Suchergebnisse

Über das didaktische Prinzip Forschendes Lernen lassen sich fachliche und methodische Expertise der Lehrenden mit lernziel- und kompetenzorientierter Didaktik synergetisch verbinden - zum Vorteil der Studienqualität! Wie die Diskurswerkstatt "Labordidaktik" der DOSS 2010 gezeigt hat, ist die Zusammenführung der Interessen und Aktivitäten von Hochschuldidaktiker/innen und Ingenieur/innen ebenso notwendig wie fruchtbar für die Qualitätsentwicklung des ingenieurwissenschaftlichen Studiums. Im vorliegenden Beitrag wird anhand theoretischer Überlegungen und konkreter, praktischer Beispiele verdeutlicht, in wie fern das hochschuldidaktische Prinzip Forschendes Lernen (a) einen Lösungsansatz zur Bewältigung der komplexen Problemstellung bereit stellt, der ingenieurwissenschaftliche Studiengänge derzeit ausgesetzt sind, und (b) den Wissenschaftsbezug des Ingenieurstudiums in Theorie und Praxis zu fördern vermag. Als Erfolgsfaktoren für die Umsetzung Forschenden Lernens im Ingenieurstudium werden die zunehmende Sensibilisierung der Lehrenden für die Notwendigkeit eines shift from teaching to learning ebenso wie die daraus resultierende Wahrnehmung hochschuldidaktischer Beratungs- und Professionalisierungsangebote genannt. Mit dem vorliegenden Beitrag zum Research-based LearnING schlägt der Autor eine Brücke zwischen der allgemeinen und der fachbezogenen Hochschuldidaktik. Er zeigt, wie dem Ingenieurmangel entgegengewirkt und zugleich das Profil von Universitäten als Ausbildungsstätten wissenschaftlich qualifizierte Ingenieurinnen und Ingenieure gestärkt werden kann. (HDZD/Text übernommen).

Purpose
The society faces growing global challenges in terms of sustainable development. A key factor in preparing society for these challenges is education for sustainable development (ESD). This study aims to discuss how the combination of research-based learning (RBL) and digitalization can be used for successful ESD in higher education. The paper introduces the conceptual development of technical and didactical implications for an online learning format, which combines the opportunities of RBL and digitalization to facilitate the distribution of ESD. Furthermore, corresponding evaluation results are presented.


Design/methodology/approach
A framework, based on key dimensions described by the relevant literature, was applied for the empirical approach to evaluate students' learning experiences. On this basis, the differences in the students' learning experiences between the RBL-format and conventional digital learning format (self-directed studies, learning videos and electronic examination) were measured.


Findings
The performed two-sample t-test indicates statistical significant differences in all dimensions. On average, students (N = 226) using the RBL-based format report higher ratings for each examined dimension than students who experienced a conventional format. In summary, this indicates an overall corresponding tendency in students' learning experience between the examined learning formats.


Originality/value
The presented examination offers empirically based insights on how a digital format can combine RBL and ESD to enhance students' learning experiences. Moreover, theoretical contributions are provided regarding the future development of digital learning formats to further integrate ESD in higher education.

ABSTRACTResearch-based learning adopts a "learning-by-doing" approach toward teaching research. This article documents the experience of publishing a coauthored article with undergraduate students that grew out of a research-based–learning course at Humboldt University of Berlin, Germany. In particular, I reflect on the opportunities and challenges of engaging undergraduate students in research. The article demonstrates that research-based–learning courses must maintain a balance between the research process and research output. Too much focus on output overlooks students' need to gain substantive knowledge, and the exclusive emphasis on the research process might reduce their motivation. Generally, students appreciate the autonomy and horizontality of relationships in research-based learning. Furthermore, the article shows that the knowledge and skills gained by students through research-based–learning courses facilitate their engagement in follow-up research projects, thereby paving the way for publishing research.

