Paradigm shift in didactics

In the search for the right method there is often a strong polarisation between instruction-oriented and constructivist teaching. In directive teaching in the sense of guiding presenting and explaining learners are assigned a passive role. Learning is predominantly a receptive process. As the antithesis of instruction-oriented teaching methods constructivist learning theory has become fashionable. Self-organised learning not only leads to learners taking on an active role but also promotes the development of interdisciplinary skills. However a simplified either/or attitude is counterproductive. Instruction and construction are not mutually exclusive. Instead a creative combination of both learning theories is desirable. This work elaborates on what instruction-oriented and moderate constructivist teaching should look like. In the empirical part the learning success and sustainability of both teaching-learning concepts were examined and compared in order to draw conclusions about the choice of method.