Research-based Learning

Specialization in Educational Psychology, Topic: “Test Anxiety”

Dr. Christian Panitz, Faculty 11

• In the seminar “Advanced Educational Psychology: Test Anxiety” in the bachelor’s program in Psychology, students carry out small-scale, research-oriented projects. The seminar is perceived by students as particularly hands-on, as it meaningfully integrates theoretical knowledge, empirical methods, and practical applications.
• A central element is independent theory building: After discussing correlates of test anxiety and introducing early, seminal models, students work in small groups to develop their own integrative models of test anxiety. They decide for themselves which aspects to include and then discuss their models in comparison with current integrative theories. In this way, theory building becomes tangible as an active, reflective process.
• Students design their own questionnaires to assess test anxiety. They put theoretical model knowledge into practice, formulate hypotheses about possible subdimensions of the construct, and test these empirically using data they collect themselves. Comparing their instruments with published questionnaires demonstrates how psychometric quality criteria are evaluated in practice and that even established instruments should be examined critically.
• Another research-oriented unit opens up the field as a whole: Using bibliometric analyses, students explore the publication landscape, central topics, and developments in test anxiety research and derive their own research questions.
• The small projects are presented in plenary and discussed collectively. In this way, students experience key elements of scientific practice even within time-limited settings.

Research-Based Learning in the Public Health Master’s Program

Combining research-based learning with practical solutions: The Master's program in Public Health – Health Care, Economics, and Management – combines research, teaching, and transfer in three-semester research projects. Professor Ansgar Gerhardus (Department of Health Services Research, Institute for Public Health and Nursing Research) and Master's student Sophie Wanders provide insights into the research projects and the program.

Research-Based Learning in the Bachelor's Program in Biology

Research-based learning is understood as a course of study in which three aspects are particularly important: students learn scientific working methods, they are involved in current research, and they experience themselves as researchers conducting their own experiments and projects.

Research-Based Learning Integrated in the Curricula

Research-based learning has been integrated into the curricula of several departments for quite some time. Click here for a description of the projects from the “ForstAintegriert” funding phase.

Geography Students Conduct Research on the Partial Relocation of the University's Campus

In their very first semester, geography students gained scholarly experience and collaborated on a relevant research question. In Professor Ivo Mossig's introductory seminar, they conducted a study on the partial relocation of the university to the city center, thereby making an important contribution to the current debate.

Research-Based Learning in the Development of Energy Self-Sufficient Systems

Studierende konstruieren eine umweltfreundliche Solarpumpe für das Bremer Blockland. Die Studierenden der Masterstudieng?nge Produktionstechnik und Wirtschaftsingenieurwesen gestalten im Rahmen der Lehrveranstaltung ?Energieautarke Produktions- und Logistiksysteme“ den Lernprozess selbst mit. Das anwendungsorienterte forschende Lernen findet im Rahmen sogenannter “Lernfabriken” statt.

Research-Based Learning in Biology Education

In the biology education research seminar, students work in groups to pursue their own research questions, collect data, evaluate it, and discuss the results.

Further information (in German):