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Berufspädagogisches Wörterbuch Deutsch-Englisch |
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A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| anwendungsbezogen |
use-oriented, oriented to use and application(SIMONS, R.-J. 1993, S. 296) |
| Anwendungsbezug |
relevance for application
|
|
Anwendungswissen ® Anwenden von Wissen |
to
apply
knowledge
|
| Arbeit |
work, labour (SCHELTEN 2000. S. 163) |
| Arbeitsanweisung |
teaching of work tasks
|
| Arbeitspädagogik |
industrial education (SCHELTEN 2000. S. 163) |
| Aufgaben der Berufsschule |
functions of the vocational school (SCHELTEN 2000. S. 163) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| behaviouristische Lerntheorien |
behaviourist theories of learning (BROMME, TILLEMA 1995, S. 264) |
|
Berater (z.B. im Sinne eines Lehrers im HOU) |
faciliator |
| Beruf |
vocation (SCHELTEN 2000. S. 163) |
| berufliche Handlungskompetenz |
occupational competence to act
|
| Berufs- und Wirtschaftspädagogik |
vocational and business education (SCHELTEN 2000. S. 163) |
| Berufskompetenz |
vocational competence
|
| Berufsmotorisches Lernen |
vocational motor learning (SCHELTEN 2000. S. 163) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| dekontextualisiert |
decontextualized (NELSON in REIGELUTH 1999, S. 244) Learning is no longer a matter of indigesting externally-defined, decontextualized objects, but a matter of developing context-bound practices. (LOWICK, ELEN 1993, S. 219) |
| deklaratives Wissen |
declarative knowledge
(STRAKA, STÖCKL in CEDEFOP 1998, S.184) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Ebene einer Handlungsregulation |
level
of regulation (VARTIAINEN 1987, S. 75) |
| Elaboration |
elaboration By elaboration, procedures of learning and working are generally designated with the aim of establishing a relationship between new information and personally existing knowledge and experience. (STRAKA, STÖCKL in CEDEFOP 1998, S. 202) |
| elaboriert |
elaborate ...an elaborate report... (SIMONS 1993, S. 295) |
| Erfahrungen aus einem handlungsorientierten Unterricht |
experiences in action-oriented instruction (SCHELTEN 2000. S. 163) |
| Erfahrungslernen in der Arbeitstätigkeit |
learning by
experience in the workplace (SCHELTEN 2000. S. 163) on-the-job training Training within an undertaking which has been arranged at an ordinary work place and uses actual job of commercial value for instruction and practice. (UNESCO 1984, S.35) |
| explorativ |
explorative (STRAKA, STÖCKL in CEDEFOP 1998, S. 196) |
| Experimentelles Lernen im beruflichen Unterricht |
experimental
learning in vocational instruction |
| Expertenvorgehen |
expert strategies
Teaching methods should be designed so as to give the students the opportunity to observe, engage in and invent or discover expert strategies in their context. (STRAKA, STÖCKL in CEDEFOP 1998, S. 207) expert performance (STRAKA, STÖCKL in CEDEFOP 1998, S. 207) |
| extrinsische Motivation |
extrinsic motivation
(TANN in DESFORGES 1995, S. 168) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Fächerübergreifender Unterricht |
subject-overlapping instruction |
| Frontalunterricht |
whole-class teaching lecturing (SMITH, LASLETT 1993, S. 21) classroom instruction, classroom teaching, teacher-centered learning (CEDEFOP 1996, S. 213) direct instruction, explicit instruction, didactic teaching (KYRIACOU in DESFORGES 1995, S. 115) Die obengenannten Begriffe beschreiben alle eine Form von Unterricht die vom Lehrer gesteuert werden und in ihrer extremsten Ausprägung dem Vorlesungsstil entsprechen. cohort-based education, cohort-based method, cohort-based education program ( BELL, MITCHELL 2001, S. 7) Diese Begriffe wurden in einer vergleichenden Studie gebraucht die die Ausbildung zweier Gruppen von Kühlanlagen-Mechanikern mit verschiedenen Unterrichtsformen verglich. Dabei wurde cohort-based education für ein Unterrichtskonzept verwendet das sich weitgehend mit Frontalunterricht deckt. |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Gruppenarbeit |
