Paradigm shift in didactics: instruction vs. construction

In the search for the right method, there is often a strong polarisation between instruction-oriented and constructivist teaching. In directive teaching, in the sense of guiding, presenting and explaining, learners are assigned a passive role. Learning is predominantly a receptive process. As the antithesis of instruction-oriented teaching methods, constructivist learning theory has become fashionable. Self-organised learning not only leads to learners taking on an active role, but also promotes the development of interdisciplinary skills. However, a simplified either/or attitude is counterproductive. Instruction and construction are not mutually exclusive. Instead, a creative combination of both learning theories is desirable. This work elaborates on what instruction-oriented and moderate constructivist teaching should look like. In the empirical part, the learning success and sustainability of both teaching-learning concepts were examined and compared in order to draw conclusions about the choice of method.

Autorentext

After completing his education at the Higher Technical College for Mechanical Engineering with a focus on technical building equipment and energy planning in Jenbach, Alexander Gollner studied at the University of Education in Tyrol. In 2015, he completed his bachelor's degree in teaching at vocational schools.