New Perspectives in Science Education

Edition 13

Accepted Abstracts

Towards a New Scholarship of German Science Education

Tobias Schmohl, Hamburg Center for University Teaching & Learning (HUL) (Germany)

Abstract

In Germany, there is much academic discourse on and scientific inquiry into pedagogical issues of science teaching and learning at the school level. Concepts like ‘Bildung’ (inquiry-based self-formation) or ‘Didaktik’ (instruction-based reflections on teaching) are almost directly associated with institutions or actors rooted in pedagogical departments. Unfortunately, those departments rarely focus on issues of science teaching and learning at the University level – and if they do so, they most often try to apply conceptions and models borrowed from upper or post-secondary education. The few research-based institutions that address specific issues of higher education are commonly fitted out so that they are nowhere near the impacts of research institutions covering teaching methodology in primary or secondary education, for example. Yet from an international perspective, the university as an institution does hold a great potential to improve educational practice in a systematic, cross-disciplinary and research-based way. Around the globe, more and more institutions rely on the notion of scholarship in this context: ‘The improvement of learning and teaching is dependent upon the development of scholarship and research in teaching’ (Prosser & Trigwell, 1999, p. 8). If incorporated at the heart of tertiary education, scholarship could contribute to develop new faculty in the German higher-educational sector.

Keywords: Scholarship of Teaching and Learning, Scholarship of Academic Development, Higher Education;

References

[1] Prosser M, Trigwell K. Understanding learning and teaching: The experience in higher education. Philadelphia, Pa.: Society for Research into Higher Education & Open University Press; 1999.
[2] Schmohl T, Jansen-Schulz B. Joining institutional policy with the Scholarship of Teaching and Learning: Higher educational context and implementation strategies at the University of Lübeck and the University of Hamburg. In: Jansen-Schulz B, Tantau T, editors. Principals, Structures and Requirements of Excellent Teaching. Bielefeld; 2018 (Blickpunkt Hochschuldidaktik; vol. 134).
[3] Schmohl T. German Scholarship of Teaching & Learning. In: Jansen-Schulz B, Tantau T, editors. Principals, Structures and Requirements of Excellent Teaching. Bielefeld; 2018 (Blickpunkt Hochschuldidaktik; vol. 134).
[4] Boyer EL. Scholarship reconsidered: Priorities of the professoriate. San Francisco: Carnegie Foundation for the Advancement of Teaching; Jossey-Bass; 1990.
[5] Shulman LS. Course anatomy: The dissection and analysis of knowledge through teaching. In: Hutchings P, editor. The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. Washington, DC: American Association for Higher Education; 1998. 5–12.
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[7] Haigh NJ. The scholarship of teaching & learning: A practical introduction and critique. Wellington: Ako Aotearoa; 2010.
[8] Huber L. Scholarship of Teaching and Learning. Konzept, Geschichte, Formen, Entwicklungsaufgaben. In: Huber L, Pilniok A, Sethe R, Szczyrba B, Vogel MP, editors. Forschendes Lehren im eigenen Fach. Scholarship of teaching and learning in Beispielen. Bielefeld: Bertelsmann; 2014. S. 19–36 (Blickpunkt Hochschuldidaktik. 125).
[9] Kreber C. The scholarship of teaching: A comparison of conceptions held by experts and regular academic staff. High Educ 2003; 46(1):93–121. doi: 10.1023/A:1024416909866.
[10] Trigwell K, Martin E, Benjamin J, Prosser M. Scholarship of teaching: A model. Higher Education Research & Development 2010; 19(2):155–68.
[11] Reinmann G, Schmohl T. Der Master of Higher Education: Studiengangsentwicklung als zyklisch-iterativer Prozess. In: Weil M, editor. Zukunftslabor Lehrentwicklung: Perspektiven auf Hochschuldidaktik und darüber hinaus. Münster: Waxmann; 2018. S. 161–81.
[12] Schmohl T. Science Studies: An integral part of a research-based master’s degree curriculum. New Perspectives in Science Education 2017; 6:52-56.
 

 

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