Forschendes Lernen und wissenschaftliches Prüfen: die potentielle und faktische Rolle der digitalen Medien

Reinmann, Gabi

doi:10.1007/978-3-531-92082-5_19

Cited by 12 publications

(4 citation statements)

References 4 publications

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“…It is conceivable that the main objectives of RBL (students designing their own research process, results of interest for third parties are discovered and published, group-based research and phases of reflection) can be met by digital technology. Despite a good fit between the concepts of ESD and RBL and the associated positive effects for students, such special arrangements and RBL, in general, are only used in very small and very well-equipped courses (Reinmann, 2011). The digital preparation of ESD through RBL additionally brings the decisive advantages of making such courses accessible to larger groups and involving students regardless of location (Ahel and Lingenau, 2019).…”

Section: Education For Sustainable Development Research-based Learnin...mentioning

confidence: 99%

“…Learning videos, podcasts, blogs and other forms of digital media are promising ways to make basic knowledge about sustainability, methodological knowledge and concrete research results accessible to students. Students are typically used to social media and are also able to collect and share information online through different channels (Reinmann, 2011). Current research results on various topics related to sustainability could easily be linked online to their own research questions, and in this way, students could also add new insights to the existing body of knowledge.…”

Section: Education For Sustainable Development Research-based Learnin...mentioning

confidence: 99%

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Education for sustainable development through research-based learning in an online environment

Ahel

Schirmer

2022

IJSHE

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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.

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Section: Education For Sustainable Development Research-based Learnin...mentioning

confidence: 99%

Section: Education For Sustainable Development Research-based Learnin...mentioning

confidence: 99%

Education for sustainable development through research-based learning in an online environment

Ahel

Schirmer

2022

IJSHE

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“…Unfortunately, it is precisely these close-to-science formats that are most rarely applied in school contexts (one exception is the "FLidO" project, which is currently under development-see [75,76]). This can be partly explained by the fact that IBL, at least in Germany, has a longer tradition as a university-didactic approach and therefore the scientific discourse is still predominantly located in this context (see for example [26,74,[77][78][79][80][81][82][83][84]). Besides that, literature describes various challenges in IBL (see for instance [65,[85][86][87][88]), which doubtlessly represent even more limiting factors regarding school education.…”

Section: Implementation Of Inquiry-based Learning At Schoolsmentioning

confidence: 99%

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

2022

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Education is of great importance in the context of climate change, as it can promote pro-environmental behaviour. However, climate change education is accompanied by didactic and pedagogical challenges because, among other reasons, climate change is a complex phenomenon and many people have a psychological distance to the topic. A promising approach to face these challenges is inquiry-based learning (IBL), as several studies show. To date, however, there are barely any empirically tested instructional designs, especially for close-to-science IBL, focusing on climate change. The study presented here therefore addresses the question of how a science propaedeutic seminar for upper secondary schools on the regional implications of climate change should be designed to ensure successful learning processes. Based on the design-based research approach, qualitative research methods (focus group discussions, semi-standardised written teacher surveys, and participant observations) were used to identify target-oriented design guidelines and implementation principles for such seminars. In the seminars, 769 students have so far researched different aspects of climate change in their own regions. The identified design guidelines and implementation principles were further operationalised for teaching practice, so that the research generated both a contribution to theory building and an applicable concept for schools.

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“…Des Weiteren deuten Studien darauf hin, dass Schlüsselkompetenzen wie Kommunikations-und Teamfähigkeit durch das Forschende Lernen gefördert werden (Bauer & Bennett, 2003;Kardash, 2000;Seymour et al ., 2004;Taraban & Logue, 2012;Ward, Clarke & Horton, 2014) . Im Hinblick auf motivationale Aspekte liegen Erkenntnisse dazu vor, dass Forschendes Lernen die intrinsische Motivation fördern kann (Seymour et al ., 2004), eine hohe intrinsische Motivation zugleich jedoch eine notwendige Voraussetzung für das stark selbstbestimmungsorientierte Format darstellt (Hänze & Moeglin, 2004;BAK, 1970;Reinmann, 2011) . Befunde weisen außerdem darauf hin, dass die Wirkung von Forschendem Lernen durch motivationale Aspekte beeinflusst wird: So wurde festgestellt, dass die Leistung und die Einstellung zum selbstständigkeitsorientierten Lernen von der Ausprägung der intrinsischen Motivation abhängt (Hänze & Moeglin, 2004) und ein Zusammenhang zwischen der intrinsischen Motivation und dem Zuwachs des Forschungsinteresses besteht (Gess, Rueß & Deicke, 2014…”

Section: Introductionunclassified

Motivationale Faktoren im Wirkungskontext von Forschendem Lernen

2020

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Zusammenfassung In der Diskussion um Forschendes Lernen wird davon ausgegangen, dass es einerseits ein besonders geeignetes Format zur Förderung unterschiedlicher (Forschungs- und Schlüssel-)Kompetenzen darstellt, andererseits dieses Format aber in enger Verbindung zur Ausprägung der Lern- und Forschungsmotivation Studierender steht. Im Beitrag wird der Förderung von kognitiven und affektiv-motivationalen Forschungskompetenzen sowie der allgemeinen autonomen (Lern-)Motivation durch ein Format Forschendes Lernens in einem Prä-Post-Kontrollgruppendesign nachgegangen und Zusammenhänge zwischen Kompetenzveränderung und Motivation geprüft.

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Forschendes Lernen und wissenschaftliches Prüfen: die potentielle und faktische Rolle der digitalen Medien

Cited by 12 publications

References 4 publications

Education for sustainable development through research-based learning in an online environment

Education for sustainable development through research-based learning in an online environment

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

Motivationale Faktoren im Wirkungskontext von Forschendem Lernen

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