Dr. Steffen Kersten

Design forms of vocational teaching and learning

-Laboratory didactics

Faculy of Education, Institute of Vocational Education

Vocational Education

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Unit 1

Unit 2Unit 3

Unit 4

Structure of the module

Basics of designof laboratory training

Experiments in knowledge discovery

Functions of experiments in

teaching-learning processes

Design of learningand teachingprocesses in

complex teachingmethods

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Laboratory practice in vocational and engineering education

The contents of the lecture is deepened and applied in the practical handling of the

equipment.

Theoretical and abstract contexts of the lecture will be illustrated.

Practical manual skills are learned.

Skills of observing, measuring, evaluating be practiced.

Students learn the technical reality of a future application in the profession by the

example of the laboratory equipment.

The students learn a responsible handling with laboratory equipment.

Students have the opportunity to collect experiences in "teamwork"

Source: Behr, I.; Bock, S.; Weimar, P.: Didaktik im Labor – eine Kunst für sich.

In: Neues Handbuch Hochschullehre E 5.1

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Laboratory and experiment

"Laboratory" comes from the Latin term „laborare“ = work, suffering, struggle

Workplace to experiment

"Experiment" comes from the Latin term „experientia“ = Test, trial, experience

„Experimentum“:

- Attempt, sample

- Evidence (medium)

- Experience

(cp. PONS-Globalwörterbuch Lateinisch-Deutsch 1995, S.364)

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Experiment as the essence of human activity

Experimentation as cognition activity

The experiment builds on an intellectual anticipation, which experimentally testable has to be.

Experimentation as trial and error

Mostly it is here the goal to optimize psychomotor actions.

Experimentation as problem solving

The necessary resources to achieve these goals are not available. The way (s) of the

realization are checked mentally or by a suitable arrangement.

Experimentation as an optimization of perception

By systematic change of variables the perception in an activity is optimized.

Source: Eicker, Friedhelm: Experimentierendes Lernen, 1983 S. 143 ff.

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Experiment by MEYER

"The experiment is a scheduled controlled trial to review a problem or to clarify any unclear facts“

Source: Meyer, Hilbert: Unterrichtsmethoden II : Praxisband, Frankfurt a.M. 1989, S.313

Essential features :

1. Scheduled execution

2. Artificial production and thus distinguish it from a mere observation

3. Any number of repetitions possible

4. Emerged laws or regularities can be controlled

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Types of Experiments

1) Aspect of the objective

Research experiment

- Previously unknown relationships are studied by quantitative or qualitative

empirical methods

- The experiment precedes the formation of hypotheses.

- Reproducible test arrangements for sensually perceived symptoms / effects

- Objectifiable evaluation criteria

- Result limited predictable

Teaching/learning experiment

- Already known regularities and correlations are retraced for the purpose of

teaching experimentally

- The outcome of the experiment is known by the teachers

- The experimental set-ups are tested

- The learner is acting in terms of a research experiment

Source: Bünning, Frank: Experimentierendes Lernen in der Holz- und Bautechnik. Bielefeld 2006, S.34

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Types of Experiments

2) Aspect of the relationship to be investigated

Experiments to investigate causal relationships

- Cause - Effect

- Nature - Phenomenon

Experiments to investigate final correlations

- Purpose – Means

- Structure - Function

Experiments to investigate conditional relationships

- Condition - Conditional (necessary, sufficiently)

- Reason - Consequence (possible, necessary)

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Types of Experiments

3) Aspect of the types of problems in the scientific disciplines

Natural science experiments

- Mostly cognition problems

- Investigation of causal or conditional relationships

- Truth as a test criterion

Technical experiments

- Mostly design problems

- More focused on the investigation on of final relationships

- Suitability as a test criterion

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Types of Experiments

4) Aspect of reference to reality or degree of abstraction

Real experiments

- objective

Thought experiments

- verbal-abstract

Experiments at and with models

- reified

Source: Bünning, Frank: Experimentierendes Lernen in der Holz- und Bautechnik. Bielefeld 2006, S.36

