- Victoria Marín, Carola Schirmer
- eDidaktik - Hochschuldidaktik Universität Oldenburg
- 2020
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A collection of digital tools for research-based learning, grouped by phases and activities in the research cycle.
- Verweis auf Plattformen, Anwendungen etc. (z.B. Blog, (Online-)Zeitschrift für studentische Veröffentlichungen, Tools)
- Software
- Englisch
- CC BY NC SA (Namensnennung - Nicht-kommerziell - Weitergabe unter gleichen Bedingungen)
- Marín, V. & Schirmer, C. (2020). Concept Map RBL-Phases. Universität Oldenburg. URL: https://www.mindomo.com/de/mindmap/rbl-phases-d265e93f534cd98e1affc04bdfcc7af8
- https://www.mindomo.com/de/mindmap/rbl-phases-d265e93f534cd98e1affc04bdfcc7af8
- übergreifend
Materialfilter
The Best Of Two Worlds. School Internships As Research Based Hybrid Spaces Between University And School
- Hermann, A.C., Schaub, T. & Schiefner-Rohs, S.
- Technische Universität Kaiserslautern
- 2019
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In Germany, teacher training is divided into two phases: First, the theoretical, technical, didactic and educational foundations are laid in the university part. In the second phase at school, the focus is on practical training. In the course of this, the so-called theory-practice dilemma (Dewey, 1904; Cramer, 2014) arise, which means neglecting theory in favour of practice or vice versa. An attempt to meet this challenge and to bring together the best of two worlds (a.k.a. the two phases mentioned above) in teacher education is the practical phase resp. the internship, which consists of obligatory (orientational) internships or entire internship semesters during the first phase. These school internships are neither pure practice nor part of university and university teaching. By combining research-based learning with orientational internships, both are interlinked. For this we use the picture of hybrid spaces (Christoforatou, 2011). The questions this poster aims to answer are: How is the internship integrated into the curriculum? How is it didactically modelled, what contribution does research orientation make? How is the relationship between university and school structured?
- Wissenschaftlicher Beitrag (z.B. Publikation in einem Journal oder Buch, Vortrag)
- Poster
- Englisch
- CC BY SA (unsere Empfehlung: Namensnennung - Weitergabe unter gleichen Bedingungen)
- Hermann, A.C., Schaub, T. & Schiefner-Rohs (2019). The Best Of Two Worlds. School Internships As Research Based Hybrid Spaces Between University And School. Poster at the European Conference on Educational Research (ECER), Hamburg, September 2019.
- http://fides-projekt.de/wp-content/uploads/2019/09/Poster-ECER2019-final.pdf
- übergreifend
- Lehramt
Media functions in Inquiry based Learning
As first category we identified the concept of using media as a product in the process of publishing scientific results. For instance, students create a video that represents their research project with the chance of broadcasting their results to a greater audience. These formats allow for more flexibility, as a formal peer reviewed assessment process is not needed in contrast to a scientific publication. In practice, video production are not common. Instead, digital presentation tools are the preferred means.
As the second category we found media as a reflecting tool for the learning process. There are e-portfolio systems at institutions or simple blogs. In both cases media is used to offer a platform for reflective thinking during the research process. The interviews with academic teachers show that blogs are a popular form of reflecting tool.
The third category is media as a planning tool. Similar to the previous category, the main argument is that inquiry based projects tend to challenge the students’ ability to organize themselves. Offering planning tools like a common calendar or a meeting scheduler can reduce factors of failure. The interviews show that online-offline-tools such as Dropbox or Google Docs are the teacher’s ICT of choice.
The fourth category is media as an assessment tool. Since inquiry based learning projects are not as structured as regular course work, formative assessment methods are adequate formats for evaluating learning outcomes. Electronic mini-exams are a way to manage projects that comprise a high amount of students. In practice, some teachers use e-exams or e-assessment tests, however electronic means of assessment are still rare.
The fifth category is media as knowledge management. Wikis and other digital tools are useful in projects that include a big accumulation of knowledge. Organizing knowledge efficiently is one of the key competencies in science that students should practice in inquiry based learning projects. Learning Management Systems (LMS) are reliable in order to support this process, and therefore often used in inquiry teaching. Other identified media categories may overlap with media as a knowledge management, though the process is highly case dependent. Using media in terms of analytic software like SPSS only applies in disciplines that work with quantifiable data. Using media as a means of knowledge transfer is very similar to using media as knowledge management (the creator of the knowledge is limited to the teacher role). It is also dependent on the field of inquiry. In some fields, factual knowledge might not be important. Therefore, digital knowledge management or transfer might not be necessary at all. Nevertheless, electronic texts such as PDFs are highly used in all fields of academic teaching.
