Innovative method

In particular, on the one hand Herwig Blankertz and on the other hand Werner Jank and Hilbert Meyer describe in detail “Didactic Models“ in their well-known books. Jank and Meyer also consider „didactic concepts“. However, both associated terms should be distinguished, although not sharply: thus „didactic models“ are more theory-based, whereas „didactic concepts“ are more experience-based.

According to Friedrich W. Kron ^[2], a model in the context of didactics and pedagogy is a kind of preliminary form of theory, whereas a concept is a blueprint for action in teaching. Especially in the 1970s and 1980s, a multitude of educationally based and competing didactic models emerged in the German-speaking world ^[3][4] which, however, have since become canonized examination material in the first and second phase of teacher education, in addition to their actual intended curricular role, but can nevertheless be helpful for curricular developments.

Kron provides a good, concise account of the numerous “didactic models” in a separate chapter. ^[5] He groups these different models into three categories of didactic models with the help of “guiding terms”:

• Education as a guiding concept
• Learning as a guiding concept
• Interaction as a guiding concept