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DOI: 10.5445/IR/1000085783
Veröffentlicht am 14.09.2018

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

Langemeyer, Ines; Schlindwein, Nadja; Schmid, Sabrina

Abstract:
How does the challenge of undergraduate research and inquiry construct or influence stu-dents’ experience? And how do students interpret the opportunities of conducting undergrad-uate 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 “l ... mehr

Abstract (englisch):
How does the challenge of undergraduate research and inquiry construct or influence stu-dents’ experience? And how do students interpret the opportunities of conducting undergrad-uate 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 “l ... mehr


Zugehörige Institution(en) am KIT Institut für Berufspädagogik und Allgemeine Pädagogik (IBAP)
Publikationstyp Vortrag
Jahr 2018
Sprache Englisch
Identifikator URN: urn:nbn:de:swb:90-857837
KITopen ID: 1000085783
Erschienen in Conference of the European Association of the Research on Learning and Instruction (EARLI SIG 04), SIG Higher Education, Giessen, August 29-31, 2018
Projektinformation BMBF, 01PL17004
Bemerkung zur Veröffentlichung peer-reviewed
Schlagworte Research-teaching-nexus, metacognition, inquiry-based learning, learning styles, coordination of theory and evidence
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