Study cabinet
The learning cabinet is a didactic model. The didactic principle of the learning cabinet is characterized by the acquisition of theoretical and practical knowledge in that the learner takes on real activities in learning environments - which have been simplified for this purpose. It is the task of the learner, on the one hand, to take on tasks as an agent and, on the other hand, to take on the other side (e.g. patient) and to assess and reflect on his own and the performance of others. The basis of the learning cabinet is generated from intrinsic motivation , which means that the activities are carried out for the sake of the matter. Another principle of intrinsic motivation relates to the purpose that what has been learned can be used for later areas of action.
Four phases of the learning cabinet
The learning cabinet is theoretically divided into four phases: the setup phase (setting up the learning environment), the orientation phase (introduction for learners), the interaction phase (use for self-selected learning objectives) and the application phase (changing the learning environment). In the last phase - i.e. the application phase - the aim is to achieve new options for action.
Learning environment
The learning environment is made up of objects, tools, other learners, the fundamental information and a guide, as well as organizers who can act in an advisory capacity.
Difference to the internship
What distinguishes the learning cabinet positively from an internship (the common term is internship or traineeship) is that the learning cabinet contains an extensive, reflective process that also takes place as a polylog instead of the intended dialogue during the internship. The negative difference is the simplification (simplification) of the learning environment in the learning cabinet, whereas in the clinical traineeship, the practical work takes place in a real and not experimental environment.
Web links
- Stefan Eigel: "Free work" or "free work" in the Montessori sense
- Stefan Eigel: learning circle.
- Peter Haupt, Nina Kärst, Nadin Engelhardt, Sandra Kanngießer, Claus Veting, Nina Ockenga, Jens Huchthausen, Birgit Neite: Other methods in economics lessons .
- Ulrike Kamke, Ulrich Korn, Carola Nispel (1995). Action orientation as a didactic-curricular overall concept
- Teacher training GBS St. Gallen. Forms of instruction
- Robert Löffelholz, Elke Pletzer, Lars Witte (1995). Comparison of teaching methods
- Peter Preiss (1995). Göttingen catalog of didactic models by K.-H. Sinewy
- Werner Stangl: Moderated group poster presentation
- Bernd Gerling, Anne Hoefermann, Oliver Schöming, Armin Schünemann (1996): The classroom discussion : questioning-developing or neosocratic?