Study

Fundamentals of the subject of works as technical design (compulsory module)

Recommended for:  2nd - 3rd semester

Responsible: Professorship for Didactics of Science Teaching in Primary School

Duration: two semesters

Module change: every summer semester

 

Teaching formats

• Seminar "Introduction to the subject of handicrafts as technical design" (2 SWS) = 30 h attendance time and 70 h self-study = 100 h

• Exercise "Fundamentals of Technical Design I" (2 SWS) = 30 h attendance time and 70 h self-study = 100 h

• Exercise "Fundamentals of Technical Design II" (2 SWS) = 30 h attendance time and 70 h self-study = 100 h workload 10 LP = 300 working hours (workload)

 

Applicability: Modularised State Examination for Primary School Teachers and Special Education Teachers

 

Goals

Seminar: Students develop a basic understanding of

• the conceptual-historical developments of the subject,
• the target dimensions of a basic education in the subject,
• dealing with diversity, individual learning backgrounds and life-world orientation in the subject.

 

Exercises:  The students deepen their knowledge of the fundamentals of the subject with the practical use of materials relevant to primary school.

 

Content:

• Subject-specific scientific and didactic foundations of the subject of handicrafts
• Contents and target dimensions of basic education in the subject of handicrafts
• Contents and methods of basic craft-technical-aesthetic education
• Diversity, orientation to learning situations and lifeworld orientation in the subject

 

Participation requirements: none

Recommendation: Participation in the foundation course to acquire basic craft skills in the area of materials and subject areas relevant to primary school.

 

Award of credit points:  The awarding of credit points is governed by the regulations laid down in the examination regulations for the degree programme "Primary School Teaching".

 

Examination: Practical examination with scientific analysis (processing time 4 weeks). Graded.

Modulbeschreibung WERK02

Subject didactics of technical design (compulsory module)

Recommended for: 4th semester

Responsible: Chair of Elementary Didactics of Technical Design

Duration: one semester

Module rotation: Summer semester

 

Teaching forms:

•  Exercise 1 "Research and technical design in primary education" (2 SWS) = 30h attendance time and 45h self-study = 75h
• Exercise 2 "Development of learning environments for technical design in primary education" (2 SWS) = 30h attendance time and 45h self-study = 75h

 

Workload: 5 LP = 150 working hours (workload)

Applicability: Modularised state examination for primary school teachers

 

Goals:

• Exercise 1: The students develop a design, action and mediation competence in technical design.
• Exercise 2: Students acquire competences for teaching and learning in the subject of works taking diversity into account.

 

Content:

Occupational safety course: Handling of tools, equipment and machines in accordance with DGUV

Exercise 1: Research and design using

• design and manufacturing processes relevant to primary schools,
• the processing of selected problem-oriented work tasks,
• the experimental confrontation with objects of knowledge   
• the development of artefacts 

 

Exercise 2: Competency- and learning-condition-oriented lesson design in the subject of handicrafts by:

• Teaching subject didactic principles and specifics of learning environment design
• Transfer of theoretical knowledge in practical trials 

 

Participation requirements: Module 1 completed

Award of credit points: The award of credit points is governed by the regulations laid down in the examination regulations for the degree programme "Primary School Teacher Training".

Examination results: Artefact with subject didactic analysis (processing time 4 weeks). Graded

Modul WERK03 (LA GS)

Deepening and networking in interdisciplinary fields of handicraft teaching in primary school (compulsory module)

Recommended for:  6th and 7th semester

Responsible: Primary didactics of handicrafts / Chair of primary didactics of subject teaching

Duration: two semesters

Module rotation: Summer semester and winter semester

 

Teaching forms:

• Seminar "Interdisciplinary Aspects of Work Instruction" (2 SWS) = 30 h attendance time and 70 h self-study = 100 h
• Seminar "Projects and project orientation with a view to differentiation and integration in work-based teaching" (4 SWS) = 60 h attendance time and 140 h self-study = 200 h

 

Workload: 10 LP = 300 working hours

 

Goals:

