Technology didactics

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Technology didactics is the subject didactics , i.e. subject teaching science, that deals with technology- related teaching and learning .

A distinction must be made between the technology didactics dealt with here in general education and technology didactics in vocational training .

General education technology didactics

tasks

Concept of technology from an educational perspective

Mostly, a technical term "medium range" is referred to here. Technology is understood as:

  • the amount of use-oriented, artificial, objective structures (artefacts, factual systems);
  • the amount of human actions and facilities in which systems of matter arise and
  • the amount of human activity in which factual systems are used.

On the one hand, this concept of technology is comprehensive in that it includes not only technical engineering, but also manufacturing and using technical thinking and acting, but on the other hand it still remains manageable and precise enough. In order to prove the justification and necessity of a general technical education, it is necessary to understand technology not restricted to practical craftsmanship or as an application of (natural, technical, economic) scientific knowledge, but rather to understand technology as a special cultural area with a world-shaping effect exercises. Only then can technology be justified as an object of general education.

Determination of the reference science (s)

Each subject didactics must clarify its relationship to the subject reference discipline, that is, determine what importance can be assigned to subject-specific knowledge and procedures for didactic purposes. Within technical didactic directions, the range (as in other subject didactics) ranges from a science-oriented, "image-didactic" position to a predominant orientation towards pupils or situational conditions. The multi-perspective approach (see distinction between subject-didactic directions and approaches ) sees both poles (object-related, subject-related) as interlinked. This approach assumes that the content of technology lessons cannot simply be derived from the technical sciences as reference disciplines in technology didactics. On the one hand, this is due to the high degree of specialization and differentiation of these sciences, which means that the whole, the general structures and characteristics of technology are neglected, i.e. precisely those aspects that a general education should focus on. On the other hand, when determining and selecting their research and teaching subjects, the technical sciences are oriented towards the economic demand and utilization side and not towards the requirements of a general education.

In spite of these restrictions, the subject-related sciences are by no means unnecessary: ​​They provide methods that are typical of the subject and, in accordance with the didactic principle that nothing may be taught that is scientifically untenable, act as control bodies for the technical correctness of statements. General technology approaches are of particular importance because here the general laws, principles and invariants of technology are modeled and systematized, not only with regard to technical systems and processes, but also taking into account the socio-technical contexts of action in which technical products are created and used. However, this science cannot bring genuinely didactic categories to bear either, so that general technology cannot determine the teaching topics and contents either.

The following are particularly important reference disciplines:

  • General technology
  • Special technologies / engineering sciences
  • Economics
  • Technology philosophy
  • Sociology of technology
  • Technology assessment
  • Ergonomics, ergonomics
  • History / history of technology

Technical historical development lines

Early approaches to a general technical education can already be found in school plans and projects of the 17th century, then in educational secondary school approaches (e.g. Christoph Semler 1709, or in Johann Julius Hecker's secondary school ). In the historical run-up to industrialization and under the influence of changing forms of production, so-called industrial schools were founded in the middle of the 18th century . A distinction must be made here between production-oriented industrial schools, on the one hand, in which the motives of caring for the poor, education in industrialism (diligence, willingness to work) and the exploitation of child labor are combined, and other, predominantly pedagogically-oriented industrial schools, which provide literary and work instruction to improve general civic education and to prepare the "common people" for working life. In industrial schools of this kind, there are diverse references to general technical education, for example with Heinrich Philipp Sextro , with the brothers L. G. and A. Wagemann or with Joachim Heinrich Campe , as well as in philanthropic school models (e.g. with Johann Bernhard Basedow and Johann Heinrich Gottlieb Heusinger ) and in public school concepts of the 19th century (with C. Ch. Schmieder, Gottlob Johann Christian Kunth or A. G. Spilleke). At the end of the 19th and beginning of the 20th century, approaches to boys' handcraft, handicraft and work instruction were developed that already contained valuable elements of a comprehensive technical education, for example with W. Götze, H. Scherer, Georg Kerschensteiner and Hugo Gaudig . Johannes Kühnel presented extensive technical didactic fundamentals. His book "Technischer Vorkurs" dates from 1912 and was published in the second edition from 1927 under the title "Technische Bildung".

