Research-based learning regarding the scientific-experimental problem-solving

Abstract

In the master's study program at the Technische Universitaet Braunschweig, the Institute for Didactics of the Natural Sciences (IFdN) offers a module across three semesters in research-based learning for Master students of Biology, Chemistry and Physics. In their first semester, students also attend an introductory course of empirical research methods offered by the Institute of Educational Science (IfE). The students’ research projects focus on the ​​diagnosis of scientific experimental problem-solving skills learned in school, a core element of teaching in all three scientific disciplines. Depending on the research question and research objectives, students choose a quantitative or a qualitative design for their project. The IfE and the institutes for subject didactics jointly offer students additional instruction on data analysis in the second semester. At IFdN, students’ diagnostic skills regarding experimental problem-solving abilities taught in school are trained using video vignettes of authentic experimentation lessons. Increased competence by means of research-based learning has been assessed by means of a pre-post design with the help of a questionnaire developed for the first and third semester of the Master's study program. Initial findings show a significant increase in students' knowledge of research methods. The majority of those surveyed rated the implementation of school-based research projects as positive for their professional goals. In addition, the students gained diagnostic competence and consider the work with the vignettes positive for their professionalization development.