Research-based teaching and learning

The aim of research-based learning is to offer students the opportunity to deepen their academic skills and apply them to real-life issues. The aim is not only to expand subject-specific knowledge, but also to acquire important interdisciplinary skills, such as critical thinking, teamwork and academic writing.

A key aspect of research-based or research-related learning is the link between theory and practice. Students have the opportunity to apply and test theoretical concepts and models in real contexts. As a result, they experience science not as an abstract theory, but as a lively and practice-orientated activity that is relevant to social issues.

Forschendes Lernen zeichnet sich vor anderen Lehrformen dadurch aus, dass die Lernenden den Prozess eines Forschungsvorhabens, das auf die Gewinnung von auch für Dritte interessanten Erkenntnissen gerichtet ist, in seinen wesentlichen Phasen – von der Entwicklung der Fragen und Hypothesen über die Wahl und Ausführung der Methoden bis zur Prüfung und Darstellung in selbstständiger Arbeit oder in aktiver Mitarbeit in einem übergreifenden Projekt – (mit)gestalten, erfahren und reflektieren. (Huber 2014)

Research-based learning is characterised above other forms of teaching by the fact that learners (co-)design, experience and reflect on the process of a research project aimed at gaining knowledge that is also of interest to third parties in its essential phases - from the development of questions and hypotheses to the selection and implementation of methods to the examination and presentation in independent work or in active collaboration in an overarching project. (Huber 2014)

For lecturers, this method offers the opportunity to organise their teaching in a dynamic and interactive way and to actively involve students in research. By working closely together, teachers and students can learn from each other and gain new insights together (see also the focus on "research-based learning", LehreLaden at RUB and Baukasten Lehre at TU Braunschweig).

Didactic approaches help to actively involve learners and provide them with structured support as they develop their own research questions and work out solutions. At the same time, they help to strengthen students' independence and skills development.

Some of these approaches are:

• Problem-based learning: Students deal with complex, realistic problems that they analyse and solve independently. The focus here is on promoting learning through concrete, practical questions.
• Project-based learning: Students work over a longer period of time on a comprehensive project that covers all phases of the research process. They develop a research question, plan and carry out the project and present their results at the end. This promotes both self-directed learning and the practical application of methods.
• Collaborative learning: Research-based learning is often a collaborative activity. Teachers use group discussions, peer feedback and teamwork to promote the exchange of ideas and the joint development of solutions. This allows students to develop not only subject-specific competences, but also social and communication skills.
• Scaffolding: Teachers support students by providing targeted assistance, which is gradually reduced over the course of the project. This enables students to gradually take on more responsibility for the research process until they are able to work completely independently..

Regular reflection is an important part of research-based learning. Students reflect on the learning process, the methods used and their results. This specifically promotes critical thinking and the ability to learn from mistakes.

The role of the teacher is more that of a moderator who guides the process and provides impulses while the students develop their own solutions. The implementation of research-based learning takes place in different formats, depending on the subject area and degree programme. Typical examples are:

• Research projects as part of seminars: Over the course of the semester, students work on a research project on a current topic of the seminar. They develop their own questions, use methods and present their results.
• Research workshops and excursions: In workshops and excursions, students can work on current research questions in a non-university environment and investigate them under the guidance of lecturers and experts..

At Leuphana, the Methodenzentrum supports students and lecturers with advice on specific questions regarding the application of a method, for example.

Research-based learning offers numerous opportunities, but also poses certain challenges. The positive aspects include, above all, the intensive engagement with the object of research, which allows students to deal with the subject matter critically and reflectively. In addition, research-based learning promotes intrinsic motivation and can therefore lead to a deeper understanding.

In addition, students acquire a wide range of competences as part of research-based learning, including:

• Critical thinking: Students learn to critically question issues, analyse information and draw well-founded conclusions.
• Problem-solving skills: By working on real research questions, students develop the ability to recognise complex problems, formulate solutions and systematically test them.
• Expertise and methodological skills: Students deepen their specialist knowledge and learn how to use scientific methods that are relevant to their discipline.
• Self-organisation and time management: Research-based learning requires a high degree of self-organisation, which enables students to improve their time management and independent planning skills.
• Teamwork and communication skills: In cooperative projects, students acquire the social skills necessary to work effectively in a team, give feedback and present research results.
• Scientific writing and presentation: Students practise writing scientific reports and presenting their research findings to an audience.

One challenge is that research-based learning is often associated with a high degree of self-organisation and perseverance for students. The research process can be lengthy and complex, which requires a great deal of personal initiative. Supervising such projects also means more work for teachers, as each group requires individual support.

• Scholkmann, A. (2016): Forschend-entdeckendes Lernen. In: Neues Handbuch Hochschullehre. [Teil] A. Lehren und Lernen. 3. Neue Lehr- und Lernkonzepte. Berlin: DUZ Verlags- und Medienhaus A 3.17, S. 1-36. (in German)
• Huber, L. (2009): Warum Forschendes Lernen nötig und möglich ist. In: Ludwig Huber, Julia Hellmer und Friederike Schneider.(Hrsg.): Forschendes Lernen im Studium. Aktuelle Konzepte und Erfahrungen.Bielefeld: Universitätsverlag Webler, S. 9-36. (in German)
• Sonntag, Monika; Rueß, Julia; Ebert, Carola; Friederici, Kathrin; Schilow, Laura; Deicke, Wolfgang (2016): Forschendes Lernen im Seminar. Ein Leitfaden für Lehrende. Berlin: Humboldt-Universität zu Berlin (Neue Lehre – neues Lernen) (in German)