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<p>The contribution aims at extending the view on speaking about research-based learning by a&#xa0;discourse-analytic problematization of students’ statements about their experiences with research-based learning. With recourse to the knowledge-sociological discourse analysis it presents a&#xa0;literature review of student surveys that shows respondents not merely as effects of discourses, but also as their designers. Thus, implications for further practices of research-based learning and their theoretical foundations can be found. The direction of relevant discourses is problematized as well as several ambivalences that determine students’ speaking about research-based learning, the way this speaking is shown by those who investigate the students’ statements. Thus, not only students’ statements, but also those of the authors who discuss students’ attitudes in the examined texts are shown and problematized. A&#xa0;prevalent professionalizing discourse is directed on high-performance and efficiency. This discourse also determines the way how educational relevance of research-based learning is addressed. Regarding this professionalizing discourse, students criticize a&#xa0;useless and overstraining research-based learning. In the examined texts this criticized discourse of self-optimizing is confronted with another discourse that finds the reason for students’ rejection of research-based learning in their inability to define and deal with it. The students’ answering to being addressed shows their experienced ambivalences of autonomy and heteronomy. In their dutiful research-based learning they appear as resistant.</p>

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Forschendes Lernen im Urteil von Studierenden und Forschenden. Ein Literatur-Review zur ersten Phase der Lehrkräftebildung in Deutschland

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  • 发表日期：

    2025年9月23日

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  • Anke Redecker

摘要

The contribution aims at extending the view on speaking about research-based learning by a discourse-analytic problematization of students’ statements about their experiences with research-based learning. With recourse to the knowledge-sociological discourse analysis it presents a literature review of student surveys that shows respondents not merely as effects of discourses, but also as their designers. Thus, implications for further practices of research-based learning and their theoretical foundations can be found. The direction of relevant discourses is problematized as well as several ambivalences that determine students’ speaking about research-based learning, the way this speaking is shown by those who investigate the students’ statements. Thus, not only students’ statements, but also those of the authors who discuss students’ attitudes in the examined texts are shown and problematized. A prevalent professionalizing discourse is directed on high-performance and efficiency. This discourse also determines the way how educational relevance of research-based learning is addressed. Regarding this professionalizing discourse, students criticize a useless and overstraining research-based learning. In the examined texts this criticized discourse of self-optimizing is confronted with another discourse that finds the reason for students’ rejection of research-based learning in their inability to define and deal with it. The students’ answering to being addressed shows their experienced ambivalences of autonomy and heteronomy. In their dutiful research-based learning they appear as resistant.