Inquiry learning

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Inquiry-based learning is a university didactic format in which students conduct research themselves in seminars or projects. The interlinking of teaching and research moves research-based learning into the broad spectrum of research-related teaching . Since students acquire knowledge independently and thus construct it, research-based learning belongs to the group of constructivist-oriented teaching-learning forms .

Most universities in the German-speaking area use the definition of Ludwig Huber as the working definition of research-based learning :

“Research-based learning is distinguished from other forms of learning in that the learner follows the process of a research project, which is aimed at gaining knowledge that is also of interest to third parties, in its essential phases - from the development of questions and hypotheses to the choice and implementation of the Methods up to the examination and presentation of the results in independent work or in active participation in an overarching project - (co) design, experience and reflect. "

- Ludwig Huber, 2009

Research-based learning is characterized by three main characteristics: In a course, students go through a complete research process (see illustration), they work on their own questions and they generate scientific knowledge.

Ideal-typical arrangement of the phases of a research process in research-based learning according to Huber

Development of research-based learning in Germany

Although university education in Germany has been programmatically under the sign of "education through science" over the past 200 years (cf. Humboldt , 1993 [1810]). The idea of ​​research-based learning as a didactic concept only emerged in connection with the university reforms in the 1960s. The original text of research-based learning "Research-based learning - Scientific testing" ("Results of the work of the Committee for University Didactics"), published in 1970 by the Federal Conference of Assistants (BAK), explains with great clarity the need for academic training for students enable students to experience participation in science and to be trained by scientists for later science-based employment (BAK, 1970, 9).

However, the ideas of the BAK were not implemented systematically and across the board. Only in teacher training do we find a continuous use and differentiation of research-based learning. Although critics feared a further departure from the ideal of education through science through the Bologna Process, interest in research-based learning and research-oriented teaching has reawakened in the course of the Bologna reform ( Wissenschaftsrat , 2006). At universities and technical colleges, new projects for the development, promotion and dissemination of research-based learning in teaching have emerged in almost all subjects in recent years.

Systematisation of research-based learning

There are various approaches to systematising and classifying research-based learning. The most popular model for systematising research-related teaching comes from Healey and Jenkins (2009). The various forms of implementation are divided into two categories: the content focus (research result vs. research process) and the level of activity of the students (receptive vs. active). The combination of the two dimensions results in four different types of research-related teaching in higher education: In research-led teaching , research results are conveyed to the students; in research-oriented teaching , the research process is explained to them. Research-based learning refers to student research and research-tutored learning to the guided acquisition of research results.

Research-teaching nexus according to Healey and Jenkins (2009)

Huber (2014) chooses a similar, equally well-received systematization approach. It divides research-related teaching into three types: In research-based teaching , learning is based on research, whereby the students are brought closer to the current state of research as well as the basic problems and initial questions of this research. Research-oriented teaching leads to research and prepares for independent research. The students should learn how the research process can be designed, with particular emphasis on the choice and implementation of research methods. Finally, for Huber, research-based learning means that students conduct active and independent research and go through the entire research process.

In addition to these theoretical systematizations, Rueß, Gess and Deicke (2016) systematize research-related teaching on the basis of an analysis of study regulations. As in the approaches presented here, the starting point is the distinction between the main focus of teaching and the level of activity of the students. The combination of the two comparison categories with their three subcategories each results in a classification matrix in which twelve groups of research-related teaching can be empirically distinguished (see figure).

Matrix for classifying research-related teaching according to Rueß, Gess and Deicke (2016)

The researchers learning can be located on the top line of the classification matrix, which differentiates between two types of research-based learning: in the groups results-searching and methods-searching the research question is a didactic tool to already known and predetermined contents or methods of the tray to deepen. These two groups are assigned to the learning type.

In contrast to this, the research question in the process-research group has a different function: It is not intended to stimulate learning, but to be answered. The process-researching group thus forms a second type of research-based learning, research-based learning of the research type . Here the students pursue a question of their own choosing and go through the entire research process.

Competence development through research-based learning

Research-based learning is said to have a broad potential for promoting a wide variety of skills . From the teacher's point of view, research-based learning is primarily used to enable students to independently develop a topic and thereby acquire in-depth specialist knowledge (cognitive specialist competence) and methodological knowledge. In addition to these subject-specific goals, a number of interdisciplinary competence goals are also associated with research-based learning (Gess, Deicke & Wessels, 2017).

In the literature there are often references to the promotion of research competence of the students. The Science Council (2006) recommends research-based learning so that students can learn to develop questions, solve problems systematically, gain methodically supported knowledge and critically reflect on fundamental questions. As they understand the knowledge process of their subject during the research-based learning process and are required to independently develop questions and solutions, their research skills can develop.

