Technical didactics in vocational education

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The technology teaching in vocational education researched and developed the teaching of technical content. The subject of vocational technology didactics is the systematically organized teaching and learning in lessons at vocational schools as well as in training and further education in the company. Framework curricula and training regulations define job-group-related content-related topics and contain didactic and methodical guidelines.

Conceptual clarification

The term technology comes from the Greek techne . On the one hand, technology refers to the processes and production methods based on scientific knowledge for the manufacture of industrial or craft objects and technical systems (technology as applied natural science) and equally to the goods themselves and their use.

The term didactics comes from the Greek didáskein . In short, didactics describes the art of teaching. The term encompasses both systematic teaching and learning in practice and didactics as an independent science of research into teaching-learning processes.

definition

"In summary, technology didactics is defined as the theory and practice of acquiring and imparting skills in technical professions."

Definition

There is currently no uniform, comprehensive technical didactics in Germany. This is mainly due to the complexity and breadth of the subject, which make clear delimitation difficult. The breakdown of the technical sciences into a large number of individual disciplines means that, in contrast to other subject-specific didactics, technical didactics cannot be clearly assigned to any subject.

Differentiation from general technical didactics

Vocational technology didactics is distinguished from general technology didactics by its specific references to professions and their respective fields of work and practice. It can be understood as an interface between vocational education and technical specialist sciences (civil engineering, chemical engineering, electrical engineering and mechanical engineering, etc.) with the aim of illuminating the commonalities of the various technical areas from a didactic point of view. While Lipsmeier, in contrast to the commercial area, is unable to identify any curricular or didactic similarities in the "commercial-technical" occupational fields, Bonz considers the differentiation of the content of technical didactics in the sense of a didactic orientation towards technical disciplines to be unproblematic, since the peculiarities of such special technical didactics are didactic are not serious

Paradigms of technical didactics

The scope of the examples compiled by Friedhelm Schütte for the subject didactics of metal and machine technology can be transferred to other subject didactics due to its general approach and can thus mark the cornerstones of professional technology didactics.

Technical vocational training is oriented towards:

  • to the technical or engineering sciences
  • in school lessons
  • the operational instruction
  • an overarching integration

Didactic paradigm

The didactic paradigm is understood to mean that a purely academic perspective is not sufficient for a well-founded decision on learning objectives. Schilling and Bader expand the specialist discipline (here mechanical engineering) and take into account both technology philosophy and technology history as well as the special technical theories of individual training occupations in the didactics . A catalog of criteria for the justification of the teaching objective takes into account the topics of planning, development, production, distribution, use and liquidations as well as questions of technical, human and socio-political competence. Scientific systematics and professional pragmatics are combined in the teaching program.

Teaching methodology

In the 1980s, the methodology in the GDR with a scientific orientation came to a break with the vocational school didactics that went back to the 1940s. The aim was to systematize technical knowledge, rewrite lesson goals and content and structure the corresponding school subjects methodically. For Bernhard, the teaching of orienting methodical concepts such as principles, rules and instructions as well as overarching methodical concepts such as regulations and procedures is the key to “constructing a plan of action”.

Technical methodology

In his specialist methodology, Pahl claims that the respective professional fields should be accompanied by specific professional field didactics. This professional approach is based on the assumption that engineering can only serve to a limited extent as a reference for training occupations, as the professional knowledge of the skilled worker only partially coincides with that of the engineer. Rather, by including the professional knowledge of the skilled workers, their work process knowledge is to be weighted more strongly, which is to be achieved by a specific specialist methodology for the respective professional field.

Technology didactics

The technical didactic concept, which goes back above all to Bonz and Lipsmeier, refers to Klafki's educational theory and Ropohl's system-theoretical technology approach. The diverse relationships between technology, the environment, people and society are to be reflected on. The main goals are professional maturity and professional competence as well as enabling "opportunities for self-realization ". The focus in the teaching of technical subjects is the technical sciences, operational qualification requirements and the educational mandate of the vocational school. With its own curriculum of the vocational school and the prominence of its educational mission , the "corrective function" is emphasized vocational school.

History of professional technical didactics

The development of technical didactics is closely linked to technical instruction at vocational schools and training in technical professions. The institutionalization of vocational training in the commercial advanced training schools in the 19th century led to the differentiation or combination of the individual trades in the various professional groups, whereby the classification was primarily based on the material processed in the respective trade. With the development of the industrial-technical vocational schools at the beginning of the 20th century. the curricular and methodological issues relating to the conveyance of technical content came to the fore. Metal and machine technology was of central importance as the main vehicle for industrial development.