Alan Jenkins' keynote talk in March at TU Dortmund, "Spring School for Academic Staff Developers" (DOSS 2010) focuses centrally on the learning that follows through engaging students in some form of "inquiry" or "research". This work is influenced by US undergraduate research programmes, where selected students in selected institutions learn through doing research, often outside the formal timetable and curriculum. A number of similar programmes are now available internationally including Germany (Jenkins and Healey, 2007a). Our main interest is in mainstreaming student inquiry and research for all/many students in all higher education institutions (Healey and Jenkins, 2008; Jenkins and Healey 2007b; 2009; Jenkins 2007). Our focus here is on issues facing disciplines, departments and institutions. We have commented on some of the initiatives to link research and teaching in national systems elsewhere (Healey and Jenkins 2007). This is very much work in progress and we would welcome comments and in particular case studies of interesting practices in which you are involved. (HDZD/text adopted).

Integrating undergraduate research into introductory level courses can improve student accessibility, inclusion, and retention. Herein, we discuss two one-on-one research projects that are being scaffolded into the undergraduate curriculum. We will describe the design and application of CUREs (course-based undergraduate research experiences) in forensic biology as well as physics and astronomy degree programmes. The forensic biology CURE includes trace evidence analysis and models the experimental methods, techniques, and instrumentation students will use in their future careers. In the Eclipsing Binaries CURE, students are introduced to coding and computational physics through modelling spectroscopic and photometric data. The lessons learned through scaling up these interdisciplinary models can apply to other fields of study.

In diesem Artikel werden formulierte Erwartungen an Hochschulbildung von Steuerungsinstitutionen (bspw. der EU, der Bundesrepublik Deutschland etc.) den Zielen des Forschenden Lernens gegenübergestellt. Als Anker dient Hubers (1983) Modell des Spannungsfelds der Hochschuldidaktik, auf dem diese beiden Konstrukte abgebildet werden. Darüber soll die Frage bearbeitet werden, wie Forschendes Lernen und die Erwartungen an Hochschulbildung zueinander im Verhältnis stehen. (DIPF/Orig.) ; This paper compares the expectations for higher education formulated by steering institutions (e.g. the EU, the Federal Republic of Germany) with the goals of research-based learning. Huber's (1983) model of the field of tension in higher education didactics serves as a basis on which these two constructs are mapped. The question of how research-based learning and the demands on higher education are related to each other is addressed. (DIPF/Orig.)

Forschendes Lernen ist eines der zentralen hochschuldidaktischen Leitprinzipien zur Gestaltung des "shift from teaching to learning", das zunehmend von Hochschulen institutionell verankert wird. Es liegen zahlreiche empirische Untersuchungen zu Wirkungsweisen und Potenzialen des Formats für Studierende vor. Lehrende werden bislang vorrangig als Kontextfaktor betrachtet, der strukturelle Rahmenbedingungen umsetzt. Um die Ausgestaltung von Formaten Forschenden Lernens zu verstehen, scheint es sinnvoll, Lehrende in den Fokus zu rücken und das die akademische Tätigkeit prägende Spannungsfeld zwischen Forschung und Lehre zu betrachten. In ihrem Beitrag untersuchen Katharina Mojescik, Jessica Pflüger, Carla Scheytt und Martina Schmohr die vielfältige Lehrpraxis in der Umsetzung von Forschendem Lernen (auch im fachdisziplinären Vergleich) an der Ruhr-Universität Bochum (RUB) aus soziologischer Perspektive. Sie zeigen, dass sich Forschungsverständnis und -erfahrung in dem Lehrformat nicht nur widerspiegeln, sondern auch maßgeblich strategische Entscheidungen zur Lehrpraxis beeinflussen, woraus sich neue Ableitungen (auch) für die Hochschuldidaktik ergeben.

The connection of research and teaching, the internationalization of curricula, and the digitalization of teaching are central objectives of current university policy. The paper presents the course format of the Q-Kollegs at Humboldt-Universität zu Berlin, in which these three objectives are linked together and translated into concrete didactic action. Together with students from a partner university abroad, students form an international student research team. They work together with a blended mobility approach, both in-person during a short stay at the partner university, and digitally over the distance. Lecturers from both universities plan the project together in a researchbased learning format, and accompany the students in their research process. Based on interviews with lecturers and a written survey of students, the article presents challenges of this teaching format and shows didactic design possibilities: regarding the support of the student research process, the collaboration within the international team, as well as the associated use of digital media.

