Framework for inquiry-based learning with digital media
Das Rahmenmodell liefert Orientierungspunkte für Konzeptionierung, Implementierung und Evaluation für ein forschendes Lernen mit digitalen Medien.
Inquiry Based Learning
Forschendes Lernen stellt ein konstruktivistisches und damit auch ein intrinsisch motiviertes, selbstgesteuertes Lernen dar. Eine Besonderheit des forschenden Lernens besteht darin, dass es ein Lernen darstellt, dass forschungsmethodisch basiert ist und wissenschaftliche Reflexionsstrategien gezielt für den Erkenntnisprozess einsetzt. Als hochschuldidaktischer Ansatz gewinnt das forschende Lernen zunehmend an Relevanz.
Eine zentrale Aufgabe für Lehrende, die sich dem forschenden Lernen verpflichtet fühlen, besteht darin, die einzelnen Aspekte des Forschungszyklusses fachspezifisch zu didaktisieren. Um diesen Prozess der fachspezifischen Didaktisierung zu unterstützen, wurde ein Didaktisches Rahmenmodell für forschendes Lernen entwickelt.
Inquiry-based learning represents constructivist and thus intrinsically motivated, self-directed learning. A distinctive feature of research-based learning is learning based on research methods and using scientific reflection strategies specifically for the cognitive process. Inquiry-based learning is becoming increasingly relevant as an approach to higher education didactics.
A central task for teachers committed to inquiry-based learning is to approach the specific aspects of the research cycle didactically. To support the process of subject-specific didacticization, a didactic framework model for inquiry-based learning has been developed.
A didactic framework model for research-based learning with digital media is presented in the following. This framework model provides orientation points in the planning of teaching/learning scenarios for inquiry-based learning.Im Folgenden wird ein didaktisches Rahmenmodell für das forschende Lernen mit digitalen Medien vorgestellt. Dieses Rahmenmodell soll es Lehrenden ermöglichen bei der elementaren Planung von Lehr-/Lernszenarien des forschenden Lernens auf basale Orientierungspunkte zurückzugreifen
The horizontal axis of the didactic framework model describes the different phases of the research process. The vertical axis represents the increasing opening of the parts of self-directed learning in research-based learning.
Clarification of the research phases
- Heuristic phase: Students develop an interest in knowledge and formulate their research questions.
Research design: Students discuss an epistemologically appropriate research design. - Data collection: Students research existing information/data or generate their own.
- Evaluation & Reflection: Students critically analyze the data according to scientific quality criteria (objectivity, reliability, validity).
- Analysis & Synthesis: Analyze data in terms of generating coherent, data-based knowledge.
- Results & presentation of results: Research results are presented and heuristically addressed (“How can the results be understood?”, “What research questions could follow on from these results?”).
Clarification on the integration of digital media
To include digital media synergistically in the framework model, Web 2.0 media were also assigned to the individual levels with the increase in the degree of self-directed learning, which tend to require more self-directed handling from the basic media structure or have less specific action-guiding pre-structuring.
However, this assignment is to be understood as incomplete, provisional and strongly schematizing since, for example, the use of Web 2.0 media can be deconstructed. For example, a WordPress blog can be used as a wiki tool. Such categorization also becomes precarious concerning the polyvalence of digital media. For example, Twitter can be used as a debating tool (stage 1, stage 2) or network a research community – e.g., via a common, event-specific “hashtag” – across stages and phases. In turn, the legitimacy of such schematization arises – despite these drawbacks and limitations – from the heuristic approach to the didactic potential of Web 2.0 media for inquiry-based learning made possible by this model. With the increase in the requirements of self-directed learning at the respective levels, it is generally recommended to successively reduce the didactic specifications for the use of Web 2.0 media.
