From Research-Based Learning to Research Output

Lessons from an Undergraduate Course in Germany

Datos Bibliográficos

ID12377660
AutoresMahmoud Farag (0000-0003-4625-3735, Goethe University Frankfurt, autor de correspondencia)
Año2023
Volumen56
Número4
Páginas487-492
Fecha de publicación2023-03-27
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaPS Political Science & Politics (JOURNAL)
Identificadores de la revistaISSN: 1049-0965 • E-ISSN: 1537-5935
EditorialCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096523000227
OpenAlexW4361007181
IdiomaEN
Citas recibidas2
Referencias citadas12

Research-based learning adopts a “learning-by-doing” approach toward teaching research. This article documents the experience of publishing a coauthored article with undergraduate students that grew out of a research-based–learning course at Humboldt University of Berlin, Germany. In particular, I reflect on the opportunities and challenges of engaging undergraduate students in research. The article demonstrates that research-based–learning courses must maintain a balance between the research process and research output. Too much focus on output overlooks students’ need to gain substantive knowledge, and the exclusive emphasis on the research process might reduce their motivation. Generally, students appreciate the autonomy and horizontality of relationships in research-based learning. Furthermore, the article shows that the knowledge and skills gained by students through research-based–learning courses facilitate their engagement in follow-up research projects, thereby paving the way for publishing research

Autonomy · Mathematics education · Pedagogy · Political science · Process (computing · Publishing · Computer Science · Doctoral Education Challenges and Solutions · Educational Strategies and Epistemologies · Evaluation of Teaching Practices · Psychology