Since the end of the 1950s, efforts became clear (in the then FRG) to question the forms of culturally critical and technically pessimistic handicraft teaching that had existed until then and to reform them in the direction of general technical education. In the 1960s and 1970s, this process was promoted primarily by the factory-based educational congresses in Heidelberg (1966), Weinheim (1968), Ludwigsburg (1970), Hanover (1972), Nuremberg (1974) and Hanover (1977). whereby the new technical term "technology" emerged. In the GDR , under completely different (namely Marxist-Leninist ) ideological frameworks, polytechnic instruction was conceived and introduced in the entire school system ( polytechnic high school since 1959). In contrast to the forms of technology-related instruction introduced in West Germany (technology, work theory, work-economy-technology, etc.), polytechnic instruction enjoyed outstanding importance and appreciation in the GDR.

Didactic directions and approaches

With a view to the technical didactic development of the last decades, three main technical didactic directions can be distinguished:

  • the general technological approach (primacy of specialist science)
  • the multi-perspective approach (focus on the learning subject; pedagogical primacy)
  • the work-oriented approach (focus on the social dimension of technology)

Factors and structures of technology-related teaching

aims

Based on a multi-perspective technical didactic approach, a distinction must be made between:

  • the perspective of technology-related abilities and skills (action perspective)
  • the perspective of technical knowledge and factual structural insights (knowledge and structure perspective)
  • the perspective of the meaning and evaluation of the technology (meaning and evaluation perspective)
  • the perspective of pre-professional experience and orientation (pre-professional orientation perspective).

This target structure is still largely unchallenged and can be found, for example, in current education plans for technology.

Content

The topics and contents of technology lessons cannot be derived from one or more subject-specific reference disciplines (see definition of the reference science (s) ), nor do they result from everyday situations, as is often assumed, because in technology lessons the students should first and foremost acquire the categories and dispositions in order to be able to understand, master and critically assess the living environment. In short: " The life to be led is the test field of education, not its source ". For the determination of the teaching content areas, the toolbox of problem and field of action structure was created. It is a heuristic model that can in principle be changed and expanded and has proven itself many times over the past few decades (also in the creation of educational plans). Areas are listed that can not only be separated from one another from a technical point of view, but also represent cognitively coherent units of meaning from the perspective of the learner and therefore represent exactly what expert research calls the domains of knowledge and action.

Problem and action areas

  • Work and production
  • building and living
  • Transport and traffic
  • Supply and Disposal
  • information and communication

Various extensions to the structure of the content are discussed: The field of action 'Household and Leisure' was newly introduced as part of the VDI educational standards; the field 'protect and secure' was suggested by Winfried Schmayl. A current contribution to the problem of content shows that the present structure of the content perceive technology primarily as a means of supplying what is necessary in the sense of satisfying fundamental, in particular physiological, needs , whereas the social and personal goals aimed at by technology (e.g. status assurance, self-presentation, etc.) .) would be neglected. Following this point of view, thought should not only be given about supplementing and expanding the existing content catalogs, but also an overall changed picture of technical education, in which more weight is attached to socio-technical contexts.

Competence models / educational standards

The current educational plans / curricula of the various federal states have been and are gradually being converted from more content-oriented to competence-oriented structures (especially since the publication of national educational standards by the Standing Conference of the Ministers of Education and Cultural Affairs (KMK)). There are still no official KMK educational standards for technical education, but the Association of German Engineers (VDI) does have educational standards for intermediate educational qualifications.

Teaching methods

The following methods have been introduced and a distinction is made between: experiment, construction task, manufacturing task, maintenance / repair task, recycling task, course, technical analysis (e.g. product analysis, dismantling analysis, image analysis ...), product test, project, case task, simulation game, exploration , Technology study. Often different teaching methods are combined to form a method network; For example, a teaching project as a determining method can be supplemented by other accompanying methods (e.g. through courses, experiments or construction tasks).

