Project-oriented teaching

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Under a project-oriented instruction (sometimes project like teaching ) understands the didactic one teaching method based on the work in projects aligned to meet already full without the criteria of the demanding project teaching. It occupies a middle position between the forms of specialist teaching and project teaching and is usually based on a specific subject , such as physics or sports .

Emergence

In the 1970s, a renaissance of the project idea began in the European education system, which was subsequently reflected in teacher training , in the curricula and finally in practice in almost all types of schools . It began with a stronger link between school and life outside of school and a corresponding opening of the subjects in the direction of interdisciplinary cooperation . Topics of extracurricular life and special areas of interest of the students expanded and increasingly enriched the range of subjects.

The trigger for the renewal movement was, on the one hand, the realization that the isolated subject lessons, limited to the school as a learning space, did not reflect the reality of life enough and that the primary interest in a particular subject area also led to subject egoism, subject arrogance and the underestimation of other subjects and their contributions.

On the other hand, the one-sided learning stress of the students that predominates in pure subject teaching should be broken up and supplemented in the direction of multi-dimensional learning . Among other things, one recalled the “project method” practiced by John Dewey and his student William Heard Kilpatrick at the turn of the century. This had to be adapted to the advanced didactic knowledge and the current state of development of the schools.

The orientation towards the project idea did not mean a complete departure from the science-based, subject-based school system, but a change in priorities. The purpose of supplementing the teaching and learning methods was to broaden the learning horizon in the form of an orientation towards complex issues, problems and tasks. Here, the living environment was assigned an essential meaning. The subjects were only granted a serving function. In order to be able to implement the new educational concept, new teaching methods and forms of learning had to be developed. Consequently, the teachers also had to take on a different role that was unfamiliar to them. During this gradual change in teacher training and teaching structures, it became clear that demanding, science-based project work without relapsing into pre-technical thinking and working and thus into the unprofessional nature of the school was initially only possible with some compromises. The new, demanding forms of teaching first had to be acquired by both teachers and students. Accordingly, initially only an "orientation" on the actual project idea could be implemented. This is how Rudolf / Warwitz put it in 1982:

If the constitutive project features cannot (yet) be achieved in their entirety (e.g. when introducing the project work), but a large part of the features is already given, one can speak of “project-oriented teaching”. The majority of the “projects” running in schools should be classified here.

In the didactic discussion of the 1970s, this term, in addition to the disappearing term “project-like teaching”, gained acceptance almost simultaneously in numerous publications.

character

The "project-oriented teaching" is an independent, in itself meaningful form of teaching. At the same time, however, it also fulfills a function as a preliminary form of the "actual" project teaching, insofar as it is didactically and methodically a link between the pure subject teaching and the interdisciplinary project teaching in the successor of John Dewey and William H. Kilpatrick. As a rule, it is a subject lesson which, in view of a planned complex task that exceeds the competence framework of its own subject, makes use of feeder services from other subjects. Such teaching can start from any subject. Didactics then speak of project-oriented mathematics, history, biology or sports lessons. Warwitz sums up this didactic approach in the image of a “subject lesson that opens its windows and doors to neighboring subjects, but still works essentially on a subject basis” .

The definition of the term “project-oriented teaching”, which was established in the 1970s, signals that one wants to move towards working in projects, that the teaching and learning method wants to “orient” itself towards the characteristic features of project teaching, but not yet its hard criteria can or would like to fulfill. Reasons for this can lie on the one hand with the teachers and learners, but on the other hand also with the task:

The personal reasons are based on the knowledge that the skills of the learning group, including the experiences of the teachers, are not yet sufficient and that one is only in a learning process towards project work.

The objective reasons result from the scientific, technical or material demands placed on one's own work, from the available time frame or from the still low complexity of the task, which does not necessarily make the complex project instruction necessary.

A characteristic of project-oriented work is the tackling of a project that exceeds the competence framework of an individual subject and for which it is therefore sensible to take appropriate support from the relevant neighboring subjects. The thematic reference to a main subject, to which the other subjects provide feeder services, is characteristic. However, it is also characteristic that the orientation of learning takes place on a problem, whereby the subjects only have a serving function: In project-oriented teaching, the factual requirement of an optimally solved task takes precedence over the concerns of a certain subject. The transition to actual project teaching can be fluid.

Target directions

Project-oriented teaching usually has three different objectives. They are geared towards fully valid project work and can also be combined with one another:

  • The focus on the acquisition of skills, such as the formation of new physical, intellectual, technical and communicative skills (= learning project) .

