Die Kinder-Sachen-Welten-Frage (KSW-Frage) als praktisch-didaktisches Werkzeug zur Planung und Umsetzung von Vernetzung im Sachunterricht

Abstract

Multi-perspectivity and interconnectedness are the two central principles of modern “Sachunterricht” and work directly together (cf. Gervé, 2017; 2022). In our understanding, it is imperative that “Sachunterricht” lessons are designed with multiple perspectives as often as possible and that content is explored from multiple perspectives. The practical implementation of this multi-perspectivity means linking dimensions (Köhnlein, 2012) or perspectives (GDSU, 2013) of “Sachunterricht” as well as ways of thinking, working and acting (ibid.) through “Übergeordnete Fragestellungen” (overarching questions) (Schmid et al., 2013; Trevisan, 2019) and “Perspektivenvernetzende Themenbereiche” (perspective-networking subject areas) (GDSU, 2013). The “Kinder-Sachen-Welten-Frage” (children-things-worlds question; KSW question) (Peschel et al., 2021) is an advanced practical-didactic “trick” for planning such networking in Sachunterricht lessons. It expands the “Übergeordnete Fragestellung” (Schmid et al., 2013; Trevisan, 2019) to include provocative and life-world-addressing features and thus evokes a subjective significance. 

The article exemplifies these considerations and plans using a concrete teaching example that invites teachers and pupils to engage with the KSW-question based on a magazine.