Problem orientation
Problem orientation is a didactic principle of modern teaching . It represents a variant of research-based learning that has developed from scientific learning, in particular from the didactics of the physics teacher Martin Wagenschein .
The concept of problem orientation only entered a broader didactic discussion in the course of the 1970s. Michael Soostmeyer defines problem orientation for the primary school primarily as self-active action by the learner. For him, the problem-orientation emerges directly from learning through discovery . The problem-based approach starts with a real and even complex problem that raises questions in the children.
Problem-oriented learning always begins with the phase of searching and discovering. This is called the problem identification phase. This is followed by the problem-solving phase, which is characterized by the children's systematic search for solutions and explanations.
Wagenschein's approach is explicitly problem-oriented in that instead of presenting ready-made scientific knowledge, the children try to clarify an open problem themselves through questions and observation. Wagenschein describes the pedagogical staging as productive confusion in order to question the self-evident and solidified everyday ideas ( preconcepts ). To solve the open problem, Wagenschein recommends Socratic discussions in order to understand the context.
At the same time as appreciating the child's ability to think, all problem-oriented approaches assume that children do not need pre-formed, set-up terms, but want to think about the problem themselves. You must first understand the problems in order to understand the theories that arise from them. Afterwards, children do not want course-like courses based on mnemonics, but first of all to think in problematic situations.
Subject-specific applications
- Today's approaches to problem-oriented subject teaching , which can mainly be traced back to Wagenschein, place value on an initial learning situation that is also problematic for the children.
- In history didactics , Uwe Uffelmann represented the problem-oriented history lesson (POGU) as a concept that aims to develop the subject matter from the practical problems of the student.
- In the social studies teaching has Michael Meyer Soost the problem-oriented social studies at a very early represented. As early as 1978 he published a monograph with the title Problem-Oriented Learning in General Education and thus created one of the first theoretical concepts for the still young discipline. In his last work on genetic teaching from 2002, this problem-oriented approach is taken further.
- In problem-oriented physics lessons , on the other hand, one does not primarily orientate oneself to everyday problems of the students, but to scientific explanatory tasks. If the method is used successfully, the problem should be formulated by the student.
- In the problem-oriented philosophy teaching it is all about a specific problem that has been made so understandable by a Hinführungsphase students that they can develop their own solutions in an intuitive-self-directed learning phase. In a guided-controlled phase, they can compare these with the solutions from texts by old and new philosophers. The results obtained in this way are recorded and can be transferred to other problems (cf. candy model in the article learning phases ).
See also
literature
- Hans Aebli : Twelve basic forms of teaching. General didactics on a psychological basis , Klett-Cotta Stuttgart 1981
- Michael Soostmeyer : Problem-Oriented Learning in Subject Lessons , UTB Schöningh, Paderborn 1978 ISBN 3506992554
- Uwe Uffelmann : Problem-oriented history lessons. Foundation and concretions , Villingen-Schwenningen 1990