This also includes the acquisition of methodological, organizational and cooperative knowledge and skills as an objective for the work in the form of interdisciplinary project teaching. Such a learning process first and foremost aims to develop a broader perspective that extends beyond the individual subject horizon.

  • The orientation towards the creation of a work product (= work project) .

A work product represents a visible, tangible, demonstrable work result, such as the realization of a book project : For example, the sports class , which is interested in a collection of the games it has developed , uses the services of German classes for linguistic processing and / or for the realization of this project of art classes for visual or technical production. In this way, the work design can be professionalized and its technical value improved.

  • The orientation towards the exploration of a situation, the answer to a question or the search for a solution to a problem (= exploration project) .

This definition of objectives seeks answers to a complex question that can only be found in a suitable and scientifically justifiable manner in cooperation with a relevant neighboring subject. These can be ethical , legal and economic questions in connection with the debt crisis , morals , language and manners in political business or questions of nutrition , doping or fairness in high-performance sport.

Subject-related literature examples

In project-oriented lessons, the individual subject takes the initiative and moves towards the relevant neighboring subjects with issues that exceed one's own expertise. There are numerous suggestions for this in the literature , only a few of which can be listed as examples :

See also

literature

  • D. de Bie, C. Louwerse: Project orientation in the educational and social field . Freiburg 1977
  • Frankfurt working group (ed.): Open physical education. Analyze and plan . Reinbek 1982
  • Karl Frey: The project method. The way to educational activity . 11th edition. Weinheim 2010
  • W. Geisler u. a. (Ed.): Project-oriented teaching . 2nd Edition. Weinheim, Basel 1978
  • Astrid Kaiser: “Practical Guide to Primary School Projects”. Baltmannsweiler: Schneider Verlag 2011
  • Dirk Lange: Project-oriented learning . In: Kaiser, Astrid; Pech, Detlef (ed.): Newer concepts and objectives in subject teaching . Basic knowledge of general science. Volume 2. Baltmannsweiler: Schneider Verlag 2004
  • Erich Lipp et al: Accompanying projects . Handbook for teachers, practical help (folder) and guidelines for pupils. Schulverlag plus. Bern 2011. DNB 1018775250
  • Klaus Mie, Karl Frey (Ed.): Physics in Projects. Examples of interdisciplinary, project-oriented projects with a focus on physics . Institute for Science Education at Kiel University. Cologne 1994. ISBN 3-7614-1213-4
  • Wolfgang Münzinger, Karl Frey (Hrsg.): Chemistry in projects. Examples of interdisciplinary, project-oriented projects with a focus on chemistry . Institute for Science Education at Kiel University. Cologne 1992. ISBN 3-7614-1212-6
  • Peter Petersen (eds.): John Dewey, William H. Kilpatrick: The project plan. Foundation and practice . Weimar 1935. DNB 362076413
  • William H. Kilpatrick: The project method . New York 1919
  • Gerhard Löffler (Hrsg.): Project-oriented physics lessons Cologne 1986. ISBN 3-7614-0890-0
  • HJ Michaelis: Suggestions for a project-oriented movement play and sport education in the entry level . In: Sportunterricht 10 (1976) p. 46 ff
  • HJ Michaelis: Project-oriented teaching. Possibility to open the school . In: Westermanns Pedagogical Contributions 14 (1978) p. 156 ff
  • Willy Potthoff: Pedagogical and social project variations . Reform educational publisher. Freiburg 2006. ISBN 3-925416-28-5
  • Volker Reinhardt (Ed.): Projects make school . Schwalbach 2005. ISBN 3-89974-178-1
  • Anita Rudolf, Siegbert Warwitz: Project-oriented physical education . Research project at the Karlsruhe University of Education. In karlsruher pedagogical contributions 2 (1980) pp. 86–94
  • Anita Rudolf, Siegbert Warwitz: Experience-design-understand sport in projects . In: Rainer Pawelke (ed.): New sport culture . AOL Publishing House. Lichtenau 1995. pp. 358-369. ISBN 3-89111-053-7
  • Karl-Heinz Sänger: Project-oriented mathematics lessons. Suggestions for discovery learning and problem solving . Aachen 2001. ISBN 3-89653-876-4
  • Gernot Schlager, Siegbert Warwitz: White water rafting as an interdisciplinary task. A model proposal for the interdisciplinary opening of the subject curricula . In: Sportunterricht 6 (1976) pp. 187–191
  • R. Stach (Ed.): Project-oriented teaching. Theory and practice . Aloys Henn Verlag. Kastellaun 1979
  • Siegbert Warwitz: Interdisciplinary Sports Education. Didactic perspectives and model examples of interdisciplinary teaching . Hofmann publishing house. Schorndorf 1974. DNB 740560026 .
  • Siegbert Warwitz: How swimming can become an interdisciplinary subject . In: Zeitschrift für Sportpädagogik 1 (1977) pp. 72–82
  • Siegbert Warwitz, Anita Rudolf: Project teaching. Didactic principles and models . Hofmann publishing house. Schorndorf 1977. ISBN 3-7780-9161-1
  • Siegbert Warwitz, Anita Rudolf: Projects . Basic item. In: Zeitschrift Sportpädagogik 6 (1982) pp. 16–23
  • Bernd Zimmermann: Problem-oriented math lessons . Franzbecker. Bad Salzdetfurth 1991

