Vielperspektivität von Anfang an?!

Überblick und Analyse aktueller Planungsmodelle für den Sachunterricht

Abstract

The present article attempts to give an overview and provide a brief analysis of the well-established terms “multi-perspectivity” and “interconnectivity” in the current methodological discourse in “general studies”. As both terminologies are equally used and introduced in the new curriculum for primary schools in Austria, their theoretical analysis seems highly important. To create a beneficial link to teaching practice, recently published models ​(Atzwanger et al., 2021; Freytag et al., 2021)​ for lesson planning will be analysed according to their potential in creating lessons that consider multi-perspective and/or interconnective learning scenarios. These results will be examined and compared with templates for lesson-planning provided by three colleges for teacher education (“Verbund Nord-Ost”). These analytical and comparative findings may contribute in developing the methodology of lesson planning and research in general studies. Lastly, these results suggest that the terms “interconnectivity” and “multi-perspectivity” are being used synonymously most of the time and a clarification of the terms seems highly important. Additionally, the results reveal potential pathways to support teachers ideally in creating multi-perspective and interconnective lessons in general study classes.