The sixth category is media as a means of communication. Email, social media and online forums are most mentioned when asking teachers of inquiry based approaches about employed digital tools. However, this category holds a specific importance for inquiry learning as the regular feedback of the teacher is pivotal to the success of the project. There is also a certain type of inquiry based learning that takes on problems in the industry. Here, the communication with business partners is essential.
- Julian Dehne, Thi Nguyen
- Universität Potsdam
- 2017
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Inquiry based learning in higher education can be complemented by media ICT tools. However, little knowledge exists on how inquiry based learning can benefit from systematic application of ICT. We propose a model of media supported inquiry learning based on a previous qualitative study. The model was then connected to the findings of an interview study with academic teachers concerning the use of ICT in inquiry based courses. As a result, we present a model that explicate media supported in inquiry based learning environments.
- Material für den Einsatz in der Lehre (z.B. Arbeitsblätter, Handreichungen, didaktische Intrumentarien) | Verweis auf Plattformen, Anwendungen etc. (z.B. Blog, (Online-)Zeitschrift für studentische Veröffentlichungen, Tools)
- Datenset
- Englisch
- CC BY NC (Namensnennung - Nicht kommerziell )
- Julian Dehne, Eileen Lübcke, Thi Nguyen (2017): A model of Media supported Inquiry-based Learning, EARLI 2017, Tampere
- übergreifend
Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin
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Saunders, C. -
Carl von Ossietzky Universität Oldenburg -
2017 -
As in other programs in German universities, research-based learning is becoming an integral part of teacher education programs, also at Humboldt-Universität zu Berlin (HU Berlin). Here, all future teachers conduct research projects during practicums in their bachelor’s and master’s studies. Topics and research methods in these student projects varywidely. Accompanying research is conducted, supporting quality development in research-based teacher education at HU Berlin in four areas: 1) curricular integration, 2) the lecturers’ perspective, 3) the students’ perspective and 4) learning outcomes. Methods used include curriculum analysis, lecturer and student questionnaires, and student interviews.
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Wissenschaftlicher Beitrag (z.B. Publikation in einem Journal oder Buch, Vortrag) | Fallbeispiel oder Praxisbericht (z.B. Projektbeschreibung) -
Text/Textdokument -
Englisch -
Saunders, Constanze (2017), Research Based Learning in Teacher Education at Humboldt-Universität zu Berlin. Working Paper Nr. 1, 2017. -
https://t1p.de/cigz5 -
Lehramt
Is research-based learning effective? Evidence from a pre–post analysis in the social sciences
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Wessels, I., Rueß, J., Gess, C., Deicke, W. & Ziegler, M. -
2020 -
Research-based learning (RBL) is regarded as a panacea when it comes to effective instructional formats in higher education settings. It is said to improve a wide set of research-related skills and is a recommended learning experience for students. However, whether RBL in the social sciences is indeed as effective as has been postulated for other disciplines has not yet been systematically examined.
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Wissenschaftlicher Beitrag (z.B. Publikation in einem Journal oder Buch, Vortrag) | Fallbeispiel oder Praxisbericht (z.B. Projektbeschreibung) -
Text/Textdokument -
Englisch -
© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group -
Wessels, I, Rueß, J, Gess, C, Deicke, W und Ziegler, M (2020). Is research-based learning effective? Evidence from a pre-post analysis in the social sciences. In: Studies in Higher Education. P. 2-15. Open Access online https://doi.org/10.1080/03075079.2020.1739014 -
https://www.researchgate.net/publication/339887853_Is_research-based_learning_effective_Evidence_from_a_pre-post_analysis_in_the_social_sciences -
Sozialwissenschaften
Competence Development Through Inquiry-Based Learning.
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Wessels, I., Gess, C. & Deicke, W. -
2019 -
One basic principle of inquiry-based learning that hitherto has received too little reflection is its potential to allow for a focus on competence goals rather than on discipline- or course-specific educational contents (e.g. disciplinary knowledge). Although a broad potential for fostering a wide array of competences is attributed to inquiry-based learning, this has yet to be systematically researched and demonstrated. This chapter outlines which competences can be fostered by inquiry-based learning and how these competences are to be understood.
