Flex-based learning
Flex- based learning is a collection of teaching techniques for the promotion of key competencies in science teaching, which was developed at the Upper Austria University of Education . By using different teachingmethods, divergent ways of thinking and acting should be encouraged.
Key competencies in science teaching
In 2005, the OECD identified three key competencies, the teaching of which should be given special attention in science teaching .
Application of knowledge and methods
This key competence describes the ability to apply the knowledge acquired in new situations. Appropriate methods and solution strategies are adapted to the challenges and implemented in a target-oriented manner in order to solve a problem.
Autonomous capacity to act
The ability to act autonomously includes the development of a personal identity that gives life meaning and the ability to reflect on one's own values and actions , to understand one's own behavior in a social context and to make decisions independently. Autonomous action requires an orientation towards the future and an awareness of one's own environment, of social processes and the roles that one plays and wants to play. It presupposes a healthy self-image and the ability to convert requirements and wishes into acts of will - decision-making, selection and action.
Interact in heterogeneous groups
These key competencies are particularly important when it comes to learning, living and working with others. Terms such as “social skills”, “intercultural competence” or “ soft skills ” are used for these key competencies.
Elements of flex-based learning
Expertise
Expertise is the basis for competence-oriented thinking and acting. Not only the acquisition of specialist knowledge, but also the securing of subject-specific content is relevant here and forms the basis of flex-based learning.
Divergent thinking
Divergent thinking differs from convergent thinking in its non-linearity. Instead of delivering exactly one correct answer or solution to a task, divergent thinking enables many different answers or solutions to be found. Divergent thinking has many similarities to lateral thinking .
Flexible action
Experiments and trials enable you to learn the basic practical techniques that are required for working on experimental tasks. They prepare the students for the flex experiments, which focus on independent action.
flex experiments train flexible action and aim to find many and different solutions to practical problems. They not only promote skills such as planning, executing and presenting possible solutions, but also support the development of a positive error culture. The aim is to develop creative, interdisciplinary problem-solving skills.
Promote flexible thinking
Memo aids
Using various memorization techniques , such as the key-word method or the number-form method, the students are given tools that enable them to memorize complex concepts, lists of related facts or numerical values more easily.
Mind map
Mind maps not only help to develop subject areas, but they also support the planning of projects and plans. They can be used in lessons for various purposes, for example to secure knowledge or to create an overview of a topic.
WOSAKO
WOSAKO is an acronym and stands for word-sentence construction. The aim of the WOSAKOs is to increase mental flexibility. Acquired technical terms should be flexibly combined with one another to form a technically correct sentence.
Based on the sentences formed, conclusions can be drawn about the mental flexibility of the students. There is a low level of flexibility when technical terms are used in chronological order according to the course of the lesson. The more temporal and thematic leaps in the use of the technical terms, the more flexible the students think.
WOSAKOs can be held in different forms as partner or group work and in writing or orally between students among each other, the teacher and individual or several students.
Think flex
As with WOSAKOs, the aim of the thinking flex tasks is to increase the students' mental flexibility. Tasks have been created that require changing perspectives and applying different thinking styles to successfully complete them. In order to facilitate the change of perspective, the perspective check was developed, with the aid of which the students can adopt different perspectives from different positions.
By learning a flexible way of thinking, young people are prepared to better assess the consequences of a decision or the effects of a change in the future. Flexible thinking also helps to solve problems successfully. Because the more possible solutions are found for a problem, the more likely an innovative and successful solution is. This way of thinking not only helps with scientific problems, but also has an impact in the everyday life of young people.
In different types of thinking flex tasks, the students should assess the consequences and consequences of changes, find the causes of errors, ask questions about phenomena, assess the advantages and disadvantages of decisions, find different uses of objects and ways to differentiate between objects that appear the same develop.
Promotion of flexible action
Nano Live Act
In order to be able to understand scientific phenomena, the change of perspective between macro and microcosm is essential. With the help of this abstraction ability, students are able to distinguish essentials from insignificant and to transfer observations and results to an abstract particle level. If students are able to abstract, it is easier for them to form hypotheses and interpret the results of an experiment.
flex experiments
flex is an acronym and stands for flexible, solution-oriented experimentation. They are based on tests or experiments, the aim of which is to learn practical skills. In the flex experiments, the previously imparted theoretical specialist knowledge and the skills acquired in the experiments should be used to solve a problem. What is special about the flex experiments is that, with the help of the available materials, not just one, but as many ideas as possible can and should be developed.
The process of a flex experiment is divided into four phases:
brainstorming
In the brainstorming phase, the pupils should first come up with as many ideas as possible for possible solutions to the problem individually in a given time.
Exchange and decision
After the brainstorming, the students exchange their ideas within the group and decide which of the possible solutions will be implemented.
Experimental implementation
In this phase, the students implement the solutions that they have agreed upon beforehand.
Presentation and reflection
Finally, the groups present their approaches. Not only successful results are discussed, but also any difficulties encountered. This addressing of failed solutions can contribute to a positive culture of error.
flex box
For the subjects of chemistry and physics, the team at the Didactics Center for Natural Sciences at the Upper Austria University of Education has developed the so-called flex box. This is a collection of materials that was designed for the implementation of the flex experiments in the classroom and allows different solutions for working on the flex experiments.
The flex boxes are available from Conatex teaching material dealers.
Sources and references
- ↑ a b Definition and selection of key competencies - summary. July 20, 2005, accessed May 18, 2020 .
- ↑ Definition and selection of key competencies - summary. July 20, 2005, accessed May 18, 2020 .