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|a Mieg, Harald A.
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|a Inquiry-Based Learning - Undergraduate Research :
|b The German Multidisciplinary Experience.
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|a 1st ed.
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|a Cham :
|b Springer International Publishing AG,
|c 2019.
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|c ©2019.
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|a 1 online resource (389 pages)
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|a 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.
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|a 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.
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|a 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.
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|a 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.
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|a 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.
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|a 19: Inquiry-Based Learning in the Engineering Sciences.
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|a Description based on publisher supplied metadata and other sources.
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|i Print version:
|a Mieg, Harald A.
|t Inquiry-Based Learning - Undergraduate Research
|d Cham : Springer International Publishing AG,c2019
|z 9783030142223
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|a ProQuest (Firm)
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=5780300
|z Click to View
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