Abstract:

Throughout the European Union (EU), a shortage of skilled workers has been identified at higher skill levels, affecting regulated and unregulated academic or equivalent occupations. There is a particularly high demand for specialists in the fields of science, technology, engineering and mathematics (STEM for short) (Cedefop 2016, p. 1). Accordingly, it seems important to give future trainees an understanding of the technical field in particular and the associated options on the labour market as well as its requirements.

In addition to convey flexibly applicable knowledge, a particular focus in this context is on strengthening the motivation of students to deal with topics and challenges in the STEM-fields and the associated occupational fields. The theory of Situated Learning represents one way of access. This learning-theoretical approach is characterized by the fact that teaching is learner-centred and learning is to be embedded in a situational context. This contrasts with the mere absorption of knowledge and promotes the internalization of what has been learned (cf. Lave/Wenger 1998, p. 47).

Using the example of mathematics teaching, it could be shown for American student groups that students who were taught situated better structured their steps and captured partial problems. The students also recognized the benefits of what they had learnt for their lives and increased their overall mathematical abilities (cf. CTGV 1992, p. 303ff.). The CoSiTo project aims to implement this approach in combination with the use of modern technologies. The most important issue is the promotion of the students' interest in technology by using the online teaching and learning platform CoSiTo (available at: www.moderneslernen.de), which was developed in the context of the project. Here, age- and curriculum-compatible teaching content is offered according to the model of situational learning, particularly of the approach of Anchored Instruction. The platform will be tested in the context of technology lessons at general and vocational schools. The research approach and initial results will be presented in this article.

References:
[1] Cedefop European Centre for the Development of Vocational Training (2016): Skill shortage and surplus occupations in Europe. Briefing note November 2016.
[2] Cognition and Technology Group at Vanderbilt (CTGV) (1992): The Jasper Series as an Example of Anchored Instruction. Theory, Program, Description, and Assessment Data. Educational Psychologist, 27(3), pp. 291-315.
[3] Lave, J. & Wenger, E. (1998): Situated learning. Legitimate peripheral participation. Cambridge: Cambridge University Press.

Keywords:

Situated Learning, modern technologies, learning, teaching, education, STEM.