New Publication from the Chair of Didactics of Economics
New textbook for bachelor studentsCopyright: © Shaker
The textbook serves as a targeted preparation for the module "Didactics of Economics".
However, the explanations should also enable a broader interested public to inform themselves about developmental tendencies in the didactics of the school subject "economics".
In the center of the considerations stands first the processing of the economic-historical basis of the action-oriented instruction and the learning field concept, which coin the framework curricula for commercial vocational colleges. Based on the central considerations of the "Berlin Didactics" on the implication connection of teaching content, goals, methods and media, hints are given for the design of activity and learning field oriented teaching. Against the background of the advancing digitalization and the inclusion issue in schools, practical implementation possibilities are shown. Finally, the textbook is rounded off by explanations on planning a series of lessons, two exemplary lesson plans, and information sheets for designing and evaluating a lesson.
New Publication for master studentsCopyright: © Shaker
The Chair of Didactics of Economics has had a new book published: "Studien zum Praxissemester in der Lehramtsausbildung im Fach Wirtschaftswissenschaft". The textbook was edited by Professor Björn Paape, Dr. Christoph Maus, and Dr. Iwona Kiereta.
The collection contains a series of research projects that were independently conducted and evaluated by students of the School of Business and Economics. The background to the research is the practical semester in the Master's program of teacher training, in which students visit vocational college lessons and work on their research projects on didactics of economics.
The publication of these project reports is intended to provide more transparency in teacher training education. The anthology provides new insights, for example, into learning and teaching methods and success factors in business and economics teaching at vocational colleges.
For example, one research report examines the relation between methods of lesson introduction and students' motivation. The students were asked about their motivation after various lesson introductions. The results of the study show that an inductive approach to economics lesson introduction motivates students more than a deductive or informative one.
The collection contains ten research reports with important findings for teacher training education.