Abstract:

Reflexivity, creativity and Project Ability are terms that are not only found in job advertisements, but also in innovation research and education management. Individual reflexivity (cf. Moldaschl 2010) and creativity are characterized as social capabilities. The purpose of this paper is to introduce a new didactical design of these social abilities and a new experience for curriculum design, respectively. The focus will also be on individual potential and development in education training.

The objective of our research project is to further individual reflexivity (cf. Archer 2003), creativity and project abilities as educational goals in teaching programs. Teaching, or instruction, is characterized by methodical and thematic decisions, which intend special educational goals. If the said abilities are to be affected, they must be embedded in educational goals.

Another main interest of the research project is to introduce a new didactical design, which combines self-regulation learning, tutorial learning, project work and experiential learning. Taking reference to the theory of complementation, a basic approach of individual reflexivity, creativity and project abilities will be developed in a context applicable to didactical contents. The education theoretical theory of complementation is based on the assertion that education is composed of complimentary knowledge and experience (cf. Jongebloed 2004, p.30). Knowledge, in the extent of the theory, is storable, learnable and repeatable whereas experience is defined as inductive, perceivable and singular. Experience is gained through practical settings during which knowledge is acquired in teaching environments. Principally, it is assumed that education and said abilities are to be evaluated as being equal. Therefore, reflexivity, creativity and project ability emerge from the compliments of knowledge and experience; a thesis which can be deductively traced back to the works of Knowles 1975, Pintrich 2005 and Dewey 1938.
Lastly, the concept is used as a basis to analyze said abilities in educational goals. The analysis refers to the revision of Bloom´s taxonomy of educational objectives within the cognitive domain (cf. Anderson 2001).

Main analytic method:
Over the past 12 years we have been developing and studying this didactical design in economic contents. There are elements in the beginning which have been removed or altered. Now we are at the point where we have comprehensive empirical data that can be analyze to portray the experience in curriculum designs.

The first part of the research project, the constitution of the theoretical framework for the new didactical design will be reviewed using a meta-analysis. This part of the study was completed in May 2013.

The second part of the research project, the justification of individual reflexivity, creativity and project abilities as educational goals will be reviewed through observation and interviews. This part of the study will be carried out in January 2014.
At the conference, the design and the complete results of the study will be presented.

Expected research outcomes:
A valid didactical design and the construction of creativity, reflexivity and project abilities in educational goals are expected to be the result of the research project. The expected results of the empirical ascertainments are to affirm that the didactical design produces a significant surplus for the research of new curriculum designs.

Keywords:

Didactical Design, Educational Goal, Social Capabilities.