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EU-Simulationen als multidimensionaler didaktischer Ansatz

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Europa spielerisch erlernen

Part of the book series: Politische Bildung ((POLBIL))

Zusammenfassung

Simulationen, im Sinne von komplexen Rollenspielen, sind heutzutage in der (Hochschul-) lehre verbreitet. Ziel ist es, Studierende aktiv zu beteiligen, um inhaltsspezifisches interaktives Lernen, Verstehen und Kommunizieren zu fördern. Dieses Kapitel diskutiert einige wichtige Aspekte von EU-Simulationen als Einführung und Grundlage in Hinblick auf die nachfolgenden Beiträge. Erstens besprechen wir kurz die Bedeutung der EU für aktuelle europäische Politik und ihre zunehmende Komplexität als Herausforderung für das Lehren und Studieren europäischer Integration. Zweitens zeigen wir, das Simulationen neuen didaktische Anforderungen entsprechen, die im Kontext des Bologna-Prozesses und des so genannten „Shift from Teaching to Learning“ aufkamen. Drittens gehen wir über die Debatte von EU-Simulationen als Lernwerkzeug hinaus und diskutieren ihre (unterschätzte) Rolle, die sie als Quasi-Experiment spielen. Zusammen machen diese drei Aspekte EU-Simulationen zu einem vielversprechenden multi-dimensionalen Werkzeug. Anschließend geben wir einen Überblick über die Inhalte des Buches.

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Notes

  1. 1.

    Die Ausführungen in diesem Abschnitt stammenteilweise von Matthias Gewering.

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Authors and Affiliations

  1. Mainz, Deutschland

    Wolfgang Muno & Arne Niemann

  2. Frankfurt am Main, Deutschland

    Petra Guasti

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  1. Wolfgang Muno
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Correspondence to Wolfgang Muno .

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Editors and Affiliations

  1. Institut für Politikwissenschaft, Universität Mainz , Mainz, Germany

    Wolfgang Muno

  2. Johannes Gutenberg-Universität Mainz, Mainz, Germany

    Arne Niemann

  3. Goethe-Universität Frankfurt am Main, Frankfurt am Main, Germany

    Petra Guasti

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Muno, W., Niemann, A., Guasti, P. (2018). EU-Simulationen als multidimensionaler didaktischer Ansatz. In: Muno, W., Niemann, A., Guasti, P. (eds) Europa spielerisch erlernen. Politische Bildung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-17463-7_1

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