group work |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Handlungskompetenz | competence to act the ability to carry out a qualified vocational activity (RADDATZ 1999, S.72) action competence …action competence is understood to mean the ability to plan, execute and monitor skilled work in an autonomous manner. This calls for the development not only of occupational expertise but also of strategic, social and personal skills. |
| handlungsorientiert |
action-oriented
(OLECHOWSKI, KHAN-SVIK 1995, S. 78) (DIEHL 1999, S. 236 f. ) |
| handlungsorientiertes Lernen |
action learning
Learning by working on real problems, implementing solutions, and reviewing and reflecting on the learning process. (KNIGHT, A., NESTOR, M. 2000, S. 2) competency-based education, competency-based programm (BELL, MITCHELL 2001, S. 8) Dieser Begriff wurde in einer vergleichenden Studie gebraucht, die die Ausbildung zweier Gruppen von Kühlanlagen-Mechanikern mit verschiedenen Unterrichtsformen verglich. Dabei wurde competency-based education für ein Unterrichtskonzept verwendet das sich weitgehend mit dem eines handlungsorientierten Unterrichts deckt. |
| handlungsorientiert |
action-oriented
The purpose of the didactic structure is to establish a basis for a promotional vocational pedagogics approach which is action-oriented and anthropo-centric (target group centred). (DIEHL 1999, S. 236) |
| Handlungsorientierter Unterricht |
action-oriented
instruction |
| Handlungsorientierung |
action orientation
The action orientation and relevance for application of the qualifications to be transferred (skills, abilities, knowledge and extrafunctional qualifications) must be ensured and must make a contribution towards income-oriented employment. (DIEHL 1999, S. 233) |
| Handlungsregulation |
planning and
regulating a course of action (SCHELTEN 2000. S. 163) action regulation (VARTIAINEN 1987, S. 5, 23 ff.) Die Handlungsregulation beschreibt die inneren Prozesse des Handelnden, während der Planung und Umsetzung einer Handlung. Eine Handlungsregulation äußert sich in der Bildung von Zielen die sich in weitere Teilziele gliedern die schließlich durch einzelne Handlungen in Form von Bewegungsabläufen ausgeführt werden. Eine Handlung lässt sich in Form einer hierarchischen Anordnung von Zielen Darstellen. Aus den übergeordneten Zielen werden Teilziele abgeleitet die zum Erreichen des übergeordneten Zieles führen. Die Teilziele gliedern sich wiederum in weitere untergeordnete Teilziele. Diese Hierarchische Anordnung von Zielen wird zum Erreichen des Zieles oder Ergebnisses der Handlung sequentiell abgearbeitet. Man spricht deshalb auch von der sequentiell-hierarchischen Organisation in der Regulation einer Handlung. (vgl. SCHELTEN 2000 S. 81f.) |
| Handlungsregulations- theorie |
theory of mental regulation of action (VARTIAINEN 1987, S.166 ) |
| Handlungsschemata |
action schemata
(VARTIAINEN 1987, S. 30) |
|
Handlungsvollzug, eine Handlung ausführen, vollziehen |
to perform an action (VARTIAINEN 1987, S. 8) action execution (VARTIAINEN 1987, S. 169 ) to perform a task (OLECHOWSKI, KHAN-SVIK 1995, S. 75) |
| Handlungswissen |
knowledge
pertaining to vocational action (SCHELTEN 2000. S. 163) action knowledge In our definition, constructive learning has to do with attempts of learners to build rich and complex mermory representations showing a high degree of connectedness and having strong relations between semantic, episodic and action knowledge. Some of these constructive learners emphasized semantic and episodic kinds of knowledge. Others stessed action knowledge and were oriented to the possible use and application of the information they encounter. (SIMONS 1993, S. 291, 296) |
| Handlungsziel |
goal (VARTIAINEN 1987, S. 3 ff.) |
|