Teaching media

While a lesson content or subject represents something ideal and general, a principle, a reference to a meaning, a fundamental problem context or fact, the teaching media are concrete material objects. As such, on the one hand, they mediate between teaching and external cultural reality. In this function, they are material representatives of the (spiritual) subject. On the other hand, they mediate within the classroom. In this function, they allow, facilitate or accelerate interactions between student, teacher and learning object, they illustrate and simplify, make them perceptible to the senses, enable the development of mental models by appropriating the lesson content in the appropriate mode of presentation and representation (enactive - acting, iconic - pictorial , symbolic - abstract, formulaic, linguistic). The media spectrum ranges from real situations and objects to functional models and computer simulations and animations to symbolic representations in the form of diagrams, circuit diagrams and formulas.

Didactic principles

For science-oriented technology lessons, the didactic principles that determine every science-based lesson apply initially . In addition, an abundance of special didactically oriented principles is discussed. Problem orientation and action orientation are of particular importance. On the one hand, these correspond to the findings of general research into teaching and learning; on the other hand, problem-solving technical action forms the core of the subject area and for this reason must be taken into account at a didactically central point.

Learning locations / subject room

First and foremost, this is (in addition to technical museums, companies, etc.) about the specialist room system, which is to be viewed as a spatial-objective learning environment. Here an efficient, perception and action-oriented development of technical content (facts, procedures, methods) should take place. To do this, it must offer a variety of learning opportunities and, in particular, allow an uncomplicated change between different forms of action, learning and social activities, such as programming on the PC, carrying out measurements, creating technical drawings or dismantling combustion engines, individual work as well like partner or group work. The various forms of action and areas of competence (design, manufacture, use, communicate) can only be matched by a differentiated specialist room system with universal technical rooms as the center. A traditional workshop geared towards a certain material (metal, wood, ceramic ...) is by no means appropriate here.

Open questions

It has to be clarified how the actual conditions, structures and results of the technology-related teaching are presented in the various subject assignments and the different curricular conditions specific to the federal state.

Development of models and aids for planning, implementation and evaluation of technology lessons

In this regard, periodicals related to subject didactics and technology instruction are particularly important (see section Specialized Journals below). Here you can find a variety of content and teaching structure proposals with different degrees of generalization. In addition, Internet resources are gaining in importance in this regard.

Individual evidence

  1. ^ Günter Ropohl: General technology. A systems theory of technology. 2nd Edition. Hanser, Munich 1999, ISBN 3-446-19606-4 , p. 31.
