ECOLE-2: Self-Determined Learning
Health (2)From 09/2004 to 03/2011
Staff: N. N.
Within ECOLE-2 different basic approaches of the self-determination theory, the emotion research and involved teaching methodologies join a pedagogic teaching subject (secondary school level I). The self-determination theory builds upon the experience of competence, the autonomy and the social integration providing a long-term learning. From the emotion research we know that positive learning emotions in a lesson may raise a learner’s intrinsic motivation and that is why it may improve learning success. Incorporating this relationship into teaching methodology may consequently enhance effective teaching interventions. In the research approach, the subjects Biology, German, Physics and pedagogic Psychology are involved, providing a consistent pedagogic concept and a subject-specific analysis. Learning at school exceeds cognitive-rational processes by involving social and affective contexts. The self-determined theory of Deci and Ryan (1993) describes this with accomplished dynamics, with a teachers’ autonomy and his/hers experienced social environment. This theory serves as a structure for the following higher ranking aims: 1. Can the self-determined theory improve a pedagogical teaching concept (of a self-determined teacher)? 2. Can a pedagogical teaching concept broken down into specific teaching units? 3. Is a ‘self-determined learning’ concept is (empirically proven) effective? 4. Are there any comparable or contrasting relations to different subjects? 5. Does the self-determination theory offer an appropriate theoretical base or need the theoretical basic approaches an extension, like with the self-efficiency theory of Bandura (1997, 2001) or constructivism (Strike & Posner, 1992; Marx & Boyle, 1993); need the cognitive aspects of learning, as basic competitive or supplementary theoretical explanatory models more emphasis? An interdisciplinary teamwork is necessary to bring up the psychological, pedagogical and teaching methodical competences. Competences of theoretical learning and methods repertoire of empirical social research require psychology subject support. All teaching units need evaluation and analysis of learning processes in order to integrate a multidisciplinary ‘self-determined learning’ concept.