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Table of contents

  1. Front Matter
    Pages i-xvi
  2. Harald A. Mieg
    Pages 1-16 Open Access
  3. Part I

    1. Front Matter
      Pages 17-18
    2. Overview

    3. Focus: Learning

    4. Focus: Research

      1. Insa Wessels, Christopher Gess, Wolfgang Deicke
        Pages 59-69 Open Access
      2. Ludwig Huber
        Pages 81-90 Open Access
    5. Focus: Curricula

      1. Gabi Reinmann
        Pages 91-105 Open Access
      2. Anke Spies
        Pages 107-114 Open Access
      3. Michael Prytula, Tobias Schröder, Harald A. Mieg
        Pages 115-123 Open Access
  4. Part II

    1. Front Matter
      Pages 125-126
    2. Overview: Disciplines, class I

      1. Wolfgang Fichten
        Pages 129-137 Open Access
      2. Alexandra Schmidt-Wenzel, Katrin Rubel
        Pages 139-147 Open Access
      3. Antje Michel, Hans-Christoph Hobohm
        Pages 149-158 Open Access
    3. Life Sciences

      1. Thorsten Schäfer
        Pages 161-170 Open Access
      2. Natascha Selje-Aßmann, Christian Poll, Matthias Konrad Tisler, Julia Gerstenberg, Martin Blum, Jörg Fleischer
        Pages 171-180 Open Access
      3. Kati Mozygemba, Ulrike Lahn, Tobias Bernhardt, Anne Dehlfing
        Pages 181-190 Open Access
    4. STEM

      1. Andrea Ruf, Ingrid Ahrenholtz, Sabine Matthé
        Pages 191-204 Open Access
      2. Thorsten Jungmann
        Pages 205-215 Open Access
      3. Ingolf Schäfer
        Pages 217-225 Open Access
    5. Art and Design

      1. Elke Bippus, Monica Gaspar
        Pages 229-237 Open Access
      2. Matthias Beyrow, Marion Godau, Frank Heidmann, Constanze Langer, Reto Wettach, Harald A. Mieg
        Pages 239-247 Open Access
      3. Luise Albrecht
        Pages 249-258 Open Access
    6. Individual Disciplines

      1. Georg Müller-Christ
        Pages 261-269 Open Access
      2. Margrit E. Kaufmann
        Pages 271-280 Open Access
      3. Jacqueline Passon, Johannes Schlesinger
        Pages 281-290 Open Access
      4. Andreas Bihrer, Stephan Bruhn, Fiona Fritz
        Pages 291-299 Open Access
      5. Roland Broemel, Olaf Muthorst
        Pages 301-309 Open Access
      6. Oliver Schliemann
        Pages 311-319 Open Access
      7. Felix Riehl, Anna Dannemann, Robert Zetzsche, Christian Maiwald
        Pages 321-330 Open Access
      8. Ulli Vilsmaier, Esther Meyer
        Pages 331-339 Open Access
      9. Oliver Reis
        Pages 341-349 Open Access
  5. Part III

  6. Back Matter
    Pages 403-406

About this book

Introduction

This open access book provides a systematic overview of experiences with Inquiry-Based Learning (IBL) and undergraduate research (UR) in German universities, covering both research universities (Universitäten) and universities of applied sciences (Fachhochschulen). Divided into three parts, the book starts with the principles and common practices of IBL/UR at all universities. Part Two discusses the implementation of IBL/UR for twenty-one individual disciplines, ranging from architecture to theology. Part Three discusses the potential of IBL/UR in relation to several topics including diversity, digitalisation, different forms of universities, and the national job market. The book summarises the project of the German network of UR, comprising approximately 50 universities, and results of a national initiative called Qualitätspakt Lehre which is intended to improve teaching at German universities.

Today IBL and UR are essential parts of high-impact education strategies for universities around the world. In his university reform plans of the early 19th century, Wilhelm von Humboldt introduced Inquiry-Based Teaching and Learning as the core principle of the modern research university in Germany, as well as worldwide. IBL was re-discovered in the German university reform initiatives of the 1960s. Since then, IBL has been applied in teachers' education in German universities. The book presents IBL/UR experience as complementary to what is usually presented in English-speaking academia. In Germany, IBL/UR is applied broadly throughout the social sciences and planning, but not in the core sciences, whereas in the US undergraduate research is common in the sciences but less so in the social sciences. Moreover, in Germany, IBL/UR is often linked to applied and community-oriented research — something that is just emerging in the US.

 


Keywords

open access inquiry based learning in architecture inquiry based learning in social sciences common practices of inquiry based learning in universities potential of inquiry based learning in digitalisation technology-enhanced learning enculturation research-teaching nexus research cycle peer-to-peer principle

Editors and affiliations

  • Harald A. Mieg
    • 1
  1. 1.Georg-Simmel Center for Metropolitan StudiesHumboldt-Universität zu BerlinBerlinGermany

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-030-14223-0
  • Copyright Information The Editor(s) (if applicable) and The Author(s) 2019
  • License CC BY-NC-ND
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-030-14222-3
  • Online ISBN 978-3-030-14223-0
  • Buy this book on publisher's site