Single receipts

  1. ↑ a b Gerhard Löffler (Ed.): Project-oriented physics lessons . Cologne 1986
  2. ↑ a b Anita Rudolf, Siegbert Warwitz: Project-oriented physical education . Research project at the Karlsruhe University of Education. In karlsruher pedagogical contributions 2 (1980) pp. 86–94
  3. ^ HJ Michaelis: Project-oriented teaching. Possibility to open the school . In: Westermanns Pedagogical Contributions 14 (1978) p. 156 ff
  4. ↑ a b Siegbert Warwitz: The cooperative need to supplement physical education . In: Ders .: Interdisciplinary sports education. Didactic perspectives and model examples of interdisciplinary teaching . Schorndorf 1974. pp. 40-52
  5. ↑ Gernot Schlager, Siegbert Warwitz: Wild water rafting as an interdisciplinary task. A model proposal for the interdisciplinary opening of the subject curricula . In: Sportunterricht 6 (1976) pp. 187–191
  6. ^ William H. Kilpatrick: The project method . New York 1919
  7. ^ Siegbert Warwitz, Anita Rudolf: Projects . Basic item. In: Zeitschrift Sportpädagogik 6 (1982) p. 18
  8. ↑ a b D. de Bie, C. Louwerse: Project orientation in the educational and social field . Freiburg 1977
  9. ^ Siegbert Warwitz, Anita Rudolf: Project teaching. Didactic principles and models . Schorndorf 1977
  10. ^ W. Geisler et al. a. (Ed.): Project-oriented teaching . 2nd Edition. Weinheim, Basel 1978
  11. ↑ R. Stach (Ed.): Project-oriented teaching. Theory and practice . Kastellaun 1979
  12. ↑ Peter Petersen (Ed.): John Dewey, William H. Kilpatrick: The project plan. Foundation and practice . Weimar 1935
  13. ^ Siegbert Warwitz, Anita Rudolf: Features of a project . In: Dies .: Project teaching. Didactic principles and models . Schorndorf 1977. pp. 18-27
  14. ^ Siegbert Warwitz: How swimming can become a topic of interdisciplinary teaching . In: Zeitschrift für Sportpädagogik 1 (1977) pp. 72–82.
  15. ^ Wolfgang Münzinger, Karl Frey (Ed.): Chemistry in projects. Examples of interdisciplinary, project-oriented projects with a focus on chemistry . Institute for Science Education at Kiel University. Cologne 1992
  16. ↑ Bernd Zimmermann: Problem-oriented mathematics lessons . Bad Salzdetfurth 1991
  17. ^ Klaus Mie, Karl Frey (Ed.): Physics in Projects. Examples of interdisciplinary, project-oriented projects with a focus on physics . Institute for Science Education at Kiel University. Cologne 1994
  18. ↑ Astrid Kaiser: "Practical Guide to Primary School Projects". Baltmannsweiler 2011
  19. ^ Willy Potthoff: Pedagogical and social project variations . Freiburg 2006
  20. ^ HJ Michaelis: Proposals for a project-oriented movement play and sport education in the entrance level . In: Sportunterricht 10 (1976) p. 46 ff
  21. ↑ Frankfurt working group (ed.): Open sports lessons. Analyze and plan . Reinbek 1982
  22. ↑ Anita Rudolf, Siegbert Warwitz: Experience, shape, understand sport in projects . In: Rainer Pawelke (ed.): New sport culture . AOL Publishing House. Lichtenau 1995. pp. 358-369
  23. ^ SA Warwitz: Project-oriented traffic education from the child . In: karlsruher pedagogical contributions 28 (1992) 59-69