Real space learning
Real space learning is a technical term used in didactics . As a counter-term to space learning , the teaching theory understands it as the acquisition of knowledge, skills and behavior in the final area of application of real life.
term
Real spaces in the didactic sense correspond to real life with its dangers and its sometimes high demands on the receptivity of the learners. Learning in them takes place as the final stage of a longer systematic learning process according to the didactic "principle of gradual approximation" from easy to difficult or from simple to complex. In real space learning, the preceding, methodically and organizationally simplifying learning phases in a hazard-defused environment are omitted. Sometimes real space learning is also used polemically as a contrast to what is considered to be playful, protected space learning.
Application arguments
Real space learning is an indispensable element of effective learning in didactics. It characterizes the final area of application of learning, in which the acquired competences have to prove themselves in a practical way. School must not become an ivory tower that ignores everyday or professional realities. What has been learned in the protected rooms must be adapted to the requirements of the serious situation, such as a demanding job . Classroom teaching therefore envisages real space learning as the final phase of a systematically structured educational process.
The waiver of methodological and didactic preliminary stages, such as learning space or simulation space, and the direct focus on learning in real space is usually explained for the following reasons:
- Learning objectives that can be achieved easily and safely even without preliminary stages
- Striving for a quick and easy learning success
- Low methodological competence and lack of teaching experience
- Critical view of the transfer opportunities
The renunciation of systematic teaching and learning processes can be found above all in non-professional training areas in which the teachers lack sufficient methodological and didactic knowledge, for example in parental upbringing. However, premature real space learning that is not objectively justified can lead to dangers and excessive demands on the learner, with the consequences of becoming tired of learning and reduced learning success. Children and young people in particular need time and an age-appropriate and skill-appropriate approach to difficult tasks. Learning processes that are set too short with the desire for quick learning results endanger the sustainability of the learning success.
Examples
Real space learning in traffic education
The road is a highly dangerous for children and adolescents living area. It's about the life and health of adolescents, who as a rule do not yet show themselves to be fully up to the demands of this real world created by adults. Parents therefore often try to spare their children contact with the reality of traffic by transporting them in private vehicles or buses. However, it is inevitable, after thorough preparation in play and shelter rooms, to expose the children to learning in the real traffic situation so that they can develop into responsible, responsible road users . This is done methodically and didactically in a systematic learning process of three learning phases. It leads from driving in game scenarios to training in hazard- defused spaces to real space learning of real road traffic with its inevitable dangers and rules.
Real space learning in teacher training
Prospective teachers during and after the academic training in auditorium and seminars where they are - such as role plays , already faced can prepare for their future teaching with the school reality -. This takes place in accompanying school internships and particularly intensively during the legal clerkship in schools and clubs. In addition to professional training, internships and projects convey realistic, conflict-prone encounters with students, fellow teachers and parents that will determine later professional life.
Real space learning in pilot training
The training of commercial pilots and fighter pilots takes place preparatory and accompanying largely in flight simulators , which make it possible to practice and test the knowledge and ability, decision-making and reaction of the pilot in programmed situations in a safe manner. It is followed by actual flying in a real airliner or fighter-bomber . Learning real space in a flying jet is expensive and demanding, but it is irreplaceable as the last training phase before the license is issued.
Real space learning in medical studies
The training concept for budding physicians prescribes the gain of experience on site in clinics and doctors' offices , both in addition to and after the closed period in the lecture hall and laboratory . Working on corpses and preparations is followed by dealing with living people at the bedside. Complicated appliances and surgical techniques require thorough instruction and practice on the model. However, these must result in the manual experience in everyday medical practice, in real space learning.
Real space learning in military training
Gathering the actual combat experience of the soldier with his extraordinary physical and psychological stress, the confrontation with the serious situation of the war , in which it is a matter of life and death, represents the real challenge and test of the soldier's profession. It is only responsible if the Recruit has been adequately prepared physically, intellectually, psychologically and in a value-oriented manner with war-like simulation games and maneuvers .
The subject didactics of the very different learning and training areas stipulate that these sometimes highly dangerous, but also responsible situations of real space learning must be preceded by a conscientious safe space training accompanied by appropriately trained professional trainers.
literature
- Marc Böhmann, Regine Schäfer, Anja Neumann: Course book for teacher training. Beltz-Verlag, Weinheim 2004, ISBN 3-407-62515-4 .
- N. Nobbe: Education and training in the Bundeswehr . Pahl-Rugenstein, Cologne 1985, ISBN 3-7609-5194-5 .
- Reinhard Scholzen: KSK- The special forces command of the Bundeswehr . Stuttgart 2004, ISBN 3-613-02384-9 .
- Siegbert A. Warwitz: Learning in protected spaces and / or learning in real spaces. In the S. Traffic education from the child. 6th edition. Baltmannsweiler 2009, ISBN 978-3-8340-0563-2 , pp. 62-65.
Web links
- From space to space - traffic education network Vienna 2012
- Learning space and real space
Single receipts
- ↑ Safe space and real space learning
- ↑ Siegbert A. Warwitz: Learning space and / or learning real space. In the S. Traffic education from the child. 6th edition. Baltmannsweiler 2009, pp. 62-65.
- ↑ From play space to traffic space. Traffic Education Network, Vienna 2012.
- ^ Marc Böhmann, Regine Schäfer, Anja Neumann: Course book for teacher training. Beltz-Verlag, Weinheim 2004.
- ↑ Reinhard Scholzen: KSK- The special forces command of the Bundeswehr . Stuttgart 2004.
- ^ M. Nobbe: Education and training in the Bundeswehr . Cologne 1985.