Forschungsprogramm: Epistemologische Überzeugungen in gewerblich-technischen Domänen

Abstract

Current findings on epistemological beliefs assume that the theories, which individuals develop by knowledge and its acquisition, have a central influence on the teaching-learning process. A study on epistemological beliefs of teachers and students in vocational education might also provide interesting articles for vocational teaching-learning processes. For example, in the current discussion on the ascertainment of learning skills, or on the topic of self regulated learning. Also the substantial character, i.e. the transfer of adequate epistemological beliefs about the fundamentals and the capacity of individual professional domains and their boundaries, corresponds to the educational objectives of vocational training and thus would be of research interest. This essay initially deals with the central concepts and models and then takes stock of the empirical status of research. Here, the findings of research are presented by means of a synopsis of the areas of pedagogical psychology, the didactics of mathematics and natural sciences as well as the field of vocational studies and economic education and are analyzed with regard to a desideratum for research for vocational classes.