Paradigm shift in didactics: instruction vs. construction Impact on learning success with complex learning content in vocational education and training. DE
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- Englisch ausgewählt
Fr. 47.90
inkl. gesetzl. MwSt.,
Beschreibung
Produktdetails
Einband
Taschenbuch
Erscheinungsdatum
22.12.2025
Verlag
Our Knowledge PublishingSeitenzahl
92
Maße (L/B/H)
22/15/0.6 cm
Gewicht
155 g
Sprache
Englisch
ISBN
978-620-9-42681-0
In the search for the right method, there is often a strong polarisation between instruction-oriented and constructivist teaching. In directive teaching, in the sense of guiding, presenting and explaining, learners are assigned a passive role. Learning is predominantly a receptive process. As the antithesis of instruction-oriented teaching methods, constructivist learning theory has become fashionable. Self-organised learning not only leads to learners taking on an active role, but also promotes the development of interdisciplinary skills. However, a simplified either/or attitude is counterproductive. Instruction and construction are not mutually exclusive. Instead, a creative combination of both learning theories is desirable. This work elaborates on what instruction-oriented and moderate constructivist teaching should look like. In the empirical part, the learning success and sustainability of both teaching-learning concepts were examined and compared in order to draw conclusions about the choice of method.
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