Didactic-methodical Design Elements Engineering Didactics - PowerPoint PPT Presentation

Dr. Steffen Kersten Fakultät Erziehungswissenschaften , Institut für Berufspädagogik und Berufliche Didaktiken Didactic-methodical Design Elements Engineering Didactics

educational unit t 0 t 1 t 2 t 3 t 4 t 5 t 6 t 7 t 8 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

Didactic Approach based on learning theory „Berliner Model “ Inten entio tions ns Conten ent Media Methodol odology ogy Anthr hropogen opogenic ic Social al and cultura tural l pre-condit onditions ions pre-con conditio itions

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?

Educational goals cogniti nitive e educati ational onal goals ls - knowlege - cognitive abilities psychomot homotor or educational ional goals ls - motor skills affective/em tive/emotional otional educational ational goals ls - attitudes - intrinsic values Folie 5

Taxonomy educational goals (BL0OM) 1. to know something 2. to understand something 3. to use something Depth h of object ject acquisit quisition ion 4. to analyse something 5. to sythesize something 6. to assess something Bloom, Benjamin S (Hrsg.): Taxonomie von Lernzielen im kognitiven Bereich. Weinheim und Basel 1972 Folie 6

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 on - norms/standards - orders/instructions - … Folie 7

Which ich did idac actic ic ele lements ments /des esign ign ele lements ments of of enginee gineering ing le lessons sons can I I use to to succee cceed? self-study discussion lecture demonstration working on new contents orientation case study inductive method learning in the group work working process teacher fronted lessons individualised instruction partner work role-playing experiment analytic method Synthetic method project work consolidation excursion Business game deductive method teacher talk

Basic Ba sic did idact actic ic relationships lationships subject object teach teacher learner learn learner Object of acquisition subject object Hortsch, H.: Didaktik der Berufsbildung Merkblätter zur Vorlesung Dresden 1994

Organi ganisa sation ion forms rms of of 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

Organi ganisa sation ion forms rms of of engineering gineering teach ching ing Which teacher- and student activities determine the learning/teaching situation? - lecture - class discussion - demonstration - independent learner act

Organi ganisa sation ion forms rms of of engineering gineering le learn rning ing In what social context the learning process takes place? - Teacher fronted lesson - Individualised instruction - Partner work - Team work

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

Teaching methods according to structures of paths of cognition 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

Didactic-methodical design of engineering education external side internal side internal structuring forms of organisation (1) of engineering (1) didactic functions lessons/lectures (2) methodical procedure (2) of engineering learning (3) of engineering teaching

Dr. Steffen Kersten Fakultät Erziehungswissenschaften , Institut für Berufspädagogik und Berufliche Didaktiken Thank you for your attention Dresden, October 2018