Chemistry Reference
In-Depth Information
Fig. 3.1
Scheme of steps for
planning lectures according to
Klafki [
14
]
Planning of instruction at school
methodology
of
instruction
content
analysis
didactical
analysis
The educational theoretic didactics according to Klafki [
7
] is based on the
“didactical analysis as the core of the teaching preparation and develops a thematic
structure over explanations for meanings in the present and the future” [
7
]. Based
on the analysis of the contents in the first step, the didactical analysis follows in
the second step, and finally in the third step the methodology of the instruction
(see Fig.
3.1
).
While the Klafki model [
7
] uses the primacy of the contents for a topic, the
learning-theoretic didactics according to Schulz [
8
] is based on the interdependency
of the decision fields: intentions, contents, methods, and media belong together and
are mutually dependent (see Fig.
3.2
); the didactical analysis can start from every
field [
15
].
Lesson planning and analysis
.B
onsch [
16
] gives an overview for the lesson
planning, which is based on the learning theoretic didactics and the interdepen-
dency of requirements, goals, contents, methods, and media (Fig.
3.3
). A box with
“medium: experiments/models” should be added for the specific issues of chemistry
lessons:
€
- Which experiments/models are planned, which alternatives are possible?
- How can the choice of experiments/models be explained?
- Are the experiments used according to their specific function (introduction, data
collection, test of hypothesis, repetition, etc.)?
- Is the experiment planned as a teacher, student, or group experiment?
- Are necessary safety measures provided?
The planning analysis is the basis for the analysis of processes during the lesson
(see Table
3.1
). A fourth category of questions concerning experimental lessons and
a fifth category concerning the use of models are added (see Table
3.1
).
In his considerations of the student-oriented lesson planning, Meyer [
17
]
differentiates the teacher's teaching goals and a student's learning goals, especially
those for hands-on activities; the factor “student” is taken more into account:
“Problems of socialisation due to tracking, the student's everyday consciousness,
interest in the class (free choice versus forced assignment), orientation towards
performance, work load,” are some examples [
17
].
