Was erinnern Schüler/innen vom Unterricht?
Maria Fölling-Albers und Katja Meidenbauer
Diese Publikation zitieren
Maria Fölling-Albers, Katja Meidenbauer, Was erinnern Schüler/innen vom Unterricht? (2010), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2010 #02, S.229
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Beschreibung / Abstract
Zusammenfassung: Unterricht unterliegt den Prämissen des Systems Schule und seinen verschiedenen Funktionen - nicht zuletzt der Selektionsfunktion. Deshalb kann Unterricht unter verschiedenen Aspekten als bedeutsam wahrgenommen werden. Unter welchen Gesichtspunkten Schüler/innen Unterrichtsstunden rekonstruieren, ist in der Unterrichtsforschung noch eine weitgehend offene Frage. Im Rahmen einer empirischen Studie wurde dieser Aspekt bei verschiedenen Schülergruppen untersucht. Es wurden mit 30 Schülern/innen der dritten und vierten Jahrgangsstufen an drei Messzeitpunkten jeweils eine Woche lang Interviews durchgeführt (zu Beginn, in der Mitte und am Ende des Schuljahres - insgesamt 420 Interviews). Es hat sich gezeigt, dass vor allem formale Aspekte (zum Unterrichtsablauf, Hefteinträge etc.) den Blick auf Unterricht bestimmen - und das gilt insbesondere für die leistungsschwachen Kinder.
Stichwörter: Unterricht, Lernerfahrungen, Unterrichtsforschung
Abstract: Classroom teaching is subject to the premises of the scholastic system and its different functions - including its selective function. Therefore, lessons can be perceived as important from different perspectives. It is still to a large extend unsettled in teaching research under which aspects students reconstruct previous lessons. The present empirical study investigates this question by looking at different groups of elementary-school students. At three points during the school year (the beginning, the middle and the end), 30 students of the third and fourth grade were interviewed for the duration of one week regarding their perception of the lessons they had attended. The data collected in 420 interviews is analyzed and it is shown that students mainly remember the formal characteristics of lessons, - this is especially true for low achievers.
Key words: Classroom teaching, teaching research, teaching
Stichwörter: Unterricht, Lernerfahrungen, Unterrichtsforschung
Abstract: Classroom teaching is subject to the premises of the scholastic system and its different functions - including its selective function. Therefore, lessons can be perceived as important from different perspectives. It is still to a large extend unsettled in teaching research under which aspects students reconstruct previous lessons. The present empirical study investigates this question by looking at different groups of elementary-school students. At three points during the school year (the beginning, the middle and the end), 30 students of the third and fourth grade were interviewed for the duration of one week regarding their perception of the lessons they had attended. The data collected in 420 interviews is analyzed and it is shown that students mainly remember the formal characteristics of lessons, - this is especially true for low achievers.
Key words: Classroom teaching, teaching research, teaching