gms | German Medical Science

Learning through Inquiry in Higher Education: Current Research and Future Challenges (INHERE 2018)

08.03. - 09.03.2018, München

Preparing teacher students for learning by research: Fostering students’ methodological skills through inverted classroom

Meeting Abstract

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Learning through Inquiry in Higher Education: Current Research and Future Challenges (INHERE 2018). München, 08.-09.03.2018. Düsseldorf: German Medical Science GMS Publishing House; 2018. Doc44

doi: 10.3205/18inhere44, urn:nbn:de:0183-18inhere445

Veröffentlicht: 1. März 2018

© 2018 Mertens et al.
Dieser Artikel ist ein Open-Access-Artikel und steht unter den Lizenzbedingungen der Creative Commons Attribution 4.0 License (Namensnennung). Lizenz-Angaben siehe



At most German universities, a practical term at school including empirical inquiry-based project work is compulsory for teacher students (MSW, 2009). Preceding the practical phase students attend seminars to acquire basic methodological skills and get support with their research projects [1]. The aim of this project work is to educate academically skilled staff (cf. Baumert & Kunter, 2006) adopting a so-called researcher’s attitude (MSW, 2010). This essential component of professionalism (Kullmann, 2011; Fichten, 2010a) can only be raised if students are satisfied with their research process and outcome and if they do not perceive themselves as methodologically incompetent (Fichten, 2010b). An adequate level of perceived competence can possibly be reached via intensive methodological preparation (ibid.).

“Inverted classroom” (cf. Großkurth & Handke, 2016) offers the advantage of shifting the “passive“ knowledge acquisition to preparatory video-based self-study (e.g. Tolks et al., 2016). Thus, lecture time can be used “actively” for exercises, questions and discussions with direct reference to the students’ research projects. This shift offers the ideal infrastructure for students‘ project work as a form of “inquiry-based learning“ (cf. Love et al., 2015). It allows for an individual match of the skills students need for planning and conducting research projects with the skills they actually have - which is the basis for a high perception of competence [2], [3]. The resulting finer grasp of methods is supposed to lead to a more self-determined quality of motivation (cf. [4]; Hidi & Harackiewicz, 2000; Krapp, 1999). On the long term, this can lead to the adoption of a researcher’s attitude (cf. Fichten, 2010b).

Therefore, we plan to improve students’ methodological preparation through “inverted classroom”. As dependent variables we focus on students’ self-determined quality of motivation, methodological skills and the quality of their project reports. When a high quality of instruction is guaranteed, the impact of the empirical inquiry-based project work can be the focus of the next evaluative step.


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