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Wissenschaftlicher Beitrag (z.B. Publikation in einem Journal oder Buch, Vortrag) -
Text/Textdokument -
Englisch -
CC BY NC ND (Namensnennung - Nicht-kommerziell - Keine Bearbeitung) -
Wessels, I, Gess, C and Deicke, W (2019) Competence Development Through Inquiry-Based Learning. In: H Mieg (ed.) Inquiry-Based Learning – Undergraduate Research - The German Multidisciplinary Experience. Springer Open: Oldenburg. S. 59-70 -
https://link.springer.com/chapter/10.1007/978-3-030-14223-0_6
‚Beyond Cognition: Experts‘ Views of Affective-Motivational Research Dispositions in the Social Sciences‘.
Research competence (RC) as a key ability of students in the social sciences has thus far been conceptualized as consisting primarily of cognitive dispositions. However, owing to its highly complex and demanding nature, competence in conducting research might require additional affective and motivational dispositions.
Connecting Archaeology students with research across national borders: The Q-Kolleg at Humboldt-University, Berlin and the University of Nottingham, UK
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Deicke, W. & Reinhardt, A. -
2017 -
The edited volume sets out to highlight the possibilities of linking research and student education in the curriculum. Our case study introduces the first Q-Kolleg at Humboldt-Universität, a project run in the Winckelmann Institute for Classical Archaeology at HU in co-operation with the Department of Classics at Nottingham University. By engaging students from two very different theoretical approaches and methodological traditions in the study of antiquity in a joint research project (e.g. the Pergamonn fries, the Elgin marbles), the Q-Kolleg seeks to alert students to the (national) limitations of their respective disciplines and the potential of international and interdisciplinary research across both cultures.
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Fallbeispiel oder Praxisbericht (z.B. Projektbeschreibung) -
Text/Textdokument -
Englisch -
CC BY (Namensnennung) -
© Dilly Fung, 2017 -
Deicke, W & Reinhardt, A (2017) 'Connecting Archaeology students with research across national borders: The Q-Kolleg at Humboldt-University, Berlin and the University of Nottingham, UK'. In: D. Fung (ed.). A Connected Curriculum for Higher Education. London: UCL Press 50-51. -
https://discovery.ucl.ac.uk/id/eprint/1558776/1/A-Connected-Curriculum-for-Higher-Education.pdf -
Archäologie
Peer-review as a teaching method
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Friedrich, A. & Pucker, B. -
Carl von Ossietzky Universität Oldenburg -
2018 -
Peer-reviews are a common and valued teaching tool at Anglo-American and Asian universities. Previous studies recommended a scaffolded peer-review process and pre-specified criteria. The current study investigated the feasibility and acceptance of scaffolded peer-reviews as a teaching method in German college students.
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Wissenschaftlicher Beitrag (z.B. Publikation in einem Journal oder Buch, Vortrag) -
Text/Textdokument -
Englisch -
Copyright Friedrich, A. & Pucker, B. 2018 -
Friedrich, Anja & Pucker, Boas (2018), Peer review as a teaching method, Working Paper Nr. 2, 2018. (PDF, 750KB) -
https://uol.de/fileadmin/user_upload/lehre/flif/Homepage_neu/Working_Paper/WP-002-Friedrich_Pucker_FINAL.pdf
Effects of inquiry-based learning on students’ science literacy skills and confidence.
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Gormally, C., Brickman, P., Hallar, B. & Armstrong, N. -
2009 -
Calls for reform in university education have prompted a movement from teacher- to student-centered coursedesign, and included developments such as peer-teaching, problem and inquiry-based learning. In thesciences, inquiry-based learning has been widely promoted to increase literacy and skill development, butthere has been little comparison to more traditional curricula. In this study, we demonstrated greaterimprovements in students’ science literacy and research skills using inquiry lab instruction.
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Wissenschaftlicher Beitrag (z.B. Publikation in einem Journal oder Buch, Vortrag) -
Text/Textdokument -
Englisch -
CC BY NC ND (Namensnennung - Nicht-kommerziell - Keine Bearbeitung) -
Gormally, C., Brickman, P., Hallar, B., & Armstrong, N. (2009). Effects of inquiry-based learning on students' science literacy skills and confidence. International journal for the scholarship of teaching and learning, 3(2), n2. -
https://files.eric.ed.gov/fulltext/EJ1136707.pdf