Inquiry-based learning is an integral part of the General Studies degree programme.

In the isb022 module, for example, students survey pupils’ preconceptions on a topic of their own choosing, analyse these and, building on this, develop appropriate learning opportunities.

In the isb039 module, over the course of the semester, students develop their own materials and templates for use in early-stage teaching, based on specialist literature and research findings. In doing so, they independently explore various relevant subject areas, such as learning environments, experimentation or approaches to general studies.

In the project module (module prx566), which runs over three semesters, students go through the complete cycle of research-based learning, based on the model proposed by Sonntag et al. (2017). In the preparatory seminar, students formulate initial research questions on current and relevant topics relating to subject didactics or school development with a focus on general studies. They acquire basic methodological knowledge and test this using case studies. By the end of the semester, students should have a fully formulated research question and the necessary methodological tools to carry out their research project during the practical block of GHR 300. In the accompanying course, content-related and organisational issues, as well as any necessary methodological adjustments, are discussed within the group. In the follow-up session, students present their research findings to students from the next cohort.

In their Bachelor’s and Master’s theses, students undertake their own research projects, which form the focus of their respective final theses.

Sonntag, M., Rueß, J., Ebert, C., Friederici, K., Schilow, L. & Deicke, W. (2017). Research-based learning in the seminar. A guide for teachers (New teaching - new learning. bologna. lab, 2nd revised edition). Berlin: Humboldt-Universität zu Berlin. https://doi.org/10.18452/22104