Teaching

The separation of general and specific teaching theory proposed by Weitzel in 1908 can be seen as the first step in the development of independent professional specialist didactics. While he assigned the task of dealing with general teaching issues to general teaching, in the special teaching, teaching and teaching forms should be developed, taking into account the respective subjects, which should ensure a smooth course of the technical teaching as far as possible. Based on the teaching theories of Herbart and Dörpfeld, Weitzel differentiated the teaching forms for technical schools according to their basic approach.

Frankfurt methodology

The Frankfurt methodology of the 1950s, which can be traced back to Botsch, Geißler and Wissing, represented a new point of orientation for technical didactics. A vocational school-specific methodology was established with the aim of interlinking professional requirements (practice) and theoretical knowledge (theory). The implementation of this holistic methodical concept took place in the subjects of technical knowledge, technical arithmetic and technical symbols. The resulting multi-perspective consideration and the establishment of the links between professional practice and the scientific and technical knowledge were the central starting points to achieve an understanding of the mutual technical challenges.

The didactic-methodical concept of the Frankfurt School was characterized by the following features:

  • Division of the curriculum into a lower and upper level;
  • Summary of the mathematical, scientific and technological subjects for technical instruction;
  • The lesson is divided into three phases: perception - spiritualization - application
  • Use of worksheets and exercise sheets

Learning goal-oriented curricula

In the 1970s, as part of the educational reform, curricula geared towards learning objectives prevailed. A characteristic of this form of curriculum is the focus on learning goals, which, according to Meyer, is a "linguistically articulated idea about the desired change in behavior of a learner to be brought about by teaching". can be understood. Schelten defines it as "the desired learning outcome that a student should have at the end of a learning process". From a behavior-oriented perspective, a distinction can be made between different learning goal dimensions. Cognitive learning goals are expressed in mental abilities and knowledge, such as the retrieval of knowledge or problem solving. Affective learning goals relate to the development of values ​​and motivational aspects, while psychomotor learning goals mostly relate to manual, i.e. motor skills and abilities. The individual learning objective dimensions can be categorized into different levels using learning objective taxonomies, with which different performance levels can be classified.

The starting point of every learning goal-oriented curriculum is initially the definition of the actual learning goal, from which the specific content was derived in a first step. Subsequently, the methods to be used to convey the material and finally the necessary control means were specified. Curricula in this sense are overall more comprehensive than the previous, strongly content-related curricula and refer to "all dimensions of learning processes (learning objectives, learning content, learning processes, learning materials and institutional learning organization)". The framework curricula in vocational training could be described as learning goal-oriented curricula until the transition to the learning field concept at the end of the 1990s. Typical of the plans developed by the Standing Conference was a four-part division of the plan into learning objectives, learning content, additional information (cross-references and methodological guidelines) and a time estimate. The entire curriculum was also structured systematically and divided into the areas of technical theory, technical computing, technical drawing and practical knowledge. All in all, it was a narrowly defined system in which the actors involved, students and teachers alike, had little leeway for the individual structuring of lessons.

Action orientation and learning field concept

From the end of the 20th century, the curriculum and subject-specific oriented curricula were more and more replaced by the new conceptual learning field approach. This redesign of courses in vocational training is primarily characterized by the replacement of the subject principle. It is replaced by the idea of ​​the learning field, in which complex operational processes and actions or operational fields of activity now represent the foundation for the development of new curricula. Previously independent subjects such as specialist mathematics and drawing are understood as superordinate skills and are implicit in the individual learning fields.

Normatively, different learning fields are defined in the new framework curriculum, which are action-oriented , i.e. H. Subordinate goals and related content formulated as an activity. The strict and very small-scale time requirements of individual content-oriented learning target specifications have given way to more extensive time guidelines for complete learning fields . Individual learning situations in the context of the learning field can be designed quite freely on the part of the instructor based on the learning field. This increases the scope for structuring lessons, which allows school-specific individualization and closer coordination with the company-based part of the training. At the same time, however, there is a risk of neglecting the remaining normative requirements of the curriculum, which amounts to strengthening the secret curriculum.

Differentiation of technology didactics

A differentiation of the basic technical didactic concepts was presented by Lipsmeier in 1995. The problem here, however, is that the selectivity of the concepts z. T. is low. So is u. a. the holistic technical approach can be found in several concepts.

Experimental learning

Experimental learning or experiment-oriented technology lessons aim to solve technical questions experimentally, to impart technical and practical knowledge and to provide assistance for self-directed and self-organized learning.

A distinction can be made between:

  • Experiments to derive laws and determine material constants
  • Experiments to determine how technical systems work
  • Experiments to compare technical processes and materials
  • Experiments to test the function of circuits, devices, etc.

