View Public Project: AuRELIA in Tertiary Education [PR113301] = 16f02

Institutionen

• Private Pädagogische Hochschule der Diözese Linz, Institut für Forschung und Entwicklung

Personen

• Reitinger, Johannes
• Patry, Jean-Luc

The practical implementation of the Theory of Inquiry Learning Arrangements (Reitinger, Haberfellner, Brewster, & Kramer 2016) requires autonomy-oriented and structured concepts which offer orientation for all participants in an inquiry learning arrangement. A paradigmatic prototype of this guiding concept is AuRELIA (Authentic Reflective Exploratory Learning and Interaction Arrangement; Reitinger, 2013, pp. 84–115; 2013b, pp. 18–27). AuRELIA takes into account various criteria of inