Pedagogy science states that such accounts can be met
especially well through a holistic constructivist approach
(Weinert 2003, Knoll 1993, Reich 2008). One method of
which is learning in interdisciplinary projects (Dewey
1913). In constructivism, learning is a process of
individually self-organising knowledge. The process of
learning is unpredictable, and knowledge constantly
altered through new insights, which are gained through
individual experiences (Reich 2008, Kolb 1984). As
opposed to realism, in which the learner is regarded as an
independent observer of objects. In contrast,
constructivism integrates the learner within his own
observations in a cycle of creation and observation. An
interactive relation between the observer and the
observed arises (for an easier understanding see figure 1).
The educationalist and philosopher John Dewey regarded
the interaction between the subject and the world with all
its complexity as essential for gaining knowledge. Dewey’s
understanding identified learning as a multi-facetted
process of structured interaction of humans with their
natural and social environment. These interactions
produce experiences which modify further interaction.