From Research-Based Learning to Research Output

Lessons from an Undergraduate Course in Germany

Dados Bibliográficos

ID12377660
AutoresMahmoud Farag (0000-0003-4625-3735, Goethe University Frankfurt, autor correspondente)
Ano2023
Volume56
Fascículo4
Páginas487-492
Data de publicação2023-03-27
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPS Political Science & Politics (JOURNAL)
Identificadores do periódicoISSN: 1049-0965 • E-ISSN: 1537-5935
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s1049096523000227
OpenAlexW4361007181
IdiomaEN
Citações recebidas2
Referências 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