Making Technology Accessible Through Silent Films –A Study of Reconstructive Exploration in the Area of Technology in Science Teaching
Education Journal
Volume 7, Issue 6, November 2018, Pages: 171-178
Received: Oct. 30, 2018; Accepted: Nov. 13, 2018; Published: Dec. 20, 2018
Views 35      Downloads 36
Svantje Schumann, Institute of Primary School, College of Education, Muttenz, Switzerland
Article Tools
Follow on us
The primary purpose of the project “Experiencing technical events in silent films” is to generate silent films on technology along with related didactic materials for use in the training and education of both teachers and primary pupils (Years 1–6) in Switzerland. The project (2017 - 2020) is taking place at the University of Applied Sciences and Arts, Northwest Switzerland. This article presents a case study that was conducted as part of the project. Year 5 pupils, in pairs, watched silent films on workstations. With the aid of a recently developed audiographic process for lesson observation the children’s conversations were recorded and analysed. The article evaluates the study with regard to findings that are relevant to technical education in the primary school context. Its aim is to make these findings usable in the education and training of both teachers and primary school pupils. On the basis of this study potentially effective methods are being developed to support the abductive and inductive processes of exploration in the area of technology. This development is based on the thesis that reconstructive exploration processes are particularly suited to producing sustainable understanding. A form of teaching-learning conversation based on the socratic method is among the suggested methods for supporting this process. Known as maieutics the socratic method stimulates a process of questioning that leads to discussion. Visualisation and didactic materials are included in the process. In developing such proposals the importance of language in educational processes must be taken into account.
Silent Films in Technical Education, Technology at Primary School, Online Technology Platform
To cite this article
Svantje Schumann, Making Technology Accessible Through Silent Films –A Study of Reconstructive Exploration in the Area of Technology in Science Teaching, Education Journal. Vol. 7, No. 6, 2018, pp. 171-178. doi: 10.11648/
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License ( which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
OECD (2000): Learning for life. First results from the international school performance study PISA 1999. Paris: OECD.
Sachs, B. (2001): Technology education – Conditions and perspectives. In: tu – Journal for Educational Technology, No. 100, 5–12.
Kruse, S. & Labudde, P. (2016): Technology Education in Switzerland. In: M. J. de Vries, S. Fletcher, S. Kruse, P. Labudde, M. Lang, I. Mammes, C. Max, D. Münk, B. Nicholl, J. Strobel & M. Winterbottom (Editor): Technology Education Today: International Perspectives. Münster, New York: Waxmann, 59–74.
Gesellschaft für Didaktik des Sachunterrichts (GDSU) (2002/ 2013) [German Association for the Didactics of Science Education]: Science education – perspective framework. Bad Heilbrunn: Julius Klinkhardt, 9.
Kahlert, J. (2009): Science education and its didactics. 3rd edition. Bad Heilbrunn: Verlag Julius Klinkhardt, 17.
Royar, T. & Streit, C. (2010): MATHElino. Mentoring children on mathematical journeys of discovery. Seelze: Kallmeyer.
Köhnlein, W. (2008/2011): The educational tasks of science education and genetic access to the world. Lecture given in 2008 at the University of Gifu, Japan. In: GDSU Journal, Vol. 1, 15, March 2011.
Schmidkunz, H. & Lindemann, H. (1999): Inquiry-based and development-based teaching methods. Problem solving in science education. Westarp Wissenschaften, Hohenwarsleben, 19.
Soostmeyer, M. (1998): On the subject of science education. Justification for situation-, action- and material-oriented instruction in primary school. Frankfurt am Main: Lang, 160.
Liebig, S. (2012): Exploratory learning: A teaching principle. In: S. Liebig (Ed.): Exploratory learning – A teaching principle. Baltmannsweiler: Schneider Verlag Hohengehren, 1–15.
Oevermann, U. (1997, 157), cited in Rumpf, H. & Kranich, E.-M. (Editor) (2000): What kind of knowledge does the teacher need? An objection to usual practice. With a contribution by Peter Buck. Stuttgart: Klett-Cotta, 124.
Dewey, J. (1933): How we think. A restatement of the relation of reflective thinking to the education process. Lexington, Massachusetts: D. C. Heath & Company.
Giest, H. (2004): Action-oriented learning. In: D. Pech & A. Kaiser (Editor): Latest concepts and objectives in science education. Basic knowledge of science education Volume 2. Baltmannsweiler: Schneider, 90–98.
Heck. U. (2009, 46), cited in Heck, U.; Weber, C. & Baumgartner, M. (2009): Learning in experiential spaces Baltmannsweiler: Schneider.
Copei, F. (1955): The fertile moment in the educational process. 3rd edition 1955. Heidelberg: Quelle & Meyer.
Roth, H. (1970): Educational psychology of teaching and learning. 12th edition 1970. Hanover: Schroedel.
Oevermann, U. (1996): Crisis and leisure. Structural properties of aesthetic experience from the sociological point of view. Lecture on 19.6. at the Städel school, Frankfurt/Main. URL: Http:// Ulrich-crisis-and-mu%C3%9Fe-Struktur-properties-%C3%A4sthet sized-experience-from-sociological point of view-%281996%29/, 04.09.2018.
Schumann, S. (2018): Technology silent films. Online platform for the education and training of teachers, use in schools and further research. URL:,10.07.2018.
Wagenschein, M. (1923/1996): On the promotion of linguistic expression by maths and science education. Homework for the state examination for higher teaching posts. April 1996 published by Martin-Wagenschein-Archive, Hasliberg Goldern, 10.
Giest, H.; Heran-Dörr, E. & Archie, C. (Editor) (2012): Learning and teaching in the classroom. The relationship between construction and instruction. GDSU Volume 22. Bad Heilbrunn: Verlag Julius Klinkhardt.
Wagenschein, M. (1999): Teaching understanding. Genetic – Socratic – Exemplary. Weinheim and Basel: Beltz, 121 et seq.
Science Publishing Group
NEW YORK, NY 10018
Tel: (001)347-688-8931