Heterogeneity (pedagogy)

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Heterogeneity (also: inhomogeneity ) describes the non-uniformity of the elements of a set of one or more characteristics. In the pedagogical discussion, the term heterogeneity is used for the students in a study group. It describes the differences between the students in terms of various characteristics that are assessed as relevant to learning. Above all, the heterogeneity of school performance or talents according to age, gender and cultural heterogeneity in a learning group are discussed . Heterogeneity is the opposite of homogeneity .

Features in which cognitive heterogeneity is manifested

M. Wellenreuther differentiates between four characteristics in which heterogeneity can manifest itself:

  • Knowledge base : Students in a class have different levels of knowledge in the various areas of knowledge , so that the amount of information to be learned is different for each student. (Note: At this point, one should also consider the individual construction of the prior knowledge base, including any preconceptions . This point is generalized by the concept of individual learning requirements )
  • Intelligence : Students differ in how quickly theyabsorb information , how much information they store in working memory, and how efficiently they can integrate information into their long-term memory.
  • Motivation : Students also differ in their desire tolearn, their fears and their motivations. This has an impact on the scope of learning in the different areas as well as on the ability to process information effectively. (Note: This includes all motivational factors such as attribution behavior or school or exam anxiety)
  • Meta-cognition : For learning, differences in the strategies and procedures for problem processing, problem solving and the ability to critically assess the quality of one's own problem solving are important. (Note: More generally, one can refer to the different degrees of knowledge and application of learning strategies )

Heterogeneity in the German school system

The German school system traditionally aims to avoid heterogeneous learning groups. This is to ensure that all students can benefit from the respective lessons by ensuring that nobody is overwhelmed or under-challenged. Measures to create homogeneous learning groups are the tripartite school system according to the common elementary school (as well as special schools for mentally or physically handicapped children), the separation according to the age of the pupils, staying seated, but also skipping a class as well as the permeability up and down within the school system. The transfer of pupils downwards (for example from grammar school to secondary school or secondary school ) takes place much more frequently than the other way round.

These measures are criticized with arguments mainly from three directions: First, the availability of homogeneity is doubted: For example, the school recommendations after primary school are not very reliable. In addition, there are too many characteristics that are relevant for school learning. Second, the usefulness of homogeneous learning groups is disputed: heterogeneous groups instead offer special opportunities for social learning. It is also possible for more experienced students to guide others. Thirdly, the side effects of homogenization are criticized: the early breakdown into school types leads to inequality in educational opportunities. The criticism of the tripartite school system in particular was given a boost by the PISA and TIMS studies .

A study according to Tillmann / Wischer 2006 found:

  • In an international comparison, the learning groups at German secondary levels are very homogeneous in terms of cognitive characteristics. Nevertheless, the spread is z. For example, reading skills are so high that weak high school students reach about the level of the average in secondary schools and strong secondary school students about the level of the average in high schools.
  • Students with learning difficulties or learning disabilities do not impair the performance of stronger students in the same study group.
  • The assessment of their own abilities is more negative in the case of students with learning difficulties when they are in heterogeneous learning groups.
  • Homogeneous learning groups of students with learning and upbringing problems (“homogenization at the lower end”) worsen their learning opportunities considerably.

In the course of the current educational specialist discussion about inclusion , the term "heterogeneity" is becoming increasingly important, as it is linked to the expectation of "overcoming the existing inequalities in participation in school-based educational programs between social groups" (Sturm 2013, 9). In school and teaching contexts, it is therefore necessary to reflect on how lines of difference (e.g. socio-economic, gender, migration and / or disability-related heterogeneity) are dealt with structurally and culturally (cf. ibid.).

More recent research results, for example a more extensive meta-analysis by education researcher John Hattie , on the other hand, come to the conclusion that heterogeneity (cross-year classes) does not have any effective benefit on academic learning success.

literature

  • Sturm, Tanja (2013): Textbook Heterogeneity in School. Munich, Basel: Reinhardt Verlag, UTB.
  • Jörg Hagedorn, Verena Schurt, Corinna Steber and Wiebke Waburg: ethnicity, gender, family and school. Heterogeneity as an educational challenge. VS Verlag for Social Sciences, Wiesbaden 2009.
  • Hagedorn, Jörg (2009): Heterogeneity as an educational challenge. About the difficulty of thinking about unity in difference. In: Jörg Hagedorn, Verena Schurt, Corinna Steber and Wiebke Waburg (eds.): Ethnicity, gender, family and school. Heterogeneity as an educational challenge. VS publishing house for social sciences: Wiesbaden; Pp. 403-423
  • K. Bräu and U. Schwerdt: Heterogeneity as an opportunity . Lit Verlag, Münster 2005.
  • Helmut Bülter: Discover heterogeneity - find common ground (documentation of a collaboration between schools, training seminars and universities). DIZ-Verlag der Carl von Ossietzky University of Oldenburg, Volume 525, Oldenburg 2005 (see: List of Oldenburger VorDrucke, Issue 525/05, Vol. 1 and 2 )
  • S. Jennessen, et al. a .: Heterogeneity as a challenge in primary school: selected aspects of school options . In: Teaching and learning according to IGLU / F. Hellmich (ed.), Oldenburg 2005
  • S. Thurn and K.-J. Tillmann: Laboratory school - model for the school of the future . Klinkhardt-Verlag, Bad Heilbrunn 2005
  • Klaus-Jürgen Tillmann and Beate Wischer: heterogeneity at school. State of research and consequences . In: Pedagogy 3/2006.
  • Kiper / Meyer / Topsch: Introduction to school pedagogy. Chapter 13: Dealing with Heterogeneity. P. 157 ff.
  • Tanja Dückers: Mixed-age learning: A lot is expected of the teachers . In: The time . April 28, 2017, ISSN  0044-2070 ( zeit.de [accessed April 29, 2017]).

Magazines

  • Pedagogy (Beltz-Verlag) 9/2003
  • Friedrich Annual Booklet XXII 2004

Individual evidence

  1. H.-G. Roßbach and M. Wellenreuther: Empirical research on the effectiveness of methods of performance differentiation in primary schools . In: F. Heinzel and A. Prengel (eds.): Heterogeneity, integration and differentiation in the primary level . Jahrbuch Grundschulforschung 6, Opladen 2002. pp. 44 - 57. Lecture as part of didacta 2005 “Heterogeneous learning groups in schools and lessons”. Archived from the original on March 6, 2016 ; Retrieved March 16, 2008 .
  2. Hattie ranking: influencing variables and effects in relation to learning success