Inquiry-Based Learning - Undergraduate Research : : The German Multidisciplinary Experience.

Inquiry-Based Learning - Undergraduate Research : : The German Multidisciplinary Experience.

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Bibliographic Details
:
Mieg, Harald A.
Place / Publishing House:Cham : : Springer International Publishing AG,, 2019.
©2019.
Year of Publication:2019
Edition:1st ed.
Language:English
Online Access:
Physical Description:1 online resource (389 pages)
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Table of Contents:
  • Inquiry-Based Learning - Undergraduate Research
  • Foreword
  • References
  • Preface
  • Acknowledgments
  • Contents
  • 1: Introduction: Inquiry-Based Learning - Initial Assessment
  • 1.1 The Bologna Process
  • 1.1.1 Motivation, Content, Criticism
  • 1.1.2 And Inquiry-Based Learning?
  • 1.2 A Short History of Inquiry-Based Learning
  • 1.2.1 Reform Initiatives: Project-Based Studies
  • 1.2.2 The United States: Undergraduate Research
  • 1.2.3 Education Through Scholarship and the Bologna Process
  • 1.3 Approaches to Inquiry-Based Learning
  • 1.3.1 International Discussion: Nexus
  • 1.3.2 Research-Related Teaching and Learning According to Huber and Reinmann
  • 1.3.3 The Zurich Framework for Research-Oriented Instruction
  • 1.3.4 Alternative Approaches: The Analogy of Research and Learning
  • 1.4 This Book, and the Discussion Regarding Institutions of Higher Learning
  • 1.4.1 Principles
  • 1.4.2 Disciplines
  • 1.4.3 Perspectives
  • References
  • Part I: Principles
  • Overview
  • Focus: Learning
  • Focus: Research
  • Focus: Curricula
  • 2: Concepts and Case Studies: The State of Higher Education Research on Inquiry-Based Learning
  • 2.1 The Historical
  • 2.2 The Conceptual
  • 2.3 The Empirical
  • 2.4 Conclusion
  • References
  • 3: Learning through Research: Independent Learning. Self-Learning Processes and Self-Learning Abilities in Inquiry-Based Learning
  • 3.1 Acting Independently: Learning Through Research
  • 3.2 Independent Learning Formatted Through Research Activity
  • 3.3 Self-Organized Learning: Self-Regulation - Self-Guidance - Self-Determination
  • 3.4 Occasions for Self-Reflection in Inquiry-Based Learning Processes
  • 3.5 Conclusion: Self-Education in Inquiry-Based Learning
  • References
  • 4: Research-Oriented Learning and Teaching from a Didactic Perspective.
  • 4.1 Research and Teaching Caught Between Innovation and Tradition
  • 4.2 Conceptual Distinctions and Limitations
  • 4.3 Research-Related Learning from a Development-Oriented Perspective
  • 4.4 Consequences and Conclusions
  • References
  • 5: "From Teaching to Learning": Characteristics and Challenges of a Student-Centered Learning Culture
  • 5.1 Constructivist Learning Approaches as a Theoretical Background to a Student-Centered Learning Culture
  • 5.2 Characteristics of a Student-Centered Learning Culture
  • 5.3 Challenges of a Student-Centered Learning Culture
  • 5.4 Conclusion
  • References
  • 6: Competence Development Through Inquiry-Based Learning
  • 6.1 Competence Goals
  • 6.2 Research Competence
  • 6.2.1 Cognitive Facets of the Receptive Research Competence
  • 6.2.2 Cognitive Facets of the Generating Research Competence
  • 6.2.2.1 Social Sciences
  • 6.2.2.2 Natural Sciences
  • 6.2.3 Affective-Motivational Facets of the Generating Research Competence
  • 6.2.3.1 Research-Related Self-Efficacy
  • 6.2.3.2 Research Interest
  • 6.2.3.3 Tolerance of Uncertainty in the Research Process
  • 6.2.4 Social Facets of the Generating Research Competence
  • 6.2.4.1 Communication in the Research Team and with Supervising Instructors
  • 6.2.4.2 Communication in the Field of Research
  • 6.2.4.3 Communication with the Scientific Public
  • 6.3 Researcher's Mindset
  • 6.3.1 Reflective Distance
  • 6.3.2 Epistemic Curiosity
  • 6.3.3 Epistemological Beliefs
  • 6.4 Outlook
  • References
  • 7: Research-Related Teaching and Learning as an Enculturation into Science
  • 7.1 Empirically Founded Modeling of Research-Related Teaching and Learning in Higher Education
  • 7.2 Enculturation as a Guiding Principle
  • 7.3 Theoretical Foundations of the Concept of Enculturation
  • 7.4 What Are the Implications?
  • References
  • 8: Reflection.
  • 8.1 Reflection - A Genuine Element of Inquiry-Based Learning?
  • 8.2 Concept and Tasks of Reflection
  • 8.2.1 Reflection from a Philosophical and an Educational-Theoretical Perspective
  • 8.2.2 Reflection from the Perspective of Experiential Learning and Professional Practice
  • 8.2.3 Reflection Within the Context of Inquiry-Based Learning
  • 8.3 Forms of and Situations for Reflection in Inquiry-Based Learning
  • References
  • 9: Assessment and Inquiry-Based Learning
  • 9.1 Competence-Oriented Assessment: Claim and Reality
  • 9.2 Learning, Teaching, Researching - More Than one Connection
  • 9.2.1 Diversity from the Perspective of Learning and Teaching
