In research-oriented teaching, student activities are modelled on research activities. Applying this approach, students learn how to deal with disciplinary knowledge in adequate ways. They acquire appropriate competencies and understand how academics think and behave. Essentially, they are socialized within their discipline.
The following figure serves to identify the cornerstones for designing courses with significant learning outcomes (L. Dee Fink: Creating Significant Learning Experiences, Jossey-Bass 2003). The learning goals in our approach are the vital competencies for conducting research:
The courses we develop are designed as professional training primarily for doctoral students, postdocs, and newly appointed professors engaged in both research and teaching. As young researchers, they are dealing with methods, perspectives, and recent developments in their fields. Our courses provide opportunities for them to reflect on their own strategies when addressing questions and tackling problems in research projects. They also reflect on their own relatively recent studying experiences. Reflecting on one's own individual experiences of studying and carrying out research is a good starting point for developing new concepts for research-oriented teaching and learning.
Deutsch
Research- Oriented Teaching