Designing academic teaching: Semantic distinctions and theoretical impetus for problem-based and research-based learning

If academic teaching wants to live up to the claim "Bildung durch Wissenschaft", a research-based design is indispensable. However, the label "research-based" appears to be as ambiguous as other related notions, such as problem-based, case-based or project-based (learning). This paper addresses this semantic vagueness and helps to clarify the notion of "learning through research", which is currently attracting renewed interest. Finally, the article presents a model for academic teaching that describes different relationships between research and learning. This model seeks to provide both a theoretical impetus and instrumental support for the practice of teaching.

30.09.2016 | Gabi Reinmann (Hamburg)