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

Dr. Steffen Kersten Fakultät Erziehungswissenschaften , Institut für Berufspädagogik und Berufliche Didaktiken Forms of Organisation in Engineering Education Didactic of Engineering Education

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

Syst stem em of of Education cation in in Saxo xony ny Source: Freistaat Sachen, State Ministry of Education and Sports: Wege zum Beruf.- Dresden 2011, p.4/5

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 of 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 Folie 4

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 ondary Schoo ool) 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: Folie 5 Many Path to Success. -Dresden 2012, p.9

Vocational Schools Beruf ufli liches hes Gymnas asium ium (Profes essional ional Upper er Secondary ondary School) ool) Abitur tur (universi ersity ty entranc ance e qualific lificati ation) on) after the Mittelsc elschule hule (secondar ondary 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 Folie 6

Organisationforms of lessons Knowledge applying Knowledge acquisition through cognitive through cognitive reconstruction Phase of construction classroom Modul n study Phase of self-directed learning Phase of coaching Knowledge functionalization through cognitive transformation Hortsch/Jentzsch/Borchardt 2003, p.65 Folie 7

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 Forms of common on activi ivity ty Forms of independent ependent (teacher her and learner ner) learner ner act - lecture / teacher talk - conversation - exercise - demonstration - discussion - experiment Folie 8

Information-theoretic model of communication message sender receiver 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

Example: 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.”  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.

Dr. Steffen Kersten Communication procedures Institut für Berufspädagogik forming of beliefs solving problems get informatory informations about subjective with respect in relation factuale interpersonale about objective opinions to the truth to a rationale problems problems circumstances of a thesis - to report - to comment - to argue - to explain - problem - conflict - interview - to describe - to interpret solving solving - to characterize - to evaluate

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 Folie 14

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 Folie 15

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 Folie 16

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 Folie 17

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 Folie 18

Typic pical al Struc uctur tures es of St Student dent- Teac ache her Dis iscussio ussions ns 4. Discus 4. ussion ion led by Impuls lses es  open and cooperative forms of communication  joint search for solution  progression of communication is determined by structure of problem or exercise co. Panzenböck, M.: Rede, Gespräch, Diskussion. Berlin, New York 1979, p. 55 ff Folie 19

Charac aracteri erist stics ics of a G Good od 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 Folie 20