  2. ↑ Wilfried Schlagenhauf: Technology didactics and technology science. Considerations on a technical reference discipline of technology didactics. In: tu - magazine for technology in the classroom. No. 98, 2001, pp. 16-20, No. 99, 2001, pp. 5-11.
  3. ↑ Wilfried Schlagenhauf: Historical lines of development of the relationship between secondary school and technical education. Lang, Frankfurt am Main 1997, ISBN 3-631-32512-6 , p. 206.
  4. ↑ Wilfried Schlagenhauf: Historical lines of development of the relationship between secondary school and technical education. Lang, Frankfurt am Main 1997, ISBN 3-631-32512-6 , p. 400 ff.
  5. ↑ Winfried Schmayl, Fritz Wilkening: Technology lessons . Klinkhardt, Bad Heilbrunn 1995, ISBN 3-7815-0640-1 , p. 27 ff.
  6. ^ Burkhard Sachs: Approaches to general technical education in Germany. In: tu - magazine for technology in the classroom. No. 63, 1992, pp. 5-14.
  7. ↑ Winfried Schmayl: Approaches to general technical teaching . In: Bernhard Bonz, Bernd Ott (Hrsg.): Allgemeine Technikdidaktik. Theory approaches and practical relevance. Schneider, Hohengehren 2003, p. 131 ff.
  8. ↑ a b Burkhard Sachs: Sketches and comments on the didactics of multi-perspective technology lessons. In: Technology. Approaches to didactics in the technology learning area. Distance learning course in work studies. Study letter on the subject of technology. German Institute for Distance Learning at the University of Tübingen, Tübingen 1979, pp. 41–80.
  9. ↑ Burkhard Sachs: Technology lessons. Conditions and Perspectives. In: tu - magazine for technology in the classroom. 26, No. 100, 2001, pp. 5-12.
  10. ↑ Winfried Schmayl: Work and technology on the basis of a general technology? An examination of the didactic ideas of Günter Ropohl. In: tu - magazine for technology in the classroom. 29, No. 114, 2004, p. 7.
  11. ↑ Winfried Schmayl: On the structure and content of technology lessons . Part 2. In: tu - magazine for technology in the classroom. 28, No. 111, 2004, p. 13.
  12. ^ Wilfried Schlagenhauf: Contents of technical education. Considerations about their origin, legitimation and systematics. In: tu - magazine for technology in the classroom. 34, No. 133, 2009, pp. 5-13.
  13. ↑ Winfried Schmayl: On the methodology of technology lessons - conceptual, historical and systematic considerations. In: tu - magazine for technology in the classroom. 24, No. 93, 1999, pp. 5-15.
  14. ^ Andreas Hüttner: Teaching technology. 2nd Edition. Europa-Lehrmittel, Haan-Gruiten 2005, ISBN 3-8085-7366-X .
  15. ↑ Winfried Schmayl: A media concept for technology lessons . In: Ludger Fast, Harald Seifert (ed.): Technical education. Deutscher Studien-Verlag, Weinheim 1997, ISBN 3-89271-695-1 , pp. 286-303.
  16. ↑ Kurt Henseler, Gerd Höpken: Methodology of technology teaching. Klinkhardt, Bad Heilbrunn 1996, ISBN 3-7815-0845-5 , pp. 14-19.
  17. ^ Christian Wiesmüller: Educational aspects in the Technical Museum. BPB, Eichstätt 1999, ISBN 3-927728-35-7 .
  18. ↑ Martin Fislake: Learning Location Technology Museum. Possibilities, perspectives, concepts. In: tu - magazine for technology in the classroom. 21, No. 82, 1996, pp. 12-19.
  19. ↑ Ludger Fast: Development lines for specialist concepts and specialist room concepts for technology lessons. In: Lessons. Work + technology. No. 30, 2006, pp. 44-46.
  20. ↑ Werner Bleher: The method repertoire of teachers of the subject technology. Kovač, Hamburg 2001, ISBN 3-8300-0414-1 .