Integrative technology didactics

Integrative technology didactics tries to open up the various dimensions, perspectives and conditions of technology in their situational interplay for the learner and to develop technical and general skills.

Integrative-holistic technical didactics

It is important for this didactic concept to convey the connection between technology in the narrower sense (scientific-technical dimension), the social conditions shaped by technology (individual and historical dimension) and the associated economic developments (political-economic dimension). What is important is that purely technical qualifications and general (also political) education, as well as theory and practice, are not side by side here, but rather are dealt with closely together and ultimately merge into one competence. Detached from political connotations , integrative-holistic approaches can be found in the majority of current technology-didactic concepts (for example in the didactics of the learning fields).

Problem-solving technology didactics

Pupils should develop their own problem solutions and be encouraged to think productively through in-depth processing of information. The mere observation of how a problem is solved by way of example can also be part of such concepts. Lipsmeier (2005) cites Schad's approach as a typical representative of this technology didactics, which “places the technical problem and the methods for its solution at the center of its specialist didactics”.

Structure-theoretical technology didactics

The structure-theoretical technology didactics aims to develop the systematic knowledge of the specialist sciences by building up cognitive internal knowledge structures, which are intended to enable the classification and linking of the knowledge acquired. These structures should enable learners to plan actions, to anticipate and regulate their course, and to control and evaluate their success.

Structural theoretical concepts are based on cognitive psychological postulates about internal knowledge representations of human information processing. Cognitive patterns on which learning and thinking are based , combined with systematic structural features of a technical discipline, determine the preparation and work with the teaching content. The aim is to support the trainees in developing and expanding orientation and action-guiding cognitive structures. These internal knowledge systems serve as structuring aids [...], as aids for classifying singular phenomena in superordinate contexts and as dynamic models. With their help, actions can be regulated and their success finally perceived and assessed. Cognitive structures allow a theory-guided access to reality ”.

In addition to its independent significance, structural theory didactics provide a starting point for an understanding of constructivist communication approaches based on learning psychology.

Science-oriented technology didactics

Science-oriented technology didactics makes the sciences used to solve technical tasks and problems with their specific requirements and methods the subject of lessons. The subject classifications derived from the sciences are understood as the opposite pole to situation orientation or action orientation. The task in the future will be to find a didactic approach that convincingly combines both approaches.

