gms | German Medical Science

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

08.03. - 09.03.2018, München

Impact assessment of inquiry based learning: Why we need additional research beside student learning

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. Doc48

doi: 10.3205/18inhere48, urn:nbn:de:0183-18inhere485

Veröffentlicht: 1. März 2018

© 2018 Schiefner-Rohs 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



”How effective is inquiry based learning in teaching?“ is a often raised and central question to be answered by evaluation and research into teaching and learning.

If you look more closely, there are already difficulties with the term effect. Beywl [1] distinguishes between three forms: a) impact assessment, b) impact modelling and c) empirical proof of efficacy and effectiveness as intended effect.

We would like to use the poster primarily to address the main question on which level inquiry based learning is assessed in recent projects. Starting with 19 different projects in the Qualitätspakt Lehre (QPL) and Qualitätsoffensive Lehrerbildung (QOLB) programmes, we investigate what are the objectives of the projects studied and what goals and effects of inquiry based teaching and learning are reported on. Our findings are based on data from qualitative interviews with the responsible person of the program and document analyses of curriculums and project papers. In particular, we are interested in what is being evaluated and how inquiry based learning is evaluated, i. e. which perspectives actors take on inquiry based learning. This implies that we do not address research orientation exclusively as a didactic method for higher education but as a holistic concept for universities that will effect several levels of university [2]. Such an approach also has an impact on research, which does not only consider the learning success of students, but indicates the need for e. g. organizational research as well.


Beywl W. Demokratie braucht wirkungsorientierte Evaluation. Entwicklungspfade im Kontext der Kinder und Jugendhilfe. In: DJI - Deutsches Jugendinstitut (Ed). Wirkungsevaluation in der Kinder- und Jugendhilfe. Einblicke in die Evaluationspraxis. München: DJI; 2006. p.25-46.
Flechsig KH. Handlungsebenen der Hochschuldidaktik. Hagen: Universitätsbibliothek Hagen; 1975. Zugänglich unter/available from: Externer Link