Chemistry Reference
In-Depth Information
Teaching goals should connect aspects of content with aspects of behavior.
Behavioral changes can happen in three dimensions [
5
]:
In the area of perception, memory and thinking
Cognitive
dimension
In the area of interest, attitude, and values
Affective
dimension
In the area of manual and physical skills
Psychomotoric
dimension
Teaching goals concerning these three dimensions can be organized
hierarchically or transformed into a learning taxonomy. Especially the teaching
goals of the cognitive dimension have been organized hierarchically with increas-
ing complexity by Bloom [
6
]:
1.
Knowledge
Know concrete data, facts, rules, laws, or symbols
2.
Comprehension
Connect facts, interpret and extrapolate data, derive conclusions
3.
Application
Use or transfer knowledge to new situations
4.
Analysis
Divide complex information, analyze data, recognize causal
relations or patterns
5.
Synthesis
Put together single bits of information to form a complex,
coordinate data, think systematically
6.
Evaluation
Evaluate complex topics, draw conclusions
German experts suggest the following hierarchy [
4
]:
1.
Reproduction
Reproduce knowledge from memory
2.
Reorganization
Reorganize familiar knowledge for new situations
3.
Transfer
Transfer familiar knowledge to new topics
4.
Problem solving
Solve problems, find new explanations
The different levels of teaching goals can only be evaluated against the back-
ground of the student's prior learning and level of knowledge - it is not possible to
assign isolated teaching goals to these levels.
Didactical models
. Experts have created basically five models of general
didactics:
- The educational theoretic didactics according to Klafki [
7
]
- The learning theoretic didactics according to Schulz [
8
]
- The curricular didactics according to M
oller [
9
]
- The critical communicative didactics according to Winkel [
10
]
- The informational theoretic cybernetic didactics according to Cube [
11
]
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Contrary to the normative didactics of past centuries, which focused on giving
instructions for reaching educational goals, today's didactical models are oriented
towards the actual reality of education. Different didactical models [
12
] have been
developed to illustrate the complex instructional situation at schools - one model
alone cannot hold all the essential information. Therefore, the models do not
contradict each other, but are complementary: “In didactics we live in a world
with a pluralistic perspective. The different didactical models represent single
perspectives” [
13
]. The two first-mentioned models will be explained and
compared.
