Stettler, Andreas (2025). Offenheit der Aufgabenstellung und Strukturiertheit des Unterrichtes im Technischen Gestalten. In: Steinmann, Annett; Seidler-Proffe, Maximilian; Lange-Schubert, Kim (eds.) Mitwelt im Wandel, wahrnehmen verstehen und gestalten. Beiträge zur Didaktik technisch-gestalterischer Unterrichtsfächer: Vol. 1 (pp. 73-90). Bad Heilbrunn: Verlag Julius Klinkhardt 10.35468/6199

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As part of a research project, it was possible to identify three typical forms of teaching that occur in Design and Technology in German-speaking Switzerland. The ‘degree of openness of the task’ and the ‘structured nature of the lesson’ were used to profile the lesson types. Teachers do not choose these lesson types at random. Certain attitudes and prerequisites lead them to lean towards one of the three teaching types. These also differ in terms of their influence on the students. One of the teaching types, which is characterised by open tasks and structured lessons, has a particularly positive effect on the results of the lessons. This can be seen, among other things, in the cognitive activation, intrinsic motivation and high self-efficacy conviction of the students.

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