Unterziel, untergeordnetes Ziel (® Handlungsregulation) |
subgoal (VARTIAINEN 1987, S. 69) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Industriemechaniker |
industrial mechanic (VAN LITH in CEDEFOP 1998, S. 166) |
| Instruktion |
instruction (JÄRVELÄ 1995, S. 239) (VARTIAINEN 1987, S. 81) |
| instruktional |
instructional (JÄRVELÄ 1995, S. 240) (NELSON in REIGELUTH 1999, S. 250) Although students may become aware of boredom long before the teacher recognizes the dullness of teaching in the same way, many teachers who complain of burnout have failed to vary the instructional process and become a slave to tedious lectures and drills. (LEMLECH 1988, S.136 f. ) |
| Instruktionsmethoden |
methods of instruction
(LEMLECH 1988, S.171 ) modes of instruction Still another reason for using different modes of instruction is that students are dieverse in their learning styles so if one methodology doesn’t work well, another mode may be more appropriate. (LEMLECH 1988, S.136 f. ) instructional approaches (NELSON in REIGELUTH 1999, S. 244) teaching methods (NÖLKER 1985, S. 70) |
| Intergrierter Fach- unterrichtsraum |
integrated
vocational subject instruction room workshop The area in an educational institution where tools and machines are located and which is designed for teaching and learning the practical skills required in a programme of technical and vocational education. In der vergleichenden Studie von BELL wurde die Umgebung in der ein Unterricht durchgeführt wurde, der Parallelen zu handlungsorientiertem Unterricht aufwies, wie folgt beschrieben: The physical plant of the competency-based program included a library which contained some journals, textbooks, and a few computers; a classroom; and a shop in which various tools and equipment were available for practical work. (BELL, MITCHELL 2001, S. 8) siehe auch: Vielzweckwerkstätten, Technologieraum |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| kognitive Fähigkeiten |
cognitive skills
The three essential techniques in cognitive apprenticeship-modeling, scaffolding and reflection- are based on observation, guided and supported practice and on feedback aimed at the acquisition of cognitive and metacognitive skills. (JÄRVELÄ 1995, S. 241) |
| Kognitivismus |
cognitivism (STRAKA, STÖCKL in CEDEFOP 1998, S. 190) |
| Kompetenz |
competency,
auch:
competence The ability to perform tasks and duties to the standard expected in employment. (KNIGHT, NESTOR 2000, S.11) siehe auch: - Berufskompetenz, - Methodenkompetenz, - Sozialkompetenz |
| Kompetenzen einer Lehrkraft an beruflichen Schulen |
competencies of a
teacher at vocational schools |
| Kommunikative Kompetenz |
communication competence
- ability to collect information - ability to communiate (DIEHL 1999, S. 244) |
| Konstruktionsprozess |
construction process They lack the skills to use their prior knowledge and to monitor an check their own construction processes. (SIMONS 1993, S. 296) process of knowledge construction Their conclusion was that teacher’s metacommunicative statements facilitate the students‘ process of knowledge construction during the teaching-learning interaction. (JÄRVELÄ 1995, S. 240) constructive acquisition process Learning environments should support the constructive acquisition processes in students. (OLECHOWSKI, KHAN-SVIK1995, S. 73) |
| konstruktivistisch |
constructivist ...a moderate constructivist conception of learning,... (OLECHOWSKI, KHAN-SVIK1995, S. 79) This idea of building up from the pupil’s understanding lies at the heart of the constructivist view of how pupils learn, which focuses on how pupils actively construct new understanding by relating learning experiences to their previous understanding. (KYRIACOU in DESFORGES 1995, S. 124) constructive view of learning (OLECHOWSKI, KHAN-SVIK 1995 S. 78) |
| Konstruktivismus |