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Types of Experiments

5) Aspect of personality dispositions, which are to developed in teaching

and learning experiments

Cognition-oriented experiments

- Extraction and acqusition of scientific and technical knowledge

- cognitively oriented

Application-oriented experiments

- Development of act ability in the laboratory work

- Cognitive, psychomotor and emotional-volitiv aligned

- Training experiments or simulation of working tasks

Source: Bünning, Frank: Experimentierendes Lernen in der Holz- und Bautechnik. Bielefeld 2006, S.37

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Types of Experiments

6) Aspect of the didactic function in teaching and learning experiments

Experiments for entry into a subject

- Factual or emotional "Unlocking" of the students for the learning activity

Experiments to acqusition of new content

- Developed personality dispositions are to made available, applicable,

transferable

- Gaining knowledge in specific ways of cognition

Experiments to strengthen, deepen, consolidate

Experiments on the monitoring and evaluation of learning outcomes

- Visible feedback on learning outcomes by the behavior in the laboratory

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Types of Experiments

7) Aspect of organizational forms for working with experiments

Teacher experiment (demonstration)

- Presented or jointly mastered in teacher fronted learning

- Demonstration

Student experiment

- Self laboratory work of students

o Experiment in individual work

o Experiment in partner work

o Experiment in group work

Sorce: Bünning, Frank: Experimentierendes Lernen in der Holz- und Bautechnik. Bielefeld 2006, S.36

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Types of Experiments

Source: Kammasch, G.: Labordidaktik in der Diskussion In: Neues Handbuch Hochschullehre, E 5.2, S. 9

Level I: „Reproduction “

8) Aspect of independence and self-control when experimenting

Level II: „Transfer“

Level III: „Creative

Problem solving“

- Reproductiv acting

- Closed tasks

- Productive acting

- Experiments with own experimental setup

- Open test results

- Productiv-problem solving acting

- Transition from the teaching-learning

experiment for research experiment

Acts as learning objectives

Level 1 to reconstruct the act patterns

Level 2 to choice the act patterns

Level 3 to adapt the act patterns

Level 4 to combine act patterns new

level 5 to develop new act patterns

Increase of the self-

dependence of act

execution

Acts with varying degrees of self-dependence

Reproductive

act

Productive

act

Produktiv-problem-

orientied act

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行动作为教学目标

阶段1 理解行动模式

阶段2 选择行动模式

阶段3 调整行动模式

阶段4 组合行动模式

阶段5 拟订自身行动模式

独立的行动能力

不断增强

行动的目标分类

复制性行动

创造性行动

针对问题的创造性行动

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Parameter Forming

Didactic purpose Orientation

(Perceptions in the

foreground)

Acqusition of new content

(Knowledge discovery in the

foreground)

Strengthen, deepen,

consolidate

(Applicationin the

foreground)

Monitoring and evaluation

(Assessment of personality

dispositions in experimental

acts)

Investigated problems Knowledge problem

(Natural science

Experiment)

Design problem

(Technical Experiment)

Evaluation problem

(Technical Experiment)

Investigated

relationships

Causal relationships

-Cause - Effect

-Nature - Phenomenon

Conditional relationships

-Condition - Conditional

-Reason - Consequence

Final relationships

(Purpose - Means

Structuer and Function)

Ways of cognition inductiv deductiv analytic-synthetic reductiv

Function in knowledge

discovery

Exploration Confirmation Falsification Indirect evidence

Forms of activity Teacher experiment Student experiment

Forms of social

interactions

Teacher fronted Individual work Partner work Group work

Degree of abstraction Real experiment Simulation/Modell Thought experiment

Degree of independence Reproductive

Experimentation

Productives Experimentation Probleml solving

Experimentation

Creative Experimentation

Experiment manual closed Medium closed open

Design of laboratory working

Lesson planning

Intention + Content

Aims Individual starting point

Evaluation Imparting Variable

Methodology + Media

Institutional Conditions

Economic, social and power structures

Didactics based on learning theory Hamburger Model 汉堡模式

意图+题材

课程目标

检验成果

起始状况

授课途径

方法+媒体

机构的条件

生产关系和控制关系

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要掌握的内容 人格特质 个性在职业中的作用和功能 表现形式

描述型：

定义、

见解、

理论、

假设等

规则型：

规则、方法

算法、原则等

规范型：

规范、

戒律、

指令等

知识

• 是完成职业行为所需的信息性的前提条件

能力

• 是完成职业行为的主观可能条件

意愿

• 是完成职业行为的主观必要条件

•知识

•判断力

•技能

•能力

•自制力

•信念

•态度立场

•...

