng

• high single-handed

activity

• development of social

traits of personality

• development of

teamwork

• learner are responsible

for their own activities

• not any partnership

can present their results

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Form of

• rganis

nisat ation ion Charac acteri eristics ics Advant antag ages es Disadv dvant antages ages Learning ning at learning ning point nts

• teacher arranges

learners in learning points

• learners take turns at

the different learning points

• differentiation is

possible

• high single-handed

activity

• lesson is turbulent
• a lot of work for

preparation

Organi ganisa sation ion forms rms of le learni rning ng

• Dr. Steffen Kersten

Fakultät Erziehungswissenschaften, Institut für Berufspädagogik und Berufliche Didaktiken

Dresden, September 2017

Thank you for your attention