constructivism (ABBOTT 1993, S. 59) Basically, constructivism proposes that knowledge or meaning is not fixed for an object, but rather is constructed by individuals through their experience of that object in a particular context. (HONBEIN 1993, S. 88) |
| Konstruktivistischer Unterricht |
constructivistic
instruction |
| kontextualisiert |
contextualized (KELSON, DISTLEHORST in EVENSON, HMELO 2000, S.171) (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.171) |
| konzeptualisieren |
to
conceptualize It is difficult to demonstrate new mental acions directly. Therefore, to develop a new mental action in a trainee, the action to be learned must be presented as an external one, i.e. it must be exteriorized. One has to conceptualize it, make a description and exteriorize it. (VARTIAINEN 1987, S. 38) |
| Konzeptualisierung |
conceptualization (VARTIAINEN 1987, S. 60 ) |
| Kosten und Nutzen betrieblicher Ausbildung |
costs ans benefits
of vocational education within the companies |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Lehrerdarbietung |
presentation (SMITH, LASLETT 1993, S. 30) |
| Lehrereinwirken |
intervention (and guidance) of teachers
(OLECHOWSKI, KHAN-SVIK 1995 S. 73) |
| Lehrerunterstützung |
coaching Coaching includes observing students while they carry out a task and offering hints, scaffolding, feed-back, modelling and reminders. (STRAKA, STÖCKL in CEDEFOP 1998, S. 207) scaffolding Scaffolding refers to the support by teachers helping the student carry out a task. (STRAKA, STÖCKL in CEDEFOP 1998, S. 207) to coach (MINSTRELL, STIMPSON in SCHAUBLE, GLASER 1996, S. 180) facilitation, guidance of teachers (OLECHOWSKI, KHAN-SVIK1995, S. 73) guided and supported practice (OLECHOWSKI, KHAN-SVIK 1995, S. 75) |
| lehrerzentriert |
teacher-centered
(KYRIACOU in DESFORGES 1995, S. 128) |
| Lehr- Lern- Methoden |
teaching and learning methods
Any means employed by a teacher to facilitate the transmission of knowledge and skills, and by the learner to acquire them. (UNESCO 1984, S.31) |
| Lehr-Lern-Umgebung, Lehr-Lern-Umwelt |
Teaching-Learning Environment (OLECHOWSKI, KHAN-SVIK 1995, S. 67) |
| Lehrmethoden |
methods of teaching, models of teaching (LEMLECH 1988, S. 136 f. ) |
| Leitfragen |
steering questions
Steering and information questions are used in the first phase (informing), directing students towards an analysis of the end product, both with reference to skills and knowledge to be used and to regulation processes. (SIMONS 1993, S. 302) |
| Leittext |
programmed instruction
One self-education method whereby the student, alone and at his own pace, works through material (on tape, film or in print), containing previously constructed sequences which lead him step by step to the desired goal through a specified set of responses. The programmed courses are arranged in such a way that each sequence must be mastered before the student may proceed to the next one. (UNESCO 1984, S.31) |
| Leittextmethode |
learning through
prestructured materials (SCHELTEN 2000. S. 163) Leittext method (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.171) guided text method (RADDATZ, R. 1999, S. 30) Die Leittextmethode entstand während der 80er Jahren in der betrieblichen Bildung, hat aber in den 90er Jahren auch in den Berufsschulen Beachtung gefunden. (vgl. SCHELTEN 2000 S. 108 f.) Unter Leittextmethode versteht man ein handlungsorientiertes Lehr- Lern Konzept, das in unterschiedlicher Ausführung in der Berufsbildung eingesetzt wird. Anhand schriftlicher Unterweisungsunterlagen wird der lernende systematisch zum Durchdenken und Bewältigen der Aufgabe geleitet. Das Lernen ist dabei weitgehend selbstgesteuert, der Ausbilde hat dabei die Aufgabe eines Beraters. Die Struktur eines Leittextes gliedert sich in folgende Schritte: Informieren, Planen, Entscheiden, Ausführen, Kontrollieren, Auswerten. (vgl. Kaiser 1999 S. 271 ff., SCHELTEN 2000, S. 108 f. ) |
| Lerneinheiten |
training units (UNESCO, 1984) unit (MINSTREL, STIMPSON in SCHAUBLE, GLASER 1996, S. 179) |
|
Lerneinheit ® Aufgabe |
