Titelbild (W. Wagner): In der Erfahrungskiste findet sich nach Montessori alles, was zur Durchführung erforderlich ist. Links oben in der Deckeltasche liegt noch das Anleitungsblatt für Lehrende, das ...Anleitungsheft für Lernende zur besseren Sicht nach rechts herausgenommen. Unten erkennt man die Experimentier‐Materialien an ihrem Platz in Styropor‐Halterungen.
Erfahrungskisten sind ein Komplettangebot für einen zeitlich sehr begrenzten Rahmen (20‐40 Minuten). Die Anleitungen dazu enthalten jeweils Problemorientierung, Experimentier‐Angebot auf Stoff‐Ebene, ...abgestufte Lernhilfen, Erklärungsangebot auf Teilchen‐Ebene, Kontroll‐Aufgaben und die Möglichkeit für Selbsteinschätzung. Die zurzeit verfügbaren 40 Kisten sind nach den Grundsätzen der Montessori‐Materialien (s. u.) konzipiert und an den praktischen Einsatz in chemischen Fachräumen angepasst. Sie sind prinzipiell in allen Jahrgangsstufen von 5–13 einsetzbar. Ihre volle Leistung entfalten sie allerdings bei Wochenplanarbeit im selbstorganisierten Lernen (SOL). Das Material heißt Erfahrungskiste, weil es den Zugang zu chemischen Inhalten nach der induktiven Vorgehensweise durch das Ermöglichen von Erfahrungen stützt. Alle Anleitungen, die zum Bau der Kisten erforderlich sind, sind im Internet in bearbeitbarem Format zugänglich.
Translation
Experience boxes are a complete package for a very limited period (20–40 minutes). Instructions include problem orientation, hands‐on‐experiments on substance level, graded learning aids, particle‐level explanations, control tasks, and the opportunity for self‐assessment. 40 boxes are currently available. We designed these boxes according to the principles of Montessori materials (see below) and adapted them for practical use in the chemistry lab. They are good for use in all grades 5–13. However, they develop their full potential during free choice of work and self‐organized learning (SOL). We named the material ‘experience box’ because it supports chemistry teaching according to the inductive approach. All instructions needed to build the boxes are accessible on the internet in editable format (German language only).
Variation Theory and Montessori Education Ahlquist, Eva-Maria Tebano; Gynther, Per
Journal of Montessori Research and Education,
04/2019, Volume:
2, Issue:
1
Journal Article
Peer reviewed
Open access
In this article we examine the relation between variation theory and Maria Montessori's didactic theory. Montessori believed that training and sharpening of the child's senses are crucial for their ...continued learning; she therefore developed specific sensorial materials to be used in Montessori preschools for such a purpose. As noted by interpreters of Montessori education, a key principle in this material, as well as in variation theory, is the use of variation and invariance. However, in this article, lessons in two different areas than the training of the senses are analysed from a variation-theoretical perspective on learning; these lessons originate from Montessori's own writings and from extracts from Montessori training courses. The result shows that a systematic use of variation and invariance can be seen as a more fundamental part of Montessori's didactic theory and is not only applied in the sensorial training. The article will offer theoretical concepts useful when explaining why lessons in various areas should be presented in the way they are described. Keywords: Arithmetic, Didactics, Geometry, Isolation of qualities, Montessori education, Montessori material, Variation, Invariance, Variation theory
MONTESSORI METHOD - TIMELESS POSTULATE OF EDUCATION Aleksandra Anđelković; Sara Čubić
Facta Universitatis. Series, Teaching, Learning and Teacher Education (Online),
03/2023, Volume:
6, Issue:
2
Journal Article
Open access
The Montessori educational method represents a timeless pedagogical value. It is recognizable to everyone whose goals is directed towards freedom and complete development and self-development of the ...child. One of the most powerful arguments and indicators of the quality of the Montessori system is its persistence for more than a century, and its worldwide distribution. The idea of a child as an absorbing mind, whose hands should be occupied and stimulated by play, learning, creative materials in a special environment, is globally accepted and implemented through the programs and work of numerous Montessori kindergartens, schools, associations and associations in the world. Maria Montessori's pedagogical conception is shown through her life and work, and then structured through three basic elements of Montessori education: 1) Montessori environment, 2) Didactic Montessori materials, and 3) Education of Montessori teachers. In the research part of the work, the teachers' attitudes were examined with the aim of creating an insight into the knowledge of the Montessori Method and determining the respondents' agreement with the basic Montessori principles. The expressed interest of the teachers in this research in the Montessori Method, as well as the existence of organizations and associations that develop Montessori ideas, represent fertile ground for the formation of accredited Montessori institutions in Serbia, which is currently not the case. The results of this research can be helpful in the development and application of the Montessori Method in our area, and represent guidelines for new research, especially in the field of student education and professional development of teachers about the importance and impacts of Montessori education on changes in the traditional system. The practical implications of the work are reflected in the encouragement of new research and ideas in theory and practice, which opens up new possibilities for developing Montessori education in Serbia.
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