Chemistry Reference
In-Depth Information
1
Project initiative
2
Discussion of the project
initiative in a pre-defined
frame (direct participants,
maybe indirect participants)
(result = project outline)
Possible
conclusion
3
Joint development
of the field of activity
(perhaps also with
indirect participants)
(result = pro-ject plan)
Possible
conclusion
4
(Increased) activities
in the field of activity/
project implementation
(individually, in subgroups,
in the collective group)
added in the course
of the project
Benchmarks
and
Meta-interaction
6
5
Completion through deliberate
conclusion (1) or feedback
loop to the project
initiative (2) or
discontinuation (3) (direct
or indirect participants
maybe new audience),
7
Either (1) deliberate
conclusion
Or (2) feedback loop to the
project initiative
Or (3) discontinuation
Fig. 3.11
Basic pattern of the project method according to Frey [
39
]
Bruhn [
42
] discusses the project-oriented approach in the context of “key
problems as fundamental learning content.” After lessons in biology, chemistry,
and physics, the characteristic “interdisciplinarity” is used as an opportunity to
integrate all of these subjects, for example in the last year of high school (see
Fig.
3.12
): “there exists a lot of positive experience with project-oriented lessons
about subproblems of key questions, for example studying the vegetation in urban
areas or samples of water, measuring noise exposure at streets or radioactivity inc
ventilated or unventilated rooms, energy use, photosmog, questions of armament,
waste incineration, nitrogen overfertilization, greenhouse effect, climate change,
