Zur Effizienz handlungsorientierter Unterrichtssettings : eine empirische Studie

Functional learning on a real object produces immediately and directly meaning of life. As undisputed this thesis of life may be, the transfer to systematic learning processes in the context of a teaching environment seems more than difficult. The school counters this affair by extracting functionally organized operational labor and actions from operational rationality and converts it into congruent school learning situations. Therefore, professional education tries to create a synthesis for the difference of life and education. Motivation- and learning psychology assumes through the educational paradigm action orientation an expected productivity gain in cognitive development, so that the learning subject within the learning situation actively integrates operational experience (life experience of practical knowledge) and school-based theory. In Germany the didactic concept of action orientation is politically set.
The thesis examined the extent of intended productivity gain of action orientation in the context of practical school and classroom.
The study concludes that action orientation in the context of practical education and theory is not suitable to effect a systematic inter-individual productivity gain in cognitive development. The studies rather show that the individual accounts of cognitive development do not correlate primarily with the methods used, but with the psychodynamic and social implications, in which the learning activities unfold. The study differentiates the relevant psychodynamic configurations phenomenologically as mental formats.