Is Research-Based Learning Effective? Evidence from a Pre-Post Analysis in the Social Sciences

Autor/inn/en	Wessels, Insa; Rueß, Julia; Gess, Christopher; Deicke, Wolfgang; Ziegler, Matthias
Titel	Is Research-Based Learning Effective? Evidence from a Pre-Post Analysis in the Social Sciences
Quelle	In: Studies in Higher Education, 46 (2021) 12, S.2595-2609 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wessels, Insa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2020.1739014
Schlagwörter	Student Research; Student Attitudes; Student Motivation; Knowledge Level; Skill Development; Research Skills; Social Science Research; Graduate Students; Undergraduate Students; Instructional Effectiveness; Pretests Posttests; Value Judgment; Self Efficacy; Teacher Role; Personal Autonomy; Predictor Variables; Public Colleges; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Studentenforschung; Schülerverhalten; Schulische Motivation; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Forschungsleistung; Social scientific research; Sozialwissenschaftliche Forschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtserfolg; Werturteil; Self-efficacy; Selbstwirksamkeit; Lehrerrolle; Individuelle Autonomie; Prädiktor; Ausland; Deutschland
Abstract	Research-based learning (RBL) is regarded as a panacea when it comes to effective instructional formats in higher education settings. It is said to improve a wide set of research-related skills and is a recommended learning experience for students. However, whether RBL in the social sciences is indeed as effective as has been postulated for other disciplines has not yet been systematically examined. We thus administered a pre-post-test study to N = 952 students enrolled in 70 RBL courses at 10 German universities and examined potential changes in cognitive and affective-motivational research dispositions. Latent change score modelling indicated that students increased their cognitive research dispositions, whereas most affective-motivational research dispositions decreased. The instructors' interest in the students' work served as a significant predictor of changes in research interest and joy. Practical implications for designing RBL environments can be inferred from the results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01