Cybernetic didactics

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The cybernetic information theory didactics was developed in the 1970s by Felix von Cube . Cybernetic didactics relates cybernetic terms and methods ( control loop , information theory, etc.) to the field of educational science . Since these terms are a sub-area of ​​the logical-empirical method, cybernetic didactics represents a sub-area of ​​critical-rational educational science.

description

When applying cybernetic methods to the field of educational science, three main areas can be distinguished:

  1. The description of education as a regulation, the use of information-theoretical methods in learning theory, didactics and media didactics as well as the programming of feedback learning systems.
  2. The use of information-theoretical methods on the subject area of ​​learning leads to the result that learning can be understood as the degradation of subjective information. Through the breakdown of information and the resulting build-up of order, the individual gains security and the capacity for awareness to cope with current situations. By using information-theoretical methods, teaching strategies are optimized and made more precise.
  3. The programming of feedback teaching systems is an automation in the sense of achieving goals through a self-controlling system.

The cybernetic-information-theoretical didactics makes a contribution to the development and specification of general sentences and theories of educational science as well as to the planning of lessons. Network plans for lessons, the creation of programmed teaching systems and programmed AV training (for example in traffic education or sports education ) are further merits of cybernetic didactics.

Education and training as a rule

Based on cybernetics, which calls targeted control processes "regulations", the education and training process is seen by cybernetic didactics as a control process and represented as a control loop. The target value of the education is called the training goal, as a regulator the trainer acts as a strategist. Actuators are media, the measuring sensors are used for learning control . Methods are seen as a set sequence of control measures.

Use of cybernetic models and methods

The use of cybernetic models and methods in didactics can contribute significantly to the specification and optimization of learning strategies, in which, however, the self-determined learning of the students, their co-planning and co-responsibility for the course of the lesson are more likely to be counted among the "disturbances". The reduction of didactics to the question of the method of teaching and learning and the exclusion of objectives from the scientific discourse contradicts the discussion results of educational research (cf. Röhrs / Scheuerl 1989).

Teaching strategies

Teaching strategies depend on the goal and the addressee. Two strategies are to be mentioned for an effective transfer of knowledge: the order of the information before the reception by the addressee and the repeated presentation of the information. Knowledge, on the other hand, is - in contrast to mere knowledge - the recording of connections and the classification of individual information in a known context. These processes cannot be controlled as easily as the storage of information (knowledge). Cognitive strategies are divided into two categories: representational, in which the existing context becomes visible and perceptible, and genetic strategies, in which, in addition to acquiring knowledge, it is also about training productive thinking.

planning

The lesson is planned in three steps.

  1. Development of a teaching strategy
  2. Planning the adequate use of media
  3. Definition of didactic stations and definition of control stations

See also