• Deepening insights into fundamental content-related focal points and didactic-methodical design possibilities for the realisation of handicraft lessons in primary school
• Acquiring competences of interdisciplinary and cross-curricular pedagogical action
• Knowledge of subject-specific methods to promote self-determined, independent and cooperative learning and working
• Recognise and apply differentiation and integration as principles of handicraft teaching
• Acquisition of competences in the planning and design of interdisciplinary teaching plans and projects
• Basic knowledge about the development of further interests in handicraft lessons
• In-depth knowledge of the contents, methods and objectives of exemplary content areas of handicraft lessons
• Master presentation techniques

 

Content:

• Basics of teaching and learning in handicraft lessons
• Interdisciplinary and project-oriented learning in handicraft lessons
• Objectives, contents and methods of selected learning areas
• Open, inclusive and cooperative lesson design in handicraft lessons
• Presentation of project results

 

Participation requirements: Module 1 and 2 completed

Examination: Project work (assessed)

Modul WERK 04 (LA SP)

Subject didactics of technical design taking into account project orientation and diversity (compulsory module)

Recommended for:  5th semester

Responsible: Professorship of Elementary Didactics of Teaching Science

Duration: two semesters

Module rotation: Winter semester

 

Teaching forms

 Exercise 1: "Research and technical design in primary education" (2 SWS) = 30h attendance time and 45h self-study = 75h (5th semester)

 Exercise 2: "Development of learning environments for technical design in primary education" (2 SWS) = 30h attendance time and 45h self-study = 75h (5th semester)

 Exercise 3: "Project orientation with a view to diversity in technical design" (2 SWS) = 30 h attendance time and 45h self-study = 75h (6th semester)

 

Workload: 10 LP = 225 working hours

Applicability: Modularised state examination for special education teachers

Goals

Exercise 1: Students develop a design, action and mediation competence in technical design.

Exercise 2: The students acquire competences for teaching and learning in the subject of works, taking diversity into account.

Exercise 3: The students deepen their subject didactic competences by means of a selected project.

 

Content

Exercise 1: Research and design through

• design and manufacturing processes relevant to primary schools,
• the processing of selected problem-oriented work tasks,
• the experimental examination of objects of knowledge,
• he development of artefacts  

 

Exercise 2: Competency- and learning-condition-oriented lesson design in the subject of handicrafts by:

• Teaching subject didactic principles and specifics of learning environment design
• Transfer of theoretical knowledge in practical trials

 

Exercise 3: Project orientation through:

• multidisciplinary problems
• the didactic transfer to the primary level
• an in-depth examination of design methodology and manufacturing techniques
• the exemplary application of problem-solving-oriented process models for technical design

 

Participation requirements:  Module 1 completed

Award of credit points: The award of credit points is governed by the regulations laid down in the examination regulations for the degree programme "Primary School Teacher Training".

Examination achievements and prior examination achievements: Artefact with subject didactic analysis (processing time 4 weeks): Graded

• Brief opportunity to speak on the basis of the thesis paper
• then in-depth and further questions from the examiners >Discourse!
• Discussion situation means: being able to establish relationships between educational goals, methods, heterogeneous learning situations and societal challenges (differentiation, inclusion, aspects of the future...)

Please bear in mind that you may also be asked cross-cutting questions on other subject areas during the examination.

Extract from the Teacher Examination Regulations I, 29.August2012 (SächsGVBl. S.467) §26 Grundschuldidaktik

Scientific and practical basics of handicraft teaching in primary school

• Basics of handicraft teaching from a technical and design perspective
• Basics of a fact- and child-oriented approach to the planning and implementation of work processes
• Material- and technology-specific knowledge and skills

Subject didactic basics of handicraft teaching in primary school

Activity-oriented methods and technology-didactic competence development in subject-specific, interdisciplinary and cross-curricular application as well as in projects

• Aims and contents of the handicraft lessons in primary school
• Designing teaching-learning processes in works, taking into account an aesthetic, technical and craft-based approach to different materials
• multi-perspective synopsis of contemporary components of technology

• The use of presentation media is not permitted.
  Bring materials only in moderation and only if they are absolutely necessary for the performance.
  For all examinations there is a second examiner from the school practice or from the school authority.
  At the latest 7 days before the examination date, papers must be handed in to the examiner (P.O. Box House III EG) or sent by e-mail:
•  
  • a thesis paper
  • a structured bibliography (subject science - subject didactics)
• In the examination, the thesis paper, which is also available to the examiners, may be used for orientation. Other aids (notes, index cards, etc.) are not permitted.

