https://orcid.org/0000-0002-7799-8409
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Dorothea Bowyer & Murat Akpinar. (2024) Experiences of academics and undergraduate students on research-based learning: A tale of two institutions. Innovations in Education and Teaching International 61:1, pages 45-56.
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Sandra Parth, Maximilian Schickl, Karin Oberauer, Susanne Kubisch, Veronika Deisenrieder, Nina Liebhaber, Melanie Frick, Gerd Michelsen, Johann Stötter & Lars Keller. (2023) Teenagers performing research on climate change education in a fully integrated design-based research setting. International Journal of Science Education 0:0, pages 1-23.
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Alissa Ruth, Alexandra Brewis, Melissa Beresford & Christopher M. Stojanowski. (2023) Research supervisors and undergraduate students’ perceived gains from undergraduate research experiences in the social sciences. International Journal of Inclusive Education 0:0, pages 1-18.
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Alissa Ruth, Alexandra Brewis & Cindi SturtzSreetharan. (2023) Effectiveness of social science research opportunities: a study of course-based undergraduate research experiences (CUREs). Teaching in Higher Education 28:7, pages 1484-1502.
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Janina Thiem, Richard Preetz & Susanne Haberstroh. (2023) How research-based learning affects students’ self-rated research competences: evidence from a longitudinal study across disciplines. Studies in Higher Education 48:7, pages 1039-1051.
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Articles from other publishers (14)
Andres Acero & Xavier Cazares. (2024) Work in Progress: Insights from Collaborative Learning and Research Innovation at Tecnologico de Monterrey. Work in Progress: Insights from Collaborative Learning and Research Innovation at Tecnologico de Monterrey.
Caress A. Dean, Iffa Iqbal, Sumeet Sidhu, Krista Morris & Cristina Valeria Tellez Nunez. (2023) Enhancing Students’ Understanding of Health Disparities and Social Determinants of Health Through a Community and Research-Based Project. Pedagogy in Health Promotion 10:1, pages 48-55.
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Maria Björklund, Ramin Massoumi & Bodil Ohlsson. (2024) From master’s thesis to research publication: a mixed-methods study of medical student publishing and experiences with the publishing process. BMC Medical Education 24:1.
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Harald A. Mieg, Katrin E. Klieme, Emma Barker, Jane Bryan, Caroline Gibson, Susanne Haberstroh, Femi Odebiyi, Frano P. Rismondo, Brigitte Römmer-Nossek, Janina Thiem & Erika Unterpertinger. (2023) Short digital-competence test based on DigComp2.1: Does digital competence support research competence in undergraduate students?. Education and Information Technologies 29:1, pages 139-160.
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Mahmoud Farag. (2023) From Research-Based Learning to Research Output: Lessons from an Undergraduate Course in Germany. PS: Political Science & Politics 56:4, pages 487-492.
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Lea Gussen, Fabian Schumacher, Nadine Großmann, Laura Ferreira González, Kirsten Schlüter & Jörg Großschedl. (2023) Supporting pre-service teachers in developing research competence. Frontiers in Education 8.
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Eli A. Jones, Luke C. Walden, Justine Piontek, Leigh M. Harrell-Williams & Patrick L. Shipp. (2022) The Association of First-Generation Status and Mentored Research with Research Self-Efficacy and Outcome Expectancy in Undergraduate Early Research Experiences. Innovative Higher Education 48:3, pages 389-414.
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Steffen Wild. (2022) Trajectories of subject-interests development and influence factors in higher education. Current Psychology 42:15, pages 12879-12895.
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Katrin Ellen Klieme & Florian Schmidt-Borcherding. (2023) Lacking measurement invariance in research self-efficacy: Bug or feature?. Frontiers in Education 8.
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Harald A. Mieg & Susanne Haberstroh. 2022. The Cambridge Handbook of Undergraduate Research. The Cambridge Handbook of Undergraduate Research
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Anna Ciraso-Calí, J. Reinaldo Martínez-Fernández, Georgina París-Mañas, Angelina Sánchez-Martí & Laura B. García-Ravidá. (2022) The Research Competence: Acquisition and Development Among Undergraduates in Education Sciences. Frontiers in Education 7.
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Angelika Paseka, Jan-Hendrik Hinzke, Imogen Feld & Georg Krammer. (2022) Forschendes Lernen in der universitären Lehrer*innenbildung. Ergebnisse einer explorativen Längsschnittstudie zur Förderung von Forschungskompetenz und Forschungsinteresse in Forschungswerkstätten an der Universität HamburgInquiry-based learning in teacher education. Results of an exploratory longitudinal study about the promotion of research competence and research interest in research courses at the University of Hamburg. Zeitschrift für Bildungsforschung 12:1, pages 81-108.
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Dorothea Maria Bowyer, Murat Akpinar, Aynur Erdogan, Khalida Malik & Florian Horky. 2022. Handbook of Research on Active Learning and Student Engagement in Higher Education. Handbook of Research on Active Learning and Student Engagement in Higher Education
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Kristin Marie Bivens & Candice A. Welhausen. (2022) Using a hybrid card sorting-affinity diagramming method to teach content analysis. Communication Design Quarterly 9:3, pages 4-13.
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