Dydktyka

didactics is to determine, how the instruction reality is, and to sketch, how better instruction looks be fundamental distinction, which is made completesimilarly by many didaktikern, sounds oneself reasonably and plausibly - and that is it auch.ohne this conceptual and logical distinction is meaningful debates over educational questions not at all is called possible however not that by this distinction all problems would be solved already both fields put not only, for itself taken, more fully ungeloestern questions, also the relationship between them from didaktikern different directions toward different partly oppose way determined. We describe therefore in the following first each of the two fields for itself and give afterwards in two further cut off refer to to its connection and to their imbedding to the didactical theory formation

didactics as research unterrichtwirklichskeit

this field of the didactics we frequently by the following understands designation, observation analysis, desriptive and analytic research, investigation of the vorfindlichen reality experience u.ae.m. an example Leo roth has in an empirical comparative investigation in three main classes analyzed whether the choice more bestimmer unterrichtsmethoden(in this case of frontal instruction, the gruppenunterrichts unddes programmed unterrichts)einfluss on instruction success has or not therefore more hater an exactly circumscribed wissensinhalt(naehmlich the function meadow one kuehlschranks)jewelis with one of the three methods in a scholarly manner and then a half year later tested in which of the three classes the pupils at most kept have already this simple example makes clearly, which difficulties come to the researcher if it the posed ask clearly to answer want: it had to clarify e.g. whether the previous knowledge of the pupils was comparable; it had kontollieren whether the personality of the teacher influence on the learning achievement had; it had to clarify, whether unusual programmed instruction curiosity and interest woke and affected by it the learning achievement, and...

the drawback faktorenkoplexion is the fact that in the descriptive analysis factors isolated by instruction processes in each case some ind consider become can each analysis must itself after few as substantially recognized factors limiting with follow that other factors disappear to out that field of vision, although they are effectively and perhaps also important this place the force of expression and validity of research results over instruction always asks a piece far in.

thesis 1.3: analyses of instruction processes seize only individual factors on force of expression and validity of their results are limited therefore.





from this may not however be closed that the study of the instruction reality would be senseless because we during a photographically exact empirical collection of the reality in the flood of information would drown is the fact that we do not know everything, but even to decide to be able, on which we respect misfortune, but an advantage:

thesis 3.2: complexity reduction in the collection of the instruction reality secures the decision and capacity to act of the researcher and uses of research results for instruction practice

the theses 3,1 and 3,2 are before blind science-believe to warn: force of expression and validity of research results must in relationship with by faktorenkomplexion Auger-put to border be seen and evaluated.

descriptive analyses stand beyond that before a further fundamental problem: each researcher brings into the research process a certain world -, to society and people picture; it has completely determined conceptions of good and bad instruction, pre-setting and prejudice this affects itself into the research results inside: as one in-calls into the forest, then it sounds back(this problem was discussed by spirit and sociologists and probably in former times recognized than from scientists with the model of the hermeneutischen zirkles tries many more intensively to work on it this problem constructionally to regard instead of it than annoying badly.)

an example: only for few years there are detailed investigations to asks whether young or girls are to-taken more frequently in instruction the research results are here clearly: young are more frequently to-taken - independently of whether they are informed by a teacher or a teacher. as long as in empirical investigations only overall of the pupil one spoke, that could today discussed facts much as research problem to be hardly formulated.



the research article is evenly never actually given. it only by the theoretical and research-practical accessed the scientist opened extremely, but formulates applicable: thesis 3.3: scientists design that by their before understanding and by the selection and the way of the employment of their research methods research - article.








to the explanation of the thesis we come on into the 2 lesson printed example of the guided instruction discussion back also we have minutes - did not cut out indifferent, but under completely determined to face-score and asking positions analyzes and interpreted: we asked, how effectively the routine - actions of the teacher were and some function ritualisierung the communication structure had.