task (LEMLECH 1988, S.177 ) |
|
Lerneinheit ® Tätigkeit |
activity (LEMLECH 1988, S.177 ) |
|
Lernen am Arbeitsplatz Lernen im Arbeitsprozess |
learning on the job; learning at the workplace;
learning on the shop floor prozess (CEDEFOP 199,6 S. 451) |
| Lernen, selbstgesteuertes |
self-directed learning (HONEBEIN 1993, S. 91) |
| Lernerfolg |
learning success
(STRAKA, STÖCKL in CEDEFOP 1998, S. 210) learning outcomes (BROWN, PALINCSAR in RESNICK 1989, S. 396) (JÄRVELÄ 1995, S. 237) (SIMONS 1993, S. 296) |
| Lernfeld |
learning field |
| Lernfortschritt |
learning gains
(NELSON in REIGELUTH 1999, S. 243) improvement in learning (scores) (BROWN, PALINCSAR in RESNICK 1989, S. 428) learning achievements (GREINERT, WIEMANN 1994, S. 66) progress (NÖLKER 1985, S. 126) |
| Lerngebiet |
field of learning
(RADDATZ 1999, S. 110) areas of learning (NÖLKER 1985, S. 120) subject area (SMITH, LASLETT 1993, S. 23) |
|
Lerngegenstände ® Unterrichtsmaterialien |
learning materials (OLECHOWSKI, KHAN-SVIK1995, S. 74) |
|
Lerngegenstände
® Lerninhalt |
learning issues (KELSON, DISTLEHORST in EVENSON, HMELO 2000, S.169) |
| Lernhandeln |
learning activities (STRAKA, STÖCKL in CEDEFOP 1998, S. 207) |
| Lerninhalt |
learning content A description of the amount and type of knowledge and practical skills imparted through learning. (CEDEFOP 1996, S. 202) contents of learning (RADDATZ 1999, S. 110) content (NÖLKER 1985, S. 72) The substance or subject matter of an educational programme as a whole or of any one of ist parts. With reference to technical and vocational education ‘content‘ includes not only the substantive knowledge to be acquired, but also the practical skills. (UNESCO S. 29) learning issues (NELSON in REIGELUTH 1999 S. 243) |
| Lerninsel |
learning island
(GREINERT, WIEMANN 1994, S. 68) |
| Lernintentionen |
instructional intent (NELSON in REIGELUTH 1999, S. 250) instructional goals (LEMLECH 1988, S. 136) instructional purpose (LEMLECH 1988, S.139 ) (SMITH, LASLETT 1993, S. 23) objective (NÖLKER 1985, S. 70) learning goals (NELSON in REIGELUTH 1999, S. 243) |
| Lernkontext |
learning context
Because not every instructional approach is effective in every learning context, it is necessary to determine when a particular approach is the best possible match for the learner’s needs, the instructor’s teaching style, the learning environment, and the instructional goals. (NELSON in REIGELUTH 1999, S. 246) |
| Lernmechanismus |
learning mechanism
(VARTIAINEN 1987, S. 40) |
| Lernmittel |
teaching aids Devices and materials used in the
teaching-learning process. (CEDEFOP 1996, S. 215) |
| Lernort |
learning site (GREINERT 1994, S. 90, 94, 97) sites for learning (DIEHL 1999, S. 259) Der Begriff Lernort wurde im Rahmen der Bildungsreformdiskussion, von der Bildungs-kommision des Deutschen Bildungsrates eingeführt. Lernorte sind im Rahmen des öffentlichen Bildungswesens anerkannte Einrichtungen, die Lernangebote organisieren z.B. Berufsschulen, Betriebe, Überbetriebliche Ausbildungsstätten. (vgl. KAISER 1999, S. 285) place for learning (NÖLKER 1985, S. 126 ) (RADDATZ 1999, S. 110) place of learning (NÖLKER 1985, S. 70) |
| Lernprozess |
learning process
(CEDEFOP 1996, S. 191, 192) (VARTIAINEN 1987, S. 79) (NELSON in REIGELUTH 1999, S. 245) (NÖLKER 1985, S. 126) knowledge-acquisition process acquisition of knowledge (OLECHOWSKI, KHAN-SVIK 1995, S. 159) |
| Lernsequenz |
learning sequence
(GREINERT, WIEMANN 1994, S. 66) (KYRIACOU in DESFORGES 1995, S. 126) sequence of learning tasks (OLECHOWSKI, KHAN-SVIK 1995, S.77) sequence of tasks (STRAKA, STÖCKL in CEDEFOP 1998, S. 207) |
| Lernstrategien |
learning strategies (OLECHOWSKI, KHAN-SVIK 1995, S. 73) (TANN in DESFORGES 1995, S. 175) (STRAKA, STÖCKL in CEDEFOP 1998, S. 189) study and learning skills Many teachers take for granted that pupils possess the study and learning skills necessary to undertake the academic tasks set, or assume that they can easily develop such skills by trial and error. (KYRIACOU in DESFORGES 1995, S. 122) |