Die Reflexionsphase ist beim Forschen und beim Forschenden Lernen gleichermaßen bedeutsam. Dieser Beitrag untersucht die Reflexionen im Forschenden Lernen bei Studierenden der Erziehungswissenschaft. Die Reflexionen wurden anonym erhoben und inhaltsanalytisch nach ihrer Breite (Themen) und Tiefe (Komplexität) ausgewertet. Die meisten Reflexionsaussagen beziehen sich auf methodisches Wissen und Können sowie kooperatives Arbeiten, aber bleiben grösstenteils beschreibend. Die Ergebnisse deuten darauf hin, dass sowohl Forschen als auch Reflektieren erlernt werden müssen. Die empirische Untersuchung der Reflexionen ermöglicht einen vielfältigen und vertieften Einblick in den Lern- und Forschungsprozess der Studierenden, was für eine adaptive und konstruktive Begleitung und Betreuung seitens der Dozierenden wesentlich ist.

Government regulations that require online learning during the Covid-19 pandemic are the driving force for the application of technology in learning in accordance with the demands of the 4.0 revolution era. In order for learning to run well, appropriate teaching materials are needed. One of the teaching materials that can be used is the physics E-module using the Research Based Learning model. This study aims to analyze the effectiveness of the application of e-modules to improve student competence in the 4.0 revolution era. The competencies analyzed are attitudes, knowledge and skills competencies. The skills needed in the 4.0 revolution era are called 4C skills, namely critical, creative, collaborative, and communicative thinking skills. The research method used is the quasi-experimental method. Based on the results of the study, it was concluded that the physics e-module with the Research-Based Learning model was considered effective for increasing the competence of attitudes, knowledge and skills of class X high school students in the 4.0 revolution era with a high category. ; Government regulations that require online learning during the Covid-19 pandemic are the driving force for the application of technology in learning in accordance with the demands of the 4.0 revolution era. In order for learning to run well, appropriate teaching materials are needed. One of the teaching materials that can be used is the physics E-module using the Research Based Learning model. This study aims to analyze the effectiveness of the application of e-modules to improve student competence in the 4.0 revolution era. The competencies analyzed are attitudes, knowledge and skills competencies. The skills needed in the 4.0 revolution era are called 4C skills, namely critical, creative, collaborative, and communicative thinking skills. The research method used is the quasi-experimental method. Based on the results of the study, it was concluded that the physics e-module with the Research-Based Learning model was considered ...

Was leisten ästhetische Erziehung und ästhetische Verfahrensweisen zur Verantwortungsübernahme für gesellschaftlich dringende Fragen? Der vorliegende Beitrag stellt ein szenisches Lehrforschungsprojekt an der Leuphana Universität Lüneburg (Norddeutschland) vor, das durch gestalterische Forschungsprozesse Teilhabe konkret erleben lässt. Das ermöglicht den Studierenden vor allem die Erfahrung der Selbstwirksamkeit und des Mitgemeintseins. Beschrieben werden Hintergrund, Vorgehensweise und das konkrete Seminarkonzept und das im szenischen Forschen liegende Potenzial für Anliegen einer wertorientierten Zukunftsgestaltung. Im Sinne ästhetischer Bildung werden unmittelbares Tun, direkte Interaktion und körperbasierte Erfahrung möglich. (DIPF/Orig.) ; How do aesthetic education and aesthetic procedures contribute to accepting responsibility for urgent societal questions? This article presents a teaching research project with performance methods at Leuphana University Lüneberg (Northern Germany) that allows participation to be experienced concretely through creative research processes. Students are able to experience above all self-efficacy and a sense of inclusion. The background, procedure and concrete seminar concept are described along with the potential of teaching research projects with performance methods for matters related to a value-oriented shaping of the future. Direct action, direct interaction and physical experience become possible in the sense of aesthetic education. (DIPF/Orig.)