How to deal with tasks in primary schools is a question conceptualized differently in the educational sciences. On the one hand, there is a standard paradigm in Germany circling around terms like problem-based learning, competence orientation and competence levels, modeling according to scientific concepts, etc. This paradigm dates back to Blooms taxonomies of learning outcomes more than sixty years ago, and its origins can be found in progressive education worldwide at the beginning of the twentieth century. These ideas are taken up by the German states in terms of monitoring the educational system.
On the other hand, there are arguments against this type of problem based tasks. Such arguments arise from John Hattie’s well-known meta-analyses, the concept “Making Thinking Visible” of Harvard University, and particular conceptualizations in primary education by Lee and Kahlert.
Finally, there is a discussion on how both models can be referenced to each other.