Inquiry-Based Learning - Undergraduate Research : The German Multidisciplinary Experience / edited by Harald A. Mieg.

Format:

Book

Author/Creator:

Mieg, Harald A., Editor.

Contributor:

Mieg, Harald A., Editor.

Language:

English

Subjects (All):

Education, Higher.

Teachers--Training of.

Teachers.

Learning, Psychology of.

Higher Education.

Teaching and Teacher Education.

Instructional Psychology.

Local Subjects:

Higher Education.

Teaching and Teacher Education.

Instructional Psychology.

Physical Description:

1 online resource (XVI, 406 p. 46 illus., 6 illus. in color.)

Edition:

1st ed. 2019.

Place of Publication:

Cham : Springer International Publishing : Imprint: Springer, 2019.

Language Note:

English

Summary:

This open access book provides a systematic overview of experiences with Inquiry-Based Learning (IBL) and undergraduate research (UR) in German universities, covering both research universities (Universitäten) and universities of applied sciences (Fachhochschulen). Divided into three parts, the book starts with the principles and common practices of IBL/UR at all universities. Part Two discusses the implementation of IBL/UR for twenty-one individual disciplines, ranging from architecture to theology. Part Three discusses the potential of IBL/UR in relation to several topics including diversity, digitalisation, different forms of universities, and the national job market. The book summarises the project of the German network of UR, comprising approximately 50 universities, and results of a national initiative called Qualitätspakt Lehre which is intended to improve teaching at German universities. Today IBL and UR are essential parts of high-impact education strategies for universities around the world. In his university reform plans of the early 19th century, Wilhelm von Humboldt introduced Inquiry-Based Teaching and Learning as the core principle of the modern research university in Germany, as well as worldwide. IBL was re-discovered in the German university reform initiatives of the 1960s. Since then, IBL has been applied in teachers' education in German universities. The book presents IBL/UR experience as complementary to what is usually presented in English-speaking academia. In Germany, IBL/UR is applied broadly throughout the social sciences and planning, but not in the core sciences, whereas in the US undergraduate research is common in the sciences but less so in the social sciences. Moreover, in Germany, IBL/UR is often linked to applied and community-oriented research — something that is just emerging in the US. .

Contents:

Foreword

Preface

Introduction

Part 1: Principles

Concepts and Cases: Science Studies on IBL

Focus on Learning

Processes and Capabilities of Self-Learning

Research-Oriented Learning and Teaching from a Didactic View

The Turn "From Teaching to Learning": Towards a Student-Centered Learning Culture

Focus on Research

Development of Competences through IBL

Research-Oriented Study Programs as Enculturation to Science

Reflection

Focus on Curricula

Examinations and IBL

The Peer-to Peer Principle of IBL

Inter- and Transdisciplinarity

Part 2: Disciplines

I) Professionalizing Disciplines

Teachers' Education and IBL

Social Work and IBL

Information Science and IBL

II) Life Sciences

Medicine and IBL

(Natural) Life Sciences and IBL

Health Sciences and IBL

III) STEM

Mathematics and IBL

(Natural) Sciences and IBL

Engineering and IBL

IV) Arts and Design

The Arts and IBL

Design and IBL

Architecture and IBL

Specific Disciplines

Business Administration and IBL

Cultural Studies and IBL

Geography and IBL

Historical Studies and IBL

Law and IBL

Philosophy and IBL

Sports and IBL

Sustainability Studies and IBL

Theology and IBL

Part 3: Perspectives

IBL as an Academic Profile: Bremen University

IBL from the Perspective of Applied Universities

IBL and Digital Media

IBL and Diversity

Perspectives for Economy and Society.

ISBN:

9783030142230

303014223X

OCLC:

1098034863