Furthermore, research-based learning is linked to the goal of imparting an inquiring attitude to the students. This should enable them not only to use their mostly theoretical knowledge acquired during their studies for the analysis of the professional field, but also to accompany their own professional practice in a questioning-developing and critical-reflexive way. This goal is formulated particularly often for teacher training courses (Fichten, 2013; Wildt, 2009; Wissenschaftsrat, 2001) and has already led to the integration of research-based learning into the practical phases of the course (e.g. as part of the practical semester in Berlin, see Stryck, Stephan , Reich, Zagajewski, & Stavenow, 2012).

Community of Practice for Research-Based Learning

In recent years, the interest in research-based learning has risen steadily and the discussion of the topic has become increasingly professional. As an expression of this development, a working group for research-based learning was founded in the German Society for University Didactics in March 2014. The working group forms an active, nationwide network of people and projects who conduct research and / or teaching with research-based learning and the university didactic possibilities for combining research and teaching.

literature

  • Ludwig Huber, Julia Hellmer and Friederike Schneider: Research-based learning during studies. Current concepts and experiences. Bielefeld: UniversitätsVerlagWebler 2009, ISBN 978-3-937026-66-4 .
  • Harald Mieg, Judith Lehmann (Hrsg.): Research-based learning: How teaching in universities and universities of applied sciences can be renewed. Frankfurt / Main: Campus 2017, ISBN 978-3-593-50140-6 .
  • Monika Sonntag, Julia Rueß, Carola Ebert, Kathrin Friederici, Wolfgang Deicke: Research-based learning in seminars. A guide for teachers. Berlin: Humboldt University Berlin 2016, ISBN 978-3-86004-319-6 .
  • Margrit E. Kaufmann, Ayla Satilmis, Harald A. Mieg: Research-based learning in the humanities. Concepts, practices and perspectives of hermeneutic subjects. Wiesbaden: Springer VS 2018, ISBN 978-3-658-21737-2 .

Individual evidence

  1. ↑ Ludwig Huber: Why research-based learning is necessary and possible. In L. Huber, J. Hellmer & F. Schneider (Eds.): Research-based learning during studies. Current concepts and experiences. Bielefeld: UniversitätsVerlagWebler 2009, pp. 9–35.
  2. ^ Wilhelm von Humboldt: About the internal and external organization of the higher scientific institutions in Berlin . Stuttgart 1810.
  3. ↑ Federal Assistant Conference: Research-Based Learning - Scientific Testing. Results of the work of the Committee for University Didactics, Bonn . UniversitätsVerlagWebler, Bielefeld 1970.
  4. ↑ Wolfgang Fichten: Research-based learning in teacher training . In: Harald Mieg, Judith Lehmann (Hrsg.): Research-based learning: How teaching in universities and technical colleges can be renewed . Campus Verlag, Frankfurt, p. 155-164 .
  5. ↑ Wissenschaftsrat: Recommendations on the future role of universities in the science system. 2006 ( Wissenschaftsrat.de [PDF]).
  6. ↑ Mick Healey, Alan Jenkins: Developing undergraduate research and inquiry. The Higher Education Academy., Heslington 2009.
  7. ↑ Ludwig Huber: Research-based, research-oriented, research-based learning: Everything the same? In: The higher education system . No. 62 (1 + 2) , 2014, pp. 22-29 .
  8. ↑ Julia Rueß, Christopher Gess and Wolfgang Deicke: Inquiry-based learning and research-related teaching - empirically based systematization of the research relation of university teaching. In: Journal for University Development . tape 11 (2) , 2016, pp. 23-44 ( researchgate.net ).
  9. ↑ Christopher Gess, Wolfgang Deicke and Insa Wessels: Competence development through research-based learning . In: Harald Mieg and Judith Lehmann (eds.): Research-based learning: How teaching in universities and technical colleges can be renewed. Campus Verlag, Frankfurt 2017.
  10. ↑ Wissenschaftsrat: Recommendations on the future role of universities in the science system. Berlin, S. 64 .
  11. ↑ Wolfgang Fichten: About the implementation and design of research-based learning in teacher training. In: Didaktisches Zentrum (Ed.): Models of research-based learning . Didactic Center diz., Oldenburg 2013.
  12. ↑ Johannes Wildt: Inquiring Learning: Learning in the "format" of research. In: Journal Hochschuldidaktik . tape 20 (2) , 2009, pp. 4-6 .
  13. ↑ Wissenschaftsrat: Recommendations for the future structure of teacher training. Berlin 2001 ( Wissenschaftsrat.de [PDF]).
  14. ↑ Stryck, T., Stephan, A., Reich, S., Zagajewski, A., & Stavenow, S .: Training of teachers in Berlin . Senate Department for Education, Youth and Science., Berlin 2012 ( becker2011.de [PDF]).
  15. ↑ Research-based learning working group in the German Society for University Didactics. Retrieved August 10, 2017 .