Die Europäische Union vermitteln – Vorschläge für eine kompetenzorientierte EU-Didaktik

Oberle, Monika; Tatje, Christian

doi:10.2307/j.ctvdf0f3k.8

Cited by 4 publications

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“…Finally, it must be stressed that the aim of this article is not to hold up simulation games as an educational silver bullet; successful civics lessons certainly require the interplay of a variety of approaches and methods (see Oberle and Tatje, 2014; on political excursions in the context of teaching about the EU, see, for example, Weber, 2015; on teaching about the EU in a cognitively activating way with specially developed text-based material, see Weißeno and Landwehr, 2015; on EU-related WebQuests, see Manzel, 2007). Furthermore, tackling the subject of the EU is a process involving many steps -as indeed demonstrated by university seminars; sustained development of understanding requires several attempts and repeated engagement with the object of study.…”

Section: Discussionmentioning

confidence: 99%

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Simulation games on the European Union in civics: Effects on secondary school pupils’ political competence

Oberle

Leunig

2016

Citizenship, Social and Economics Education

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Civics courses strive to promote students’ political competencies, which according to the model of Detjen et al. incorporate content knowledge, abilities to make political judgements and take political action, as well as motivational skills and attitudes. For achieving these goals, high hopes are placed on active learning tools such as political simulations. Looking at positive expectations generally placed on simulation games, they seem very suitable for addressing key problems of teaching about European Union identified earlier. However, simulation games have also been regarded as demanding and time-consuming, with the ‘fun-factor’ outweighing the ‘learning factor’. There is a profound lack of systematically won empirical evidence for such positive and negative expectations. This study addresses this research deficit, focusing on the effects of short European Union simulation games of the decision-making of the European Parliament on pupils and their political competence controlling for different background variables (e.g. gender, cultural capital, pre-knowledge, political interest). Data were collected from 2013 to 2016 in secondary schools of Lower Saxony and North Rhine-Westphalia (N = 308; average age = 16.75 years) using partly standardised questionnaires accompanied by interviews. The intervention study (pre–post design) focuses on the competency dimensions content knowledge, motivation (political interest, self-efficacy), volition (willingness to participate politically) and attitudes (e.g., perceived responsiveness of European Union and perceived relevance of European Union for everyday life).

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Section: Discussionmentioning

confidence: 99%

“…The systematic dissemination of basic conceptual knowledge, along with the continual promotion of other competence facets, thus does not undermine the paradigm of competence orientation, but is inherent to it (cf. Oberle and Tatje, 2014: 63).…”

Section: Theoretical Backgroundmentioning

confidence: 99%