How does didactic knowledge develop?: Experiences from a design project

Abstract

knowledge is created in DBR projects, a partly methodological approach. The other author attempts to find theoretical points of reference and reassurances about the project work. This leads to very practical considerations. The project did not commence with an exactly defined problem; we began with broad concerns that had to be distilled into specific goals over the course of the project. We had to conduct dialogical planning in our different roles and responsibilities. After each work phase and workshop, we reviewed and made a record of what had happened and how, the condition of the group and what it should work on in the next practical phase. This was supplemented with classroom visits and one-on-one discussions with various project participants. The information derived from these evaluations was subsequently used in the planning of the next cycle. Therefore, in the next cycle, the same project was not conducted, but a revised project was developed, which continued from where the previous cycle had ended. Thus, the problem definition continued evolving. In this paper, we have tried to concisely present how the work progressed in phases and cycles and roughly described the thought process and evaluations that shaped this project. Perceived this way, this paper serves two different interests. First, it shows how a problem definition was developed and further sharpened and what concrete result was obtained in the process. This is indicated by the subtitle. Second, it explains how knowledge is created and defines the scope and specificity of this knowledge. In many passages, the text refers to special features of German VET and VET research. In order to ensure that readers who are not so familiar with these issues can understand the background, we have introduced grey boxes containing background information. Readers who do not need this information and want to follow the argumentation in a target-aimed way have the opportunity to skip these text passages. Implementation of a curriculum Knowledge production in design processes Cooperation in design-projects Design projects in vocational colleges Didactics as applied theory