  • 9.2.2 Interim Conclusion: A Suggested Model
  • 9.3 Learning, Teaching, Researching, Assessment - More Than one Possibility
  • 9.3.1 The (Missing) System of Various Forms of Assessment
  • 9.3.2 Conclusion: An Expanded Proposed Model
  • 9.4 Research-Related Assessment: Opportunities and Limits
  • References
  • 10: The Peer-to-Peer Principle of Inquiry-Based Learning
  • 10.1 The Ideal in Higher Education Didactics of the Low-Threshold Network
  • 10.2 Peer-To-Peer in Tutorials
  • 10.3 Peer-To-Peer with the Help of Instructing Moderation
  • 10.4 Inconsistencies
  • References
  • 11: Inter- and Transdisciplinarity
  • 11.1 Social Transformation Processes and Their Consequences for Scholarship and Higher Education
  • 11.2 Challenges in Inter- and Transdisciplinarity in Inquiry-Based Learning
  • 11.3 Case Study: InterFlex Seminar, "Visionen Urbaner Zukünfte" ("Visions of Urban Futures") at the University of Applied Sciences Potsdam
  • 11.4 Didactic, Methodological and Organizational Challenges
  • 11.5 Theses on Inquiry-Based Learning in the Context of Inter- and Transdisciplinarity
  • References
  • Part II: Disciplines
  • Overview: Disciplines.
  • 12: Inquiry-Based Learning in Teacher Training
  • 12.1 Teacher Training as a Context for Inquiry-Based Learning
  • 12.2 Contours of Inquiry-Based Learning
  • 12.2.1 Approaches and Formats of Inquiry-Based Learning
  • 12.2.2 Realization Approaches
  • 12.2.3 Perspectives on Inquiry-Based Learning in Teacher Training
  • References
  • 13: Inquiry-Based Learning in Social Work
  • 13.1 Research-led Teaching - Central Aspects
  • 13.2 Social Work - Reflexivity and Hermeneutic Competence as Central Developmental Goals
  • 13.3 Research-Led Teaching in the Study of Social Work - An Overview
  • 13.4 Practical Example: Core Format of Research-led Teaching in the Bachelor's Degree Program in Social Work at the University of Applied Sciences Potsdam
  • 13.4.1 Core Format of Workshop
  • 13.4.2 Core Format of Internship
  • 13.4.3 Core Format of an Instructor/Student Project
  • 13.5 Conclusion
  • References
  • 14: Inquiry-Based Learning in Information Science
  • 14.1 Basic Conditions for Information Science Research
  • 14.2 Research Methodology in Information Science and Opportunities Through the Use of Inquiry-Based Learning
  • 14.3 Concept and Implementation of Inquiry-Based Learning in Information Science
  • 14.4 Outlook: On the Perspective of Inquiry-Based Learning in Information Science
  • References
  • 15: Inquiry-Based Learning in Medicine
  • 15.1 Characteristic Features in the Field of Medicine - Basic Conditions for Inquiry-Based Learning
  • 15.2 General Experiences with Inquiry-Based Learning in Medical Studies
  • 15.3 Inquiry-Based Learning Based on the Example of a Model Degree Program and an Integrated Reformed Degree Program
  • 15.3.1 Problem-Based Learning in the Model Degree Program
  • 15.3.2 Inquiry-Based Learning and Learning to Research in the Reformed Degree Program.
  • 15.4 Outlook for Inquiry-Based Learning in Medicine - What Needs to Be Done?
  • 15.4.1 Recommendations of the German Science Council (Wissenschaftsrat) for the Further Development of Medical Studies
  • 15.4.2 New: A National Competency-Based Catalog of Learning Objectives for Medicine (NKLM)
  • 15.5 Conclusion
  • References
  • 16: Inquiry-Based Learning in the Life Sciences
  • 16.1 Trends in the Life Sciences as Determining Factors for Teaching and Research
  • 16.2 Research-Based Learning: Advantages and Facilitating Conditions
  • 16.3 Meeting the Challenges of Research-Based Learning
  • 16.4 Conclusion
  • References
  • 17: Inquiry-Based Learning in Public Health/Health Sciences
  • 17.1 Characteristic Features of Public Health as Basic Conditions for Inquiry-Based Learning
  • 17.1.1 Public Health as a Scientific discipline
  • 17.1.2 Didactics in Public Health
  • 17.1.3 Inquiry-Based Learning in Public Health
  • 17.2 Critical Discussion and Outlook for the Field of Public Health
  • References
  • 18: Inquiry-Based Learning in the Natural Sciences
  • 18.1 Characteristic Features in the Natural Sciences in Terms of Inquiry-Based Learning
  • 18.1.1 Understanding of Inquiry-Based Learning and Teaching Within the Context of the Natural Sciences
  • 18.1.2 Properties of Academic Studies in the Natural Sciences in Relation to Inquiry-Based Learning Using the Example of the University of Oldenburg
  • 18.2 Experiences with Inquiry-Based Learning in the Natural Sciences in a Project at the University of Oldenburg
  • 18.2.1 Measures and Formats
  • 18.2.2 Modules/Courses Concerning Inquiry-Based Learning
  • 18.2.3 Summary Overview and Classification
  • 18.3 Conclusion and Outlook: Outlook for Inquiry-Based Learning in the Natural Sciences: What Needs to Be Done?
  • 18.3.1 What Are the Next Steps?
  • 18.3.2 Outlook
  • References.
  • 19: Inquiry-Based Learning in the Engineering Sciences.

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