Vol. 15 No. 2 (2020): Forschendes Lernen im Spannungsfeld von Wissenschaftsorientierung und Berufsbezug | Zeitschrift für Hochschulentwicklung (Journal for Higher Education Development)

Editorial

Harald A. Mieg, Peter Tremp

9-16

Is undergraduate research and inquiry suitable for bringing academic study programmes closer to the labour market?

Ines Langemeyer

17-36

Research-based learning - Didactic response to political demands?

Jennifer Preiß, Eileen Lübcke

37-67

Learning to research in research-oriented learning: Between school-practical knowledge interest and practical research requirements

Michaela Artmann

69-88

Difficult parents? Approaching the collaboration with parents beyond professional constraints

Ursula Fiechter, Iris Glaser

89-100

Exploratory practice in the professional development of teachers for German as a Foreign and Second Language

Constanze Saunders, Theres Werner, Bernd Helmbold, Michael Schart

101-124

"Teaching and researching in student labs" - Integrating research and classroom practice in mathematics teacher education

Sebastian Geisler, Nadine da Costa Silva, Katrin Rolka

125-146

Linking theory and practice through University Schools - An empirical study of effective learning design patterns

Karl-Heinz Gerholz, Sebastian Ciolek, Philipp Schlottmann

147-166

Self-efficacy beliefs of pre-service primary school teachers in inquiry-based learning

Christina Egger, Victoria Miczajka, Christian Bertsch, Thomas Ottlinger, Jörg Mathiszik

167-186

'Why should I do research?': Effects of research-based learning on student teachers

Janina Thiem, Richard Preetz, Susanne Haberstroh

187-207

A new inquiry-based academic training concept for electromobility

Andreas Daberkow

209-222

Inquiry-based learning, scientific and professional orientation: The subject of heritage conservation

Heike Oevermann

223-240

Full Issue

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