| Lernumgebung |
learning environment
(OLECHOWSKI, KHAN-SVIK 1995, S. 73, 165) (BROWN, PALINCSAR in RESNICK 1989, S. 415) (JÄRVELÄ 1995, S. 237) (NELSON in REIGELUTH 1999, S. 247) (CEDEFOP 1996, S. 192, 193) Setting in which learning takes place and which exerts a profound influence on the result. (CEDEFOP 1996, S.193) |
| Lernvorgang |
learning process (NÖLKER 1985, S. 160) |
| lernwirksam |
efficient (OLECHOWSKI, KHAN-SVIK 1995 S. 159) |
| Lernwirksamkeit |
learning effectiveness
(STRAKA, STÖCKL in CEDEFOP 1998, S. 184) efficacy of learners activities (OLECHOWSKI, KHAN-SVIK 1995 S. 159) |
| Lernziel |
instructional goal
(LEMLECH 1988, S. 174 ) |
| Lösungsprozess |
solution process
(OLECHOWSKI, KHAN-SVIK 1995, S. 76) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Methodenkompetenz |
methodical competence
(RADDATZ 1999, S. 72) (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.161) Ability to react in a systemative and fitting manner to any difficulties and to be able to apply the experience gained in a meaningful way to other problems encountered in the work. (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.161) methodological competence (DIEHL 1999, S. 245 ff.) |
| Modelle der Berufsausbildung verschiedener Länder |
models of
vocational education in various countries |
| Multimedia |
multimedia |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
|
Nachvollzug (Vier-Stufen-Methode) |
imitation The student imitates the skill demonstrated. The instructor watches him allows him to repeat it and helps him until he can correctly apply it. (NÖLKER 1985, S. 200) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
|
Prinzipienwissen ® Metawissen |
metacognitive skills
Cognitive strategies include critical thinking skills, learning strategies, and metacognitive skills. (NELSON in REIGELUTH 1999, S. 247) |
| Problemlösen |
problem solving (ANDERSON 1990, S.191 f.) (LESGOLD, GLASER 1989, S. 255 ff.) (STRAKA, STÖCKL in CEDEFOP 1998, S. 207) In the sense of a multilevel regulation approach, at least three levels of internal representations (including the programs) may be distinguished: the unconscious preprogrammed sensorimotor level, the conscious conceptual level, and the level of intellectual problem-solving and planning. (HACKER in VON CRANACH, HARRÉ 1982, S. 93) |
| Problemlösefähigkeit |
problem-solving skills
These changes put a strong pressure on mental flexibility and a (meta-) cognitive orientation to cope with a variety of products and production processes and problems which are interrelated and require higher problem-solving skills. (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.157) |
| Problemlöseprozess |
problem-solving process
(NELSON in REIGELUTH 1999 S. 245) problem-solving procedure (OLECHOWSKI, KHAN-SVIK 1995, S. 76) |
| Problemraum |
problem-space In this case free exploration resulted in more complete knowledge than working in a problem-space which was restricted by well defined pre-specified tasks. (OLECHOWSKI, R., KHAN-SVIK, G. 1995,. S. 165) (VARTIAINEN 1987, S. 11) This term (problem space) refers to the knowledge of the individual that is relevant to the problem interpretation and solution. (LESGOLD, GLASER 1989, S. 256) |
| Problemsituation |
problem-solving context (OLECHOWSKI 1995, S. 159) problem-solving task Thus, whether contributing to an academic problem-solving task or in more general socialising, the less confident pupil is given greater opportunities to participate and develop interpersonal skills. (SMITH, LASLETT 1993, S. 21 f.) |
| projektorientierter Unterricht |
project-oriented training The place of learning context changes for any shift from training-course learning toward project-oriented training. (GREINERT, WIEMANN 1994, S. 67) |
| Projektunterricht |
project training