Individual evidence

  1. ↑ cf. Ralf Tenberg: Didactics of field-structured teaching. Theory and practice of professional learning. Verlag Handwerk und Technik, Hamburg 2006. Verlag Julius Klinkhardt, Bad Heilbrunn 2006, p. 11
  2. ^ Ralf Tenberg: Imparting professional and interdisciplinary skills in technical professions. Theory and practice of technical didactics. Franz Steiner Verlag, Stuttgart 2011, p. 45
  3. ^ Bernhard Bonz: Technical didactics and technical competence in general and vocational education - at the same time an introduction, 2003. In: Bernhard Bonz; Bernd Ott (Hg.): General technology didactics. Theory approaches and practical relevance. Schneider Verlag Hohengehren, Baltmannsweiler 2003 (specific vocational training, 6). Pp. 4.-18., Pp. 5f.
  4. ↑ cf. Ralf Tenberg: imparting professional and interdisciplinary skills in technical professions. Theory and practice of technical didactics. Franz Steiner Verlag, Stuttgart 2011, p. 42
  5. ^ Antonius Lipsmeier: Didactics of industrial-technical vocational training (technology didactics) , 2006. In: Rolf Arnold; Antonius Lipsmeier (ed.), 2006: Handbook of vocational training . 2nd, revised and updated edition. VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH Wiesbaden, Wiesbaden 2006, pp. 281-298. P. 282.
  6. ^ Bernhard Bonz: Technology didactics and technical competence in general and vocational education , 2003. In: Bernhard Bonz / Bernd Ott: Allgemeine Technikdidaktik . Schneider Verlag Hohengehren, Baltmannsweiler, 2003, p. 4
  7. ^ Ernst-Günter Schilling; Reinhard Bader: The didactic-curricular structuring of the focus on “mechanical engineering” and its basic education , 1978. In: Barbara Schenk, Adolf Kell (ed.): Basic education: Focus-related preparation for study and work in college . 1978, pp. 137-163. P. 145
  8. ↑ Friedhelm Schütte: Didactics of metal and machine technology - Traditions, Paradigms, Perspektiven, 2001. In: Reinhard Bader; Bernhard Bonz (Ed.): Metal technology didactics . Schneider-Verlag Hohengehren, Baltmannsweiler 2001 (specific vocational training, 4). Pp. 32-56., P. 42.
  9. ↑ ibid. P. 9.
  10. ^ Jörg-Peter Pahl: Occupational field didactics between occupational field science and general didactics, 1998. In: Bernhard Bonz; Bernd Ott (Hg.): Didactics of professional learning. Stuttgart, 1998. pp. 60-87, 77f.
  11. ↑ ibid. P. 82
  12. ↑ Friedhelm Schütte: Didactics of vocational training between specialist training and action orientation. A contribution to the systematics of didactic thinking, 1998. In: Friedhelm Schütte; Ernst Uhe: The modernity of the unfashionable. The German system of vocational training between crisis and acceptance. 1998. pp. 321-340., P. 328
  13. ↑ ibid.
  14. ↑ ibid. P. 334
  15. ^ Bernhard Bonz: Technical didactics and technical competence in general and vocational education - at the same time an introduction, 2003. In: Bernhard Bonz; Bernd Ott (Hg.): General technology didactics. Theory approaches and practical relevance. Schneider Verlag Hohengehren, Baltmannsweiler 2003 (specific vocational training, 6). P. 8
  16. ^ Antonius Lipsmeier: Didactics of industrial-technical vocational training (technology didactics), 2006. In: Rolf Arnold; Antonius Lipsmeier (ed.): Handbook of vocational training. 2nd, revised and updated edition. VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH Wiesbaden, Wiesbaden 2006. pp. 281-298., P. 281.
  17. ^ Friedhelm Schütte: Technology didactics between teaching method and subject methodology. Methodical organization of teaching and learning in the professional fields of metal and electrical engineering, 2003. In: Bernhard Bonz; Bernd Ott (Hg.): General technology didactics. Theory approaches and practical relevance. Schneider Verlag Hohengehren, Baltmannsweiler 2003 (specific vocational training, 6). P. 19 - 31., P. 21
  18. ↑ ibid. P. 22
  19. ^ Antonius Lipsmeier: Didactics of industrial-technical vocational training (technology didactics), 2006. In: Rolf Arnold; Antonius Lipsmeier (ed.), 2006: Handbook of vocational training. 2nd, revised and updated edition. VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH Wiesbaden, Wiesbaden 2006, p. 285
  20. ^ Hilbert Meyer: Guide to lesson preparation. Cornelsen, Frankfurt am Main 1980, p. 137
  21. ↑ Andreas Schelten: Introduction to Vocational Education. Third, completely revised edition. Franz Steiner Verlag, Stuttgart 2004, p. 200
  22. ^ Alfred Riedl: Fundamentals of Didactics. Franz Steiner Verlag, Stuttgart 2004, p. 14
  23. ↑ ibid.
  24. ↑ Bernd Ott; Georg Pyzalla: Experiment-oriented technology instruction in learning field instruction, 2003. In: Bernhard Bonz; Bernd Ott (Hg.): General technology didactics. Theory approaches and practical relevance. Schneider Verlag Hohengehren, Baltmannsweiler 2003 (specific vocational training, 6). Pp. 117-129., Pp. 120 f
  25. ↑ Ernst Günter Schilling: Integrative technology didactics: Accentuation of situation-related, integrated development of specialist and general skills in (professional) technology lessons. In: Bernhard Bonz; Bernd Ott (Hg.): General technology didactics. Theory approaches and practical relevance. Schneider Verlag Hohengehren, Baltmannsweiler 2003 (Specific vocational training, 6), p. 36
  26. ^ Antonius Lipsmeier: Didactics of industrial-technical vocational training (technology didactics), 2006. In: Rolf Arnold; Antonius Lipsmeier (ed.), 2006: Handbook of vocational training. 2nd, revised and updated edition. VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH Wiesbaden, Wiesbaden 2006, pp. 281-298., P. 292
  27. ↑ Frankhabenhagen : Learning to act in complex situations. New concepts in business education. Gabler Verlag, Wiesbaden 1992, p. 6
  28. ^ Antonius Lipsmeier: Didactics of industrial-technical vocational training (technology didactics), 2006. In: Rolf Arnold; Antonius Lipsmeier (ed.): Handbook of vocational training. 2nd, revised and updated edition. VS Verlag für Sozialwissenschaften | GWV Fachverlage GmbH Wiesbaden, Wiesbaden 2006., pp. 281-298., Pp. 291 f
  29. ^ Ralf Tenberg: Imparting professional and interdisciplinary skills in technical professions. Theory and practice of technical didactics. Franz Steiner Verlag, Stuttgart 2011