(De-)Demokratisierung, Protest und Gewalt im internationalen Vergleich

Forschendes Lernen in der Politikwissenschaft

Abstract

This article demonstrates how the implementation of the teaching format of research-based learning can promote students’ academic skills and involve them more actively in the scientific community. To this end, constructive alignment is employed to more closely align learning objectives, teaching-learning activities, and assessment formats. Research-based learning promotes sustainable deep learning and enables students to engage with research actively and independently. The concept of research-based learning was implemented by having students work in study groups on their own research projects, which were repeatedly presented and ultimately written up in term papers. The concept of research-based learning is discussed here on the basis of the new conception and implementation of a seminar in the Bachelor’s program in Political Science entitled “(De-)Democratization, Protest and Violence in International Comparison”. The structuring along the research process illustrates how research-based learning systematically promotes not only subject-specific knowledge but also academic skills.