The idea behind project training is to inject some degree of complex poduction work into courses that are otherwise fairly far removed from workaday realities. (GREINERT, WIEMANN 1994, S. 67) project learning The selection criteria for project learning are expressly designed for polyvalent and autonomous learning, meaning that the learning organization must aim to teach trainees to solve vocational problems independently. (GREINERT, WIEMANN 1994, S. 67) |
| prozedurales Wissen |
procedural knowledge Internal conditions or dispositions constist of the individual’s declarative and procedural knowledge about the world and about the individual himself. (STRAKA, STÖCKL in CEDEFOP 1998, S. 184) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Qualifikation |
qualification |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Schlüsselqualifikation |
key qualification
(RADDATZ 1999, S. 72) (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.160 ff.) |
| schülerzentriert |
learner-centered Some of the values upon which this theory is based include:[….] learning environments that are situated, learner-centered, integrated, and collaborative. (NELSON in REIGELUTH 1999, S. 243) |
| Selbststeuerung |
self-directedness In this experiment, the essential method of the cognitive apprenticeship model, scaffolding, modeling and reflection worked well between teacher and task-orienteted students in terms of increasing self-directedness and information of relevant cognitive and metacognitive strategies. (JÄRVELÄ 1995, S. 248, 252) |
| selbstgesteuert |
self-directed
The child is seen as essentially a self-directed learner seeking data to test and modify his or her current theories and hypotheses about how things work. (BROWN, PALINCSAR in RESNICK 1989, S. 396) ...,by placing the student in control the emphasis is on self-directed learning and on the development of the metacognitive skills necessary to support it. (HONEBEIN 1993, S. 91) self-guided The self-guided working periods, such as the modeling and reflection episodes, were experienced as frustrating by some students. (JÄRVELÄ 1995, S.255) self-regulated (SIMONS 1993, S.295) Results to date indicate that learning or mastery goals are associated with motivation-related variables (both cognitive- and affective-based processes) that enhance positive achievement activity and self-regulated learning. (LEMOS 1996, S. 152) |
| selbstgesteuertes Lernen |
self-directed learning After a period of self-directed learning, group members return to the problem armed with their increased competency in the knowledge and skill afforded by the problem. (KELSON, DISTLEHORST in EVENSON, HMELO 2000, S.169) |
| selbstorganisiert |
self-organised The point of reference is the new demand for qualified and self-organised group work (or work within networks). (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.164) |
| Sozialkompetenz |
social competence
(RADDATZ 1999, S. 72) (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.161) Ability to communicate with others and to work with them in a cooperative manner, to display group-oriented behaviour and empathy. (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.161) participative competence (KÄMÄRÄINEN, STREUMER in CEDEFOP 1998, S.163) |
| Strukturen eines Studiums für das Lehramt an beruflichen Schulen |
structures of a
study program leading to teaching degrees for vocational schools |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Tayloristische Arbeitsorganisation |
tayloristic work
organisation |
| Technologieraum |
technology room
In rooms of this type every trainee has two places of work: one for the teaching of theory and one for the practice and demostration of practical technology. (NÖLKER 1985, S. 164) |
| Theorieinstruktion |
theoretical instruction
...supplementary theoretical Instructions at a second place of learning, e.g., vocational school. (GREINERT,WIEMANN, 1994, S. 61) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
