An Analysis of Learners’ Degree of Activation in Inductive Lessons for Different White Collar Courses at German Vocational Colleges

Abstract

The objective of this teacher training project is to examine the degree of learner activation during inductive lessons given at vocational colleges to students of various courses in the subject area of economics. The hypothesis that inductive teaching is more suitable for courses at a lower educational level and that it has a positive impact on learner activation is confirmed. Insights are offered that provide opportunities for teachers of economics at vocational colleges to suitably use this teaching method in their daily work. It is shown that inductive lessons are effective for both of the examined educational levels; however, with regard to increasing motivation and avoiding boredom as well as maintaining concentration, the inductive form of teaching is more effective at the lower educational level.