资格能力

通过人格特质

表现出来的职

业素养、职业行为能力

成绩、绩效是行为的最终结果

以现有的

职业行为能力为基础

塑造和重塑个性在职业中的作用和功能

第11页Folie 20

Factual analysis to five dimensions

Content aspect - Didactic analysis by KLAFKI

1. Exemplary importance- What greater or general sense- or factual connection represents or opens this content?

- What basic principle is to be detected in or on this content?

2. Importance for present

- What is the significance of the content / object already for the students?

- Does the content related to tackle current working and living processes?

3. Importance for future

- What is the significance of the content / object to tackle the future working and living

processes?

- What is the connection between the content and the requirements of the profession?

4. Structure of content- What is the specific structure of the content (logical or functional relationships)?

- Arises from the structure a certain sequence of acqusition steps?

5. Accessibility

- What are the specific events, situations, experiments in or at which the structure

of the content can be accessed

Quelle: Klafki, W.: Didaktische Analyse als Kern der Unterrichtsvorbereitung, 1962

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Objective powers of the laboratory work

Objective powers Aquisition activities

Knowledge to- Hazards in the handling of substances

(Hazardous materials)- legal provisions of the environmental

protection, occupational health and safetyand the prevention of accidents

- Materials, processes, equipmentAbility in exactly observation, development of out of work habits

Perceiving of- Phenomena (substances and reactions)- Equipment and technical installationsExecuting of- Laboratory and measuring operations- Handling of equipment- Handling of chemicals

Ability in- Techno-functional thinking- Detecting of relations between

concrete (phenomena) andabstract (justifications)

Explanation and justification of- Phenomena- Apparatus solutions- Safety measures- Experimental procedures

Ability- in technical-constructive thinkingInsight- In the applicability of the experimentalmethod for detecting connections

Derive of- Forecasts (predictions)- Experimentally verifiable statements- Hypotheses (assumptions)- Technical measures, such as apparatus

Solutions and safety measures

Source: Niethammer, M.: Didaktische Gestaltung der Laborausbildung. Dresden 2009, S.13fFolie 22

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Objective powers of the laboratory work

Objective powers Aquisition activities

Abilities in- Logging- Formulate precise

Formulating of- Observation results- Forecasts- Hypotheses

Insight- in the applicability of the experimentalmethod for detecting connections

Ability- in technical-constructive thinking- technologically-functional thinking

To value the- Consistency of forecasts andhypotheses

- Test planning and executionof apparatus and safety engineeringsolutions

Abilities and skills- nn inductive, deductive, reductiveconclude

- in the handling of equipment- in situational reaction- in the organization of the work process- in the cooperation and division of labor

Habits:- Behaviors (regularity, accuracyspeed, skill, pace)

- Conscious discipline, order / cleanliness- Responsibility

applying of- Logical patterns- Known apparatus and safetystandardized technical solutions

- Laboratory and measuring operations

= independent experimentation

Source: Niethammer, M.: Didaktische Gestaltung der Laborausbildung. Dresden 2009, S.13f

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Didaktisch-methodische Gestaltung experimentierenden Lernens

Exterior design Internal structuring

Organisation forms of lessons

Experiments in lecture, exercise, lab work,

research …

Organisation forms of teaching

- Forms of activities -

Presented: Demonstration experiment

Jointly mastered

Self laboratory work

Organisation forms of learning

Forms of social interactions -

Experiments in teacher fronted learning, group

experiments, partner experiments , individual

experimentation

Didactische Functions

(Orientation, Working with new content,

Strengthen, deepen, consolidate,

Control and evaluation

Methods by ways of cognition

analytic, synthetic

inductiv, deductiv

deductiv II, reductiv

Complex teachimg methods

Project work,

Case studies

Business game, Role playing

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Structure of a learning and teaching arrangement

Knowledge functionalization

through cognitive

reconstruction

Knowledge acquisition

through cognitive

construction

Knowledge applying

through cognitive

transformation

Phase of

self-directed

learning

Phase of

coaching

Phase of

classroom

studyModul n

Hortsch/Jentzsch/Borchardt 2003, p.65

Dresden, 12.11.2008

Procedure of Group Work

1. Motivation

2. Problem analysis

3. Division of labour

4. Selecting strategies

5. Small group work

6. Get together

7. Documenting results

1st Phase

Apprehending that a problem exists

Defining the problem with its

problem parts

Group formation

Distributing work

Planning further action

2nd Phase

Group work

Acquiring information

Discussing solutions

Formulating results

3rd Phase

Presenting group results

Improving results and completion

Learning of results until full

acquisition

Problem/task

Class

Groups

Get together

Class

Documenting results co. Vogel, H.: Unterrichtsformen II.

