Experimentierendes Lernen in der Bau- und Holztechnik : Entwicklung eines fachdidaktisch begründeten Experimentalkonzepts als Grundlage für die Realisierung eines handlungsorientierten Unterrichts für die Berufsfelder der Bau- und Holztechnik
The recent past was marked by a couple of legal changes in the conception of job descriptions, as, for instance, in the construction industry (1999) as well as in electronics professions (2003). Newly implemented core curricula were unexceptionally geared to the target of developing competencies and the principle of action-orientation required by the teaching guidelines of the Standing Conference of German Ministers of Education and Cultural Affairs (KMK). Action-orientation, in particular, is one of the top-priority objectives claimed in education policy specifications. In fact, the stronger emphasis on action-oriented training is mentioned as the first target in the depiction about the educational commitment of vocational schools in the KMK teaching guidelines. Since 1987, comprehensive research has been conducted in the field of implementing action-oriented learning in vocational education and training. First of all, action-oriented learning refers to ideas of developing problem solving strategies founded by learning psychologic perspectives. Moreover, it deals with the relation between learning and reference actions. In respect to the realisation of those instruction methods yet exist various ideas of an action-oriented methodology comprised of elaborate method designs. Also there can be taken into account a broad-scale debate about didactics. This research work is following up on this point. In a didactics laboratory of structural engineering, an experimental instruction conception for vocational schools was developed and tested in order to examine its effects on learning processes under practical conditions. Firstly, this contributes to the modernisation of the professional didactics training for prospective vocational teachers with the specialisation of structural engineering. Furthermore, this experimental instruction conception was field-tested afterwards and empirically evaluated.