we would have just as well also different ask to place to be able, about: how did many pupils take part verbally in this instruction scene? how is the numerical ratio between the number of word messages of the pupils on the one hand, the teacher on the other hand? or: which understanding do the pupils bring along to the literary understood youth memories, diary and life memory?

in other words: that cerstaendnis the problem which can be clarified necessarily, in order meaningful ask minutes - cut out answers only to what we asked therefore are forwards - at a research article to place to be able: one must have far understood what one examines, always a piece, in order the correct ask to place to be able.

jurgen Habermas: only the scientific apparatus opens an article, about whose structure I must have understood nevertheless previous something, if they are not to remain outward selected categories him.

science to operate and/or scientific investigations accomplish means among other things to reveal with this before understanding consciously and it - before itself, in addition, before others, this goal is unfortunately often missed in sociological and only quite in scientific and technological investigations.



we summarize: thesis 3.4: , research methods and research results research-ask are always affected by the before understanding of the researchers.

3.1.2 didactics as draft of one (better?) instruction reality this field of the didactics e.g. by the following understands designated: praeskriptive and/or normative description of future instruction, planning, action-orienting draft, concept, program, concrete utopia.

such sketches, concepts or programs is those topic of this book is therefore unnecessary here many words instead of its an observation to out that everyday practice of the teacher training:

we have 35 students at the beginning of a training meeting and of the University of Oldenburg, in which it concerned the didactics of the subject music, after their understanding asked by didactics with the fact came out that nearly all asked instruction-methodical problem definitions included into their understanding of didactics; more as half defined didactics even almost identically as instruction methodology, e.g. than way of the switching of knowledge, talents etc..





this suppl.-smooth-eat is surely not representatively for teaching profession students all fan and schoolgradate we however probably believe that typically is fue many teaching profession students, who expect assistance for concrete instruction organization of the didactics thus out of didactical models action orientations for instruction practice we want to take it to consider this expectation legitimate and meaningfully, even if this requirement is frequently not fulfilled by the didactical models

the fact that it creates good for the only limited one erfuellbarkeit this requirement gives becomes, then we hope from our criticism at the didactical models and teaching concepts in the following lessons become clear.

3.1.3... at which point its rises which is, the rule over from the realization what should be? thus the ancestor gentleman of the spirit-scientific formulated paedagogik, William dilthey, in the year 1888 the gretchenfrage gretchens asks, like he it with the religion holds, many explanations, but no clear answer gives, reacts many educating scientists to diltheys asked: word-rich, but without clear indication of the demanded rule and its origin.

that is not because of the inability of the paedagogues, but it is in the thing beru-ends: thesis 3.5: from the analysis of the instruction reality, their preconditions, conditions and to follow cannot be closed directly on the educationally desirable.




this thesis requires the explanation. In ih is not maintained less, than that all still so thorough, precise, comprehensive and objektivierte investigate for the instruction reality are not sufficient, in order educating and teaching objectives to formulate and paedagogik their direction point.

an example out that subject music: undisputed and by empirical investigations it is occupied that the majority of the pupils of the secondary school hears substantially more popular music and/or skirt music than serious music (like always also this musikparten to be defined).


whereupon can be answered sounding, but again-speaking demands for music instruction each other with several, for itself to taken plausibly:


1. music instruction should a large bent around skirt music to make, wiel it straight goes extending the experience ability of the pupils i.e. thus, them those saved for the music to naeherzubringen, which for them now yet in the ear are not appropriate for each day.



2. music instruction must include skirt music, in order to make to the pupils clear their musical duerftigkeit and text miserableness and the manipulation mechanisms of the culture industry - with the goal of leading the pupils nevertheless in the long run to the serious music.


3. music instruction can include calmly also skirt music, if thus succeeds, which pupils motivate to then concern itself also with the e music.

4. music instruction must include rockmusic, because it a substantial characteristic of the spare time - activities is more juvenile and therefore is closely with their experiences, emotions, longings etc. linked. Pupils have quite to find their experience world in music instruction recognized instead of it devalued to experience there such music instruction clear up the pupils over itself and over their relationship to the environment and society.