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Student’s perspectives on undergraduate research and inquiry – results from qualitative and quantitative studies

Langemeyer, Ines; Schlindwein, Nadja; Schmid, Sabrina

How does the challenge of undergraduate research and inquiry construct or influence students’ experience? And how do students interpret the opportunities of conducting undergraduate research and inquiry and how do they act as learners? These questions were scruti-nized by quantitative and qualitative research at the Karlsruhe Institute of Technology (KIT).
Surveys completed by students and teachers at the KIT in 2016 were used as a basis for exploring different modes, attitudes, expectations and motives of learning. For example, a differentiation of the modes of “learning through research content” and of “learning through research processes” (cf. Healey and Jenkins, 2005) could be confirmed with factor analysis with both, the data of students and of teachers. Regression analyses then underscored the assumption that students with a metacognitive orientation clearly appreciate opportunities of “learning through research processes” while students who expected to get guidance by teachers did not share this appreciation. The samples of the quantitative survey consist of 1482 students and 550 teachers.
Referring to the qualitative study, results of three selected interviews are discussed. ... mehr

Zugehörige Institution(en) am KIT Institut für Berufspädagogik und Allgemeine Pädagogik (IBAP)
Publikationstyp Vortrag
Publikationsjahr 2018
Sprache Englisch
Identifikator urn:nbn:de:swb:90-856918
KITopen-ID: 1000085691
Veranstaltung EARLI SIG 4 Conference (SIG 4: Higher Education) - European Association of the Research in Learning and Instruction, Giessen, Germany, 29-31 August, 2018
Bemerkung zur Veröffentlichung Konferenzbeitrag zur European Association of the Research in Learning and Instruction (SIG 4: Higher Education)
Schlagwörter inquiry-based learning, undergraduate research, metacognition, learning styles, teaching styles, research-teaching nexus
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