What is a thesis?

A thesis is an assertion that is the starting point of an argument.

The "truth content" must be able to be carried out (argued) through evidence and proof (e.g. empirical investigations, experiments, examples).

However, a thesis is always "true" because it is proven in the argumentation (unlike the hypothesis).

Nevertheless, it must also be possible to formulate a counter-thesis (counter-assertion) for every thesis (assertion).

The thesis should not be an evident judgement. The result is therefore not obvious and immediately apparent - that would be trivial! A thesis should be formulated as precisely as possible and kept as short as possible (usually one sentence).

Translated with www.DeepL.com/Translator (free version)

 

 

Thesis paper concrete:

Focus on subject-specific science (1)

• The concepts of technology, craftsmanship and aesthetics and their significance for primary school didactics Works

or:

• Aspects of the historical development of handicraft teaching with special consideration of the design pedagogical ideas and those of the Bauhaus as a source of impulses for contemporary handicraft teaching

or:

• Materials and their design-technical potential

or:

• cultural and socio-economic contexts with a special focus on sustainability.

 

Linkage subject didactics (2)

• Educational goals and educational effectiveness of the subject of handicrafts
• Acquisition of competences
• Methods and method adaptation for work processes
• Possibilities and justifications for finding themes for work processes/work tasks
• Phases and goals of different work processes
• Inclusion, heterogeneity and differentiation

 

Example of a thesis paper:

Name:

Matriculation:

Examination date:

Examiner:

 

Subject-specific focus:

• The concepts of technology, craft and design and their significance for the didactics of primary school work

 

Didactic theses:

• The technical and textile design lessons as a unity of thinking and doing, create space for competence and personality development, as well as the development of self-efficacy in the pupils.
• The work task is the basis of subject-specific learning in the current handicraft lessons and serves to promote problem-solving skills as well as action orientation by stimulating complex brain activities in the children.

 

 

 

Basic examination literature

BIRRI, C. & Kolleg*innen (2003): Lehrmittel Fachdidaktik Technisches Gestalten / Werken. Basel / St. Gallen

BAUER, D. & Kolleg*innen (2021): Forschen und Gestaten als Leitprinzip im Fach Werken. Perspektiven für eine zeitgemäße und
zukunftsorientierte Fachdidaktik. In: Müller, M. & Schuhmann, S. (Hrsg.): Technische Bildung. Stimmen aus Forschung. Lehre und Praxis.
Münster: Waxmann, S. 141-160

GAUS-HEGENER, E. (2007): Räume für neues Lehren und Lernen. In: Gaus-Hegener (Hrsg.): Gestaltungsräume schaffen. Bildungsort Werken und Textiles Gestalten. Pestalozzianum / Schneider Verlag Hohengehren

HÜTTNER, A. (2009, 3. AUFL.): Technik unterrichten. Methoden und Unterrichtsverfahren im Technikunterricht. Verlag Europa Lehrmittel: Hahn-Gruiten

JENSEN, H./ SOMAZZI, M. / WEBER, K. (Hrsg.) (2012): Handlungskompetenz im technischen und textilen Gestalten Beschreiben-Aufbauen-Einschätzen: Ein Kompetenzmodell für die Unterrichtspraxis. Bern: schulverlag plus

METTE, D. & Kolleg*innen (2006): Wissensspeicher Werkstoffbearbeitung. 2. Aufl. Berlin: Cornelsen, Berlin: Volk und Wissen.

KULA, D & TERNAUX, É (2013): Materiology. The Creative Industry's Guide to Materials and Technologies. Birkhäuser Verlag

STEINMANN, A. & MIKUTTA, A. (2020): Designpädagogik trifft technisches Gestalten im Primarbereich. Impulse für eine fachliche Neuorientierung. In: Park, J. (Hrsg.): Designwissenschaft trifft Bildungswissenschaft. München: Kopaed, S. 14-25

STUBER, T. (2016): Technik und Design. Grundlagen. Hep Bildungsverlag Bern

STUBER, T. & Kolleg*innen (2012, 6. Aufl.): Werkweiser 1 und 2 für technische und textiles Gestalten. Schuljahr. Bern: schulverlag, swch.ch

Werkspuren (Nr. 131/ 3/2013 - Guter Unterricht) – Fachzeitschrift zur Vermittlung von Design und Technik. Online unter: www.werkspuren.ch