Ravensburg 1975

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Didactic functions

Group of Elements Didactic FunctionDidactic Intention Stages of Learning

Acts

1. Starting with practical

examples

Getting in the mood of

Motivation

Orientation for action

Preparation

Decision for action

Getting the learners

ready for the learning

act

Orientation

2. Working on new

contents/learning acts

Opening up the

contents for the

learners

Performing of tasks

3. Working on known

contents/learning acts

Consolidation of

formerly acquired

knowledge/skills

Improving the

availability of learning

results for the learners

Performing of tasks

4. Evaluation of

results/outcomes

Assessment of learner

performance

Feedback on the

performance level for

learners and teacher

Evaluation of

results/outcomes

Source: Hortsch, Hanno: Didactics of Vocational Education. Dresden 2012, p.43

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教学功能

要素组 教学功能的名称

教学目的 各教学学习阶段的名称

1. 引入、在情绪上有所准备、

行动导向、再次激发激活、行为抉择、目标导向

学生了解教学学习活动

定向

2. 初次领悟掌握 向学生介绍解释教学资料

行动

3. 巩固、加深、

加强结合运用

学生更好地掌握运用学习成果

行动

4. 检测、评估

了解学生的学习成果

了解教师的教学成果

检验

Teaching methods under the aspect of path of

cognition

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analytic whole - part

synthetic part - whole

deductive 1 general - particular

inductive particular - general

deductive 2 attaining true statements by

truthful-logical conclusions

reductive attaining true statements by non

truthful-logical conclusions

genetic imperfect - perfect

historic logical - historical

causal cause - impact

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Phase sequence of experimentation

Source: Bünning, Frank: Experimentierendes Lernen in der Holz- und Bautechnik. Bielefeld 2006, S.51

Orientation and development of problem situation

Development of hypothesies

Planning of the experiment

Verification/falsification of hypotheses

Integration of the relationship / regularity in a theory

Execution of the experiment

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Literatur

Behr, Ingo; Bock, Silke; Weimar, Peter: Didaktik im Labor – eine Kunst für sich.

In: Neues Handbuch Hochschullehre E 5.1

Bünning, Frank: Experimentierendes Lernen in der Holz- und Bautechnik. Bielefeld 2006

Eicker, Friedhelm: Experimentierende Lernen. Bad Salzdetfurth 1983

Hortsch, H.; Jentzsch, D.; Borchardt, P.: Umsetzung von unternehmensindividueller Weiterbildung in

Kleinunternehmen aus dem Bereich Natur + Umwelt – zielorientiertes Coaching initiiert

selbstgesteuertes lernen: Zwischenbericht. Dresden, 2003

Hortsch,Hanno.: Merkblätter zur Didaktik der Berufsbildung. Dresden 2007

Hungenberg, H: Problemlösung und Kommunikation. München 1999

Kammasch, Gudrun: Labordidaktik in der Diskussion.

In: Neues Handbuch Hochschullehre E 5.2

Klafki, W. (1962): Didaktische Analyse als Kern der Unterrichtsvorbereitung. In: Roth, H.,

Blumenthal, A. (Hrsg.): Didaktische Analyse. Auswahl – Grundlegende Aufsätze.

Die Deutsche Schule, 5-32.

Meyer, Hilbert: Unterrichtsmethoden II: Praxisband. Frankfurt a.M. 1989

Niethammer, Manuela: Didaktische Gestaltung der Laborausbildung im regionalen

Lehrerbildungsnetzwerk in den zentralasiatischen Ländern. Dresden 2009

Dr. Steffen Kersten

Faculty of Education, Institue for Vocational Education

Dresden, October 2016

Thank you for attention