Session Information
Contribution
Teachers face difficulties in making understanding happen for students. Causes for these difficulties are evident: Early studies already revealed that 56% of the student population in Germany perceive lessons in secondary school as boring (Kanders et al. 1996), others highlighted that 30% of teenagers strongly or moderately dislike going to school (Kränzl et al. 2007). Both studies point out that students are uninterested in participating in secondary school. Teachers however are requested make their students understand, given that understanding has emphatically been regarded a primary pedagogical objective (Blankertz 1974; Klafki 1996; Gruschka 2010). Teachers aim to engage their students in understanding by interacting with them, thus acting as a facilitator for learning. Conceptually, interaction takes place by actors (teacher and students) that deal with entities (phenomena and their representations). Through classroom interaction, the original examination of the phenomenon by the learner is widely replaced by representations (Gruschka 2002). By discussing phenomena through representations, teacher and students negotiate their concepts of the phenomena. The conceptual framework is employed to reconstruct how teachers and students interact in respect to the financial crisis as a social science topic. The case study presented looks at teacher and student actions in a lesson series on the financial crisis. Interpretative methods are used to reconstruct how a teacher transformed the financial crisis into a social science course topic in order to impart knowledge on the topic to her students, focussing on the planning and acting teacher.
Method
Expected Outcomes
References
Blankertz, H., 1974: Theorien und Modelle der Didaktik, München. Corbin, J., Strauss, A., 2008: Basics of Qualitative Research, Thousand Oaks. Gruschka, A., 2002: Didaktik. Das Kreuz mit der Vermittlung. Elf Einsprüche gegen den didaktischen Betrieb, Wetzlar. Gruschka, A., 2010: Erziehen heißt Verstehen lehren, Stuttgart. Kanders, M., Rolff, H.-G., Rösner, E., 1996: Schülerschelte für Lehrer. Erste Dortmunder Umfrage, ZEITpunkte 2/1996, Hamburg. Kränzl-Nagl, R., Beham, M., 2007: Die Unterstützungsleistungen von Familien zur Förderung des schulischen Erfolgs. Ein Beitrag zur aktuellen Bildungsdebatte, Kinderschutz aktiv, 76/2007, Wien. Klafki, W., 1996: Neue Studien zur Bildungstheorie und Didaktik. Zeitgemäße Allgemeinbildung und kritisch-konstruktive Didaktik, Weinheim. Wernet, A., 2006: Einführung in die objektive Hermeneutik, Wiesbaden.
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