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Models for Investigating and Developing Research-Driven Learning in Science Education

Langemeyer, Ines

In the beginning of the 21st century, models have emerged to describe and develop undergraduate research and inquiry-based learning. This article discusses four examples of modelling didactical issues around this topic. The aim of the first part is to scrutinize the epistemological and didactical purposes of these four models. As essential dimensions of undergraduate research and inquiry- based learning are neglected, two alternative models are developed in the second part. The first of these puts the coordination of theory and evidence at the centre and determines three different horizons of significance in the field of science. In relation to these horizons, the second new model highlights the broader societal context of scientific practices. The role of research and science in society is recognized here, on the one hand as an affirmative process of institutionalization of approved knowledge, and on the other, as practices of criticizing and breaking away from established forms of knowing, testing, evaluating, and approving. Concomitantly, the education (‘Bildung’) of students through and within scientific practices of research and inquiry-based learning (Humboldt’s ‘Bildung durch Wissenschaft’) is interpreted against the backdrop of two opposing trajectories, which influence students’ ambitions to engage with problems of science. ... mehr

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Postprint §
DOI: 10.5445/IR/1000117711
Veröffentlicht am 31.03.2020
Cover der Publikation
Zugehörige Institution(en) am KIT Institut für Berufspädagogik und Allgemeine Pädagogik (IBAP)
Publikationstyp Zeitschriftenaufsatz
Publikationsdatum 30.03.2019
Sprache Englisch
Identifikator ISSN: 1904-0210
KITopen-ID: 1000117711
Erschienen in Outlines
Verlag Department of Psychology, University of Copenhagen
Band 20
Heft 1
Seiten 71-96
Schlagwörter Undergraduate research, inquiry-based learning, enculturation, gestalt theory, didactics, scientification, perezhevanie
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