literature

  • Daniel Bienia: History of technology as an object of general technical education. Didactic and methodological aspects for technology lessons. Kovač, Hamburg 2004, ISBN 3-8300-1556-9 .
  • Laetitia Boehm , Charlotte Schönbeck (ed.): Technology and education. VDI, Düsseldorf 1989, ISBN 3-18-400865-7 ( Technology and Culture. Volume 5).
  • Regina Buhr, Ernst A. Hartmann (Hrsg.): Technical education for all. Institute for Innovation and Technology, Berlin 2008, ISBN 978-3-89750-150-8 .
  • Ludger Fast: Assessment of performance in general technology lessons. Kovač, Hamburg 2000, ISBN 3-8300-0069-3 .
  • Ludger Fast, Harald Seifert (Ed.): Technical education. Deutscher Studien-Verlag, Weinheim 1997, ISBN 3-89271-695-1 (congress report ).
  • Kurt Henseler, Gerd Höpken: Technology teaching methodology. Klinkhardt, Bad Heilbrunn 1996, ISBN 3-7815-0845-5 .
  • Gerd Höpken, Gert Reich: Why everyone needs to know more about technology. Neckar, Villingen-Schwenningen 2007, ISBN 978-3-7883-0387-7 .
  • Andreas Hüttner: Teaching technology. Methods and teaching procedures in technology lessons. 2nd Edition. Europa-Lehrmittel, Haan-Gruiten 2005, ISBN 3-8085-7366-X .
  • Walter Kosack: Girls and technology lessons. Lang, Frankfurt 1994, ISBN 3-631-47490-3 .
  • Bernd Meier: Learning to teach technology and business. Oldenbourg, Munich 2013, ISBN 978-3-637-01722-1 .
  • Günter Ropohl: Work and technology . edition sigma, Berlin 2004, ISBN 3-89404-510-8 .
  • Burkhard Sachs: Sketches and comments on the didactics of multi-perspective technology lessons. In: Technology. Approaches to didactics in the technology learning area. Distance learning course in work studies. Study letter on the subject of technology. German Institute for Distance Learning at the University of Tübingen, Tübingen 1979, pp. 41–80.
  • Burkhard Sachs, Helmuth Fies: Construction kits in technology lessons. Basics and examples. Maier, Ravensburg 1977, ISBN 3-473-61669-9 .
  • Wilfried Schlagenhauf : Historical lines of development of the relationship between secondary school and technical education. Lang, Frankfurt am Main 1997, ISBN 3-631-32512-6 .
  • Winfried Schmayl: The experiment in technology class. Methodological didactic studies for the foundation of a teaching method. Franzbecker, Bad Salzdetfurth 1982, ISBN 3-88120-036-3 .
  • Winfried Schmayl: Pedagogy and Technology. Investigations into the problem of technical education. Klinkhardt, Bad Heilbrunn 1989, ISBN 3-7815-0640-1 .
  • Winfried Schmayl, Fritz Wilkening: Technology lessons . Klinkhardt, Bad Heilbrunn 1995, ISBN 3-7815-0640-1 .
  • Winfried Schmayl: Didactics of general technical instruction . Schneider Hohengehren, Baltmannsweiler 2010, ISBN 978-3-8340-0800-8 .
  • Hans Schulte (Ed.): Contributions to technical education. Franzbecker, Bad Salzdetfurth 1996, ISBN 3-88120-270-6 .
  • Walter E. Theuerkauf, Helmut Meschenmoser, Bernd Meier, Hermann Zöllner (eds.): Quality of technical education - competence models and competence diagnostics. Machmit, Berlin 2009, ISBN 978-3-932598-19-7 .
  • Wolf Ekkehard Traebert (ed.): Technology as a school subject. Düsseldorf 1979–1987 (6 volumes).
  • Hans-Jürgen von Wensierski, Jute Sophia Sigeneger: Technical education. An educational concept for school and extracurricular child and youth education, Volume 1. Barbara Budrich, Opladen 2015 ISBN 978-3-8474-0626-6 .
  • Christian Wiesmüller: School and Technology. Technology in school theoretical thinking. Schneider Hohengehren, Baltmannsweiler 2006, ISBN 3-8340-0076-0 .
  • Fritz Wilkening : Teaching method in the field of work and technology. 4th edition. Neckar, Villingen-Schwenningen 1994, ISBN 3-7883-0372-7 .
  • Gerhard Friedrich u. Viola de Galgóczy. Discover technology with children. Beltz, Weinheim 2010, ISBN 978-3-407-62651-6 .

school books

  • Klaus Helling u. a .: Environment Technology 1. Work and production, building and living. Klett, Stuttgart 2006, ISBN 3-12-757721-4 .
  • Klaus Helling u. a .: Environment Technology 1. Teachers' Volume. Klett, Stuttgart 2006, ISBN 3-12-757721-4 .
  • Klaus Helling u. a .: Environment technology 2. Transport and traffic, supply and disposal, information and communication. Klett, Stuttgart 2008, ISBN 978-3-12-757730-3 .
  • Klaus Helling u. a .: Environment Technology 2nd Teachers' Volume. Klett, Stuttgart 2008, ISBN 978-3-12-757731-0 .
  • Reiner Erlewein, Harald Heinisch u. a .: People, technology, environment. Grades 5 + 6. Handwerk & Technik, Hamburg 1997, ISBN 3-582-07271-1 .
  • Reiner Erlewein, Harald Heinisch u. a .: People, technology, environment. Grades 7 + 8. Handwerk & Technik, Hamburg 2007, ISBN 978-3-582-07272-6 .
  • Siegfried Henzler, Kurt Leins a. a .: People - Technology - Environment. Grades 9 + 10. Handwerk & Technik, Hamburg 2007, ISBN 978-3-582-07273-3 .
  • Siegfried Henzler, Kurt Leins a. a .: Technology in general schools. Vol. 1st class 5-7. Handwerk & Technik, Hamburg 1999, ISBN 3-582-07241-X .
  • Siegfried Henzler J. Henzler u. a .: main band. Grades 8-10. Handwerk & Technik, Hamburg 1997, ISBN 3-582-07241-X ( Technology in general schools. Volume 2).

Trade journals

Web links

Professional societies