Research-oriented teaching

Research-led Teaching is about helping students develop a fundamental understanding of the initial questions that scientific (research) work addresses. In doing so, they actively engage with knowledge interests, scientific theoretical questions, and problem definitions. Students reflect on how scientific questions arise and what constitutes “good research.” The focus is therefore on theoretical foundations and the ability to understand scientific thinking.

Research-led Teaching lays the theoretical foundation on which independent research (e.g., in research-based learning) can later build.

Exemplary teaching and learning activities

• Discussions about scientific theories or paradigms

• Analysis and comparison of research approaches

• Critical examination of studies

Exemplary teaching formats

• Lectures
• Excursion to research facilities
• Journal club

Research-oriented Learning and Teaching is about preparing students for their own independent research. The aim is for them to acquire the necessary methodological competencies to be able to work independently in a scientific context.

The focus is on designing the research process: Which methods are suitable for which research questions? How do I plan a study?

Research-oriented Learning and Teaching equips students with the methodological and structural skills they need to conduct their own research in the next step. It bridges the gap between the theory and practice of research.

Exemplary teaching and learning activities

• Discussions about the advantages and disadvantages of various research methods

• Exemplary application of various research methods

• Reflection on completed research projects with regard to the research methods used

• Carrying out laboratory tasks, measurements, or investigations

• Preparing and conducting field studies

• Exemplary analysis of data sets

Exemplary teaching formats 

• Seminars on research methods or scientific work

• Research exercises or internships (in the laboratory)

• Methodology workshops, writing workshops

In Research-based Learning, students themselves are actively at the center of the research process. The aim is for them to complete a full research cycle as independently as possible: from developing a research question to collecting data and evaluating and presenting the results.

Research-based Learning is a self-directed, knowledge-driven learning process in which students generate and reflect on new knowledge through their own research.

Research-based Learning as defined by Ludwig Huber (2009, S. 2)

"Research-based learning differs from other forms of learning in that learners design, experience, and reflect on the essential phases of a research project aimed at gaining insights that are also of interest to third parties—from developing questions and hypotheses to selecting and executing methods to testing and presenting results in independent research or as an active part of an research group."

Exemplary teaching formats

• Seminars based on the concept of ‘Research-based Learning’

• Research module

• Research colloquium (accompanying final theses)