Advanced exam literature

BIESTER, W. (HRSG.) (1996): Praktisches Lernen und technische Bildung in der Grundschule. Bestandaufnahme und Ausstattungsempfehlung. VDI

DREYER, A.( 2005). Kunstpädagogische Professionalität und Kunstdidaktik. München: kopaed

EHRMANN, W. & KOLLEG*INNEN(2015): Holztechnik – Gestaltung, Konstruktion, Arbeitsplanung. Europa-Lehrmittel Verlag Haan-Gruuiten

FIEDLER, J. & FEIERABEND,P. (Hrsg.): Das Bauhaus; H.F.Ullmann (2013)

FREY, K. (2012): Die Projektmethode: der Weg zum bildenden Tun. 12., neu ausgestattete Auflage. Weinheim; Basel: Beltz Verlag.

GROPIUS, W. (Hrsg.)(1955): 1919-Bauhaus-1928. Stuttgart, Gerd Hatje Verlag

HEIZ, V. (2012): Grundlagen der Gestaltung 1-4; Niggli, Zürich

HELLER, E. (2004): Wie Farben wirken; rowohlt

JARAUSCH. K. (2020): Kreativitätsstrategien. In: Werkspuren. Fachzeitschrift zur Vermittlung von Kunst und Design.4/.2020, Nr. 160; S.46-47

KNOLL, S./ SEIDLER, M. (2020) Analoge Bildwelten erschaffen und mit digitalen Medien zum Leben erwecken – Kinder produzieren Trickfilme. In: Landeskompetenzzentrum zur Sprachförderung an Kindertageseinrichtungen in Sachsen (Hrsg.): Dialogital – Analoge und digitale Medien in der frühen Bildung – Impulse, Praxis, Reflexionen. Tagungsbroschüre zum 8. Leipziger Frühjahrssymposium. Leipzig, 2020

KÖNIG, K. (2009): Technikgeschichte. Steiner Verlag: Stuttgart

LAMBERT, ANNETTE, REDDECK, PETRA (2007): Brücken - Türme - Häuser: statisch-konstruktives Bauen in der Grundschule

NOLL, T. (2010): Holzverbindungen. Das komplette Handbuch. 2. Aufl. Bern; Stuttgart; Wien: Haupt Verlag.

PAHL, J.-P. (2005): Ausbildungs- und Unterrichtsverfahren. Ein Kompendium für den Lernbereich Arbeit und Technik. Bielefeld: Bertelsmann Verlag

PETERSSEN, W. (HRSG.) (2000): Fächerverbindender Unterricht. Begriff, Konzept, Planung, Beispiele. München: Oldenburg Spielverlag

PILLAU, A. (2013): Was ist Design Thinking? Vom Designvorgang zum kreativen Problemlösungsprozess für Wirtschaft und Ausbildung. IN: Kunst und Unterricht. Heft  371-372. Friedrich Verlag, 70-74

REUTER, O. (2007): Experimentieren: Ästhetisches Verhalten von Grundschulkindern, kopaed

STEINMANN, A. / SEIDLER, M. (2020): Technische Primardidaktik. Vielfalt produktiv begegnen. In: Werkspuren. Zeitschrift für Technik und Design. Heft 3 / 2020. SWV Design und Technik: Zürich, 2020; S. 52-53

STEINMANN, A.(2021): Diversität in technischen Lernsettings des Primarbereichs.
Herausfordernden Lernaufgaben produktiv begegnen. In: Müller, M. & Schuhmann, S. (Hrsg.): Technische Bildung. Stimmen aus Forschung. Lehre und Praxis. Münster: Waxmann, S. 141-160

SÄCHSISCHES STAATSMINISTERIUM FÜR KULTUS (Hrsg.) (2004/2009): Lehrplan Grundschule – Werken. Überarbeitete Fassung 2009.

SCHMAYL, W. / WILKENING, F. (1995): Technikunterricht, Bad Heilbrunn: Klinkhardt

SCHMAYL, W. (2010): Didaktik allgemeinbildenden Technikunterrichts. Baltmannsweiler: Schneider Verlag Hohengehren

Werkspuren – Fachzeitschrift zur Vermittlung von Design und Technik. Online unter: www.werkspuren.ch