Elementization

The elementarization is a term from didactics and belongs to the measures of didactic reduction . It describes the return of a technical content to a fundamental partial aspect, whereby the content is understandable for a certain group of students.

For example, the (undifferentiated) particle can be used as the most elementary idea about the structure of matter .

Didactic theories

With Johann Heinrich Pestalozzi's “Elementary Method” the classical theory of didactic elementarization was formulated ( How Gertrud teaches her children , 1801). Starting from the natural view, he developed a general psychological teaching method. In order to see how objects belong together, they must first be reduced to their essential characteristics, so that they become elements of the greatest simplicity. They form the starting point of every knowledge, ability and will, which should be developed harmoniously. "Head, heart and hand" stand for the coherent development of intellect, practical skills and morality in the "living room", school, job and in the state. The clear terms obtained are only expanded step by step in a sequence of steps. First comprehend the simple completely, then move on to the complex, is a basic rule, or: from near to distant! From confused perception to clear, simple terms, numbers, forms to clear thought structures; from the simplest activities (hitting, carrying, throwing) to more complex and well-planned activities; from naive feelings to strenuous practice in moral conduct to moral discernment. Reading is learned through the letters: first the vowels, then the consonants for the syllables, then whole words and finally sentences and texts. A didactic premature learning of content leads to a lack of understanding.

Pestalozzi sought the universal and natural teaching method. This urge

"Naturally and simply led me to realize very soon that generally understandable teaching materials must start from simple starting points and, if they are continued in uninterrupted order and gradation, their results should lead to a psychologically secure success". (Preface to How Gertrud teaches her children , 1801)

The demand for a method that can be used for all objects and without gaps has proven to be unrealistic.

Wolfgang Klafki has further developed the didactic elementization in addition to the fundamental insight as part of the exemplary principle . It belongs to the didactic analysis.

Elementization plays a central role in inclusive education in order to involve all students in the classroom.

Elementarization in physics didactics

In school physics, the preparation of facts, the elementarization, must be based on the structure of the objects, the psychological abilities of the learners and the didactic goals. To do this, the objects must be simplified and dismantled. ( Adolph Diesterweg : “Give small whole!”) In more recent works, elementarization is also called didactic reconstruction ( Ulrich Kattmann 1997).

A refrigerator is not yet a small whole that can be understood. First it has to be broken down into smaller (technical) processes (cooling, waste heat, electricity), which are to be understood separately.

Elementarization in religious education

The elementarization model proved to be particularly influential for religious education . Above all, Karl Ernst Nipkow and Friedrich Schweitzer made the model for lesson planning fruitful. The model consists of five elements or questions that alternately interpenetrate and complement each other. A fixed order of processing is not provided, rather it is to vary depending on the subject and your own starting point. The proposal for a sequence according to Hans Mendl is presented below.

Elementary structure

Concerns the subject- oriented development : The learning material is reduced to the essentials. There is a concentration and reduction to core statements and contents. The subject is simplified in a way that is appropriate for the student and the situation. At the same time, the didactic core of the teaching objective can be worked out.

Elementary experiences

Concerns the anthropological development : The specific experiences and the realities of life of the students are taken into account. In this way, parallels and contrasts to the learning object from the everyday life of the students can be obtained. With their own horizons of experience, the students can approach the learning object individually, identify with it or reject it. In this way, a constructive appropriation of the material can be achieved. The term "elementary experience" also refers to experiences that exist in tradition, e.g. B. in the Bible. The experiences of the students and those of tradition can thus be related to one another within this aspect of the elementarization process.

Elementary approaches

Relates to developmental psychological development : Based on the elementary experience dimension of the students, age and development-appropriate life relationships are to be sought. Through these, the students find very individual approaches to understanding, perception and belief in the subject of the lesson. This is also used for easier individual appropriation.

Elementary truths

Concerning the theological development : Against the background of the previous elementary steps, the theological-existential core of the subject matter is examined in three ways. On the one hand, the central truth content of the topic "in itself" (the theological factual level) is reflected on. On the other hand, this is measured by what this truth can mean for the students (the child's level of perception). Finally, the teacher is asked to take a personal stand on the theological content (personal level of view). All of these levels of meaning are brought together in a dialogical manner and prepared didactically.