|
Übung (Vier-Stufen-Methode) |
practice The student uses the newly acquired skill. He repeats it until he has a secure grasp of it. The instructor checks the workpiece from the viewpoint of quality, expenditure of time and handling of materials and shows how to conduct self-checking. (NÖLKER 1985, S. 200) |
| übergeordnetes Ziel Oberziel |
higher-order goal Activities are motivated and regulated by higher-order goals and are realized through actions that are theselves relatively independent components of each activity. (HACKER in FRESE, SABINI 1985, S. 262) |
| Unterrichtsanalyse |
analysis This analysis of classroom organisation involves consideration of milieu, methods and materials. (SMITH, LASLETT 1993, S. 15) |
| Unterrichtsgestaltung |
design of instruction, design (of lessons) (MINSTRELL, STIMPSON in SCHAUBLE, GLASER 1996, S. 180) organisation of learning (TANN in DESFORGES 1995, S. 165) organisation of teaching/learning (NÖLKER 1985, S. 70) lesson planning (SMITH, LASLETT 1993, S. 12) |
| Unterrichtsraum |
teaching room
(NÖLKER 1985, S. 164) siehe auch: Technologieraum, Vielzweckwerkstätten |
|
Untersuchungsansatz ® Untersuchung |
study (BELL, MITCHELL 2001, S. 5) |
| Unterweisungsprogramm |
instruction program
(NÖLKER 1985, S. 158) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
| Vielzweckwerkstätten für komplexe ganzheitliche berufspraktische Unterweisungen und Übungen |
multi-purpose workshops for complex, integrated
practical instruction and exercises; (NÖLKER 1985, S. 164) |
| Vier-Stufen-Methode |
four-stage method (NÖLKER 1985, S. 200) Die Vier-Stufen-Methode ist eine systematische Unterweisungsmethode die das Erlernen einer Arbeitstätigkeit in vier Stufen gliedert. Diese sind: Vorbereitung, Vorführung, Nachvollzug und Abschluss bzw. Übung (SCHELTEN 1995, S. 126) Die Vier-Stufen-Methode geht auf das nord-amerikanische TWI (Training Within Industry) Programm zurück, das während des zweiten Weltkriegs in Nordamerika entwickelt wurde und dort weite Verbreitung fand. In den Nachkriegsjahren erfolgte eine Übernahme und Anpassung an deutsche Verhältnisse. (vgl. VARTIANEN 1987, S. 171, SCHELTEN 1995, S. 113) |
|
Vorbereitung (Vier-Stufen-Methode) |
preparation The instructor explains the objective of the instruction and the reason why it is necessary, arouses the students’ interest and relates the topic to their experience. (NÖLKER 1985, S. 200) |
|
Vorführung (Vier-Stufen-Methode) |
demonstration The instructor demonstrates the activity to be learned and explains his actions within the process as a whole and within the individual segments. He ensures that the students can view the process precisely and, were possible, from the same direction as himself. (NÖLKER 1985, S. 200) |
A B C D E F G H I J K L M N O P Q R S T U V W XYZ
|
Wandel der Arbeitswelt und
Qualifikations- veränderungen |
changes within the
working world and changes of qualifikation requirements |
| wirksames Lernen |
effective learning
Theories of cognition, such as the Cognitive Flexibility theory suggest that effective learning requires a more holistic approach with multiple cases and a variety of goals within a case. (JONES et al. 1993, S.125) |
| Wissenskonstruktion |
construction of knowledge It is he [ the teacher ] who uses media with the character of learning environments or open learning opportunities as cognitive tools for the construction of knowledge. (STRAKA, STÖCKL in CEDEFOP 1998, S. 195) |
| Wissenschaftsorientierter Unterricht |
science-oriented
instruction |
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
|
zielbezogen zielorientiert |
goal-oriented (JÄRVELÄ 1995, S. 238) (VARTIAINEN 1987 S. 31) |
| Zielorientierung |
goal orientation If goal orientation is removed from work (and if work design does not allow for the development of strategies), the activity is not complete, but rather ”partialized”. (HACKER in FRESE, SABINI 1985, S. 263) |