Cumulative learning

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Cumulative learning describes a teaching and learning process in which the teaching content is networked with one another in meaningful contexts based on a corresponding didactic construction and is directly linked to the existing experience / knowledge / ability of the learner.

General

Cumulative learning differs from additive learning, in which the content usually also increases in scope and complexity, but is viewed in isolation from one another and is not in any direct context that promotes understanding and thus usually makes it difficult to look at a higher-level perspective. The emergence of isolated " island knowledge ", in which the topics are only understood within their " island- specific contexts", is the typical sequence of additive teaching and learning paths and thus contradicts the desired (usually also curricularly prescribed) educational goals in the natural sciences (school -)Classes.

Synonymous terms in the subject didactics are "meaningful learning" or meaningful learning . Through cumulatively arranged lessons, on the one hand, an attempt is made to use the knowledge that the learners already have as a starting point, so that newly acquired concepts and findings can be linked to it; on the other hand, an integration of the content-related sub-aspects into larger contexts is brought about in a targeted manner, so that their networking becomes transparent for the learner.

Methodically, this can, for example, by the use of concept maps happen to those learners in front of a series of lessons / unit its current can map knowledge (hypothesis often adhere). (Ready-made concept maps, which initially only consist of key terms and have hardly any or no networking at all, are given to the learners. They are asked to network the key terms according to their ideas and, if necessary, to add additional terms.) Changes to these concept maps are made during the course of the lesson or at the end of the lesson / series.

In addition, working with development areas (also known as “basic concepts” in Lower Saxony) offers the possibility of networking key concepts in such a way that the networking becomes transparent for the learner (pupil). (See references)

literature

  • Th. Freiman: Cumulative learning in biology classes. In: Practice of Natural Sciences - Biology in School. Volume 50, No. 7, Aulis Verlag, Cologne / Leipzig 2001, p. 1.
  • W. Mössel: Cumulative learning - linking knowledge through conceptual networks . In: Practice of Natural Sciences - Biology in School. Volume 50, No. 7, Aulis Verlag, Cologne / Leipzig 2001, p. 5f.
  • Freiman, Niederweis, Ludwig: Cumulative learning with the help of schematic representations. In: Practice of Natural Sciences - Biology in School. Volume 50, No. 7, Aulis Verlag, Cologne / Leipzig 2001, p. 7ff.
  • Th. Freiman: Cumulative learning with the help of development fields. In: Practice of Natural Sciences - Biology in School. Volume 50, No. 7, Aulis Verlag, Cologne / Leipzig 2001, p. 19f.

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