Elementary learning paths

Relates to didactic development : In the last elementary step, didactic means and methods are to be found which make the individual aspects of the subject matter worked out in a constructive way and ideally in dialogue with the students. In addition to the students' cognitive approaches, emotional demands should also set a permanent learning process in motion and encourage the students to deal intensively and personally with the subject matter and to arrive at their own assessments. As a result, the child should be encouraged and motivated to learn independently.

Goal setting

The core idea of the approach lies in the close connection between teaching and learner. It is important to integrate the students' perspectives into the classroom and make them an object. "Wrong" understanding and "disturbances" should also have their say and be taken seriously. Not least because of this, the approach with the elementary experiences, the elementary approaches and the elementary forms of learning largely takes student perspectives into account. V. a. the question of the elementary truths. Because here the teacher can also come up with a personal position in questions of meaning and access to the world, from which the pupils can then concretely distance themselves or learn from it orientation for their own life.

literature

Manfred Schnitzler: Elementarization - Meaning of a teaching principle ; Neukirchen-Vluyn, Neukirchener, 2007.
Hans Mendl: Religious Didactics Compact. For studies, exams and work. ; 2nd edition, Kösel, Munich 2012, ISBN 978-3-466-37012-2 .
Friedrich Schweitzer: Elementarization in religious education: experiences, perspectives, examples ; With further contributions by Karl Ernst Nipkow; Neukirchen-Vluyn, Neukirchener Verlag, 2003, pp. 9-30.

Web links

In: Lexicon for religious education

Individual evidence

^ Andreas Lischewski: Milestones in education: history of education according to people, work and effect . Kröner's pocket edition, No. 336 , 2014, ISBN 978-3-520-33601-9 , pp. 200-204 .
^ Hilbert Meyer: Teaching methods . tape I . Cornelsen, 1994, ISBN 3-589-20850-3 , pp. 164 .
↑ W. Klafki (Diss.): The pedagogical problem of the elementary and the theory of categorical education . 1957.
^ W. Klafki: New studies on educational theory and didactics: contemporary general education and critical-constructive didactics . 6th edition. Beltz, Weinheim 2007, ISBN 978-3-407-32085-8 .
↑ Judith Riegert, Oliver Musenberg: Inclusive subject teaching in the secondary level . Kohlhammer Verlag, 2015, ISBN 978-3-17-025205-9 ( google.de [accessed April 24, 2020]).
^ Ernst Kircher : Elementarization and didactic reduction . In: Kircher, Girwidz, Häussler (Hrsg.): Physikdidaktik . Springer, 2007, ISBN 978-3-540-34091-1 , pp. 101 ff .
^ Hans Mendl: Religious Didactics compact. For studies, exams and work. ; 2nd edition, Kösel, Munich 2012, ISBN 978-3-466-37012-2 .

[1] Andreas Lischewski: Milestones in education: history of education according to people, work and effect . Kröner's pocket edition, No. 336 , 2014, ISBN 978-3-520-33601-9 , pp. 200-204 .

[2] Hilbert Meyer: Teaching methods . tape I . Cornelsen, 1994, ISBN 3-589-20850-3 , pp. 164 .

[3] W. Klafki (Diss.): The pedagogical problem of the elementary and the theory of categorical education . 1957.

[4] W. Klafki: New studies on educational theory and didactics: contemporary general education and critical-constructive didactics . 6th edition. Beltz, Weinheim 2007, ISBN 978-3-407-32085-8 .

[5] Judith Riegert, Oliver Musenberg: Inclusive subject teaching in the secondary level . Kohlhammer Verlag, 2015, ISBN 978-3-17-025205-9 ( google.de [accessed April 24, 2020]).

[6] Ernst Kircher : Elementarization and didactic reduction . In: Kircher, Girwidz, Häussler (Hrsg.): Physikdidaktik . Springer, 2007, ISBN 978-3-540-34091-1 , pp. 101 ff .

[7] Hans Mendl: Religious Didactics compact. For studies, exams and work. ; 2nd edition, Kösel, Munich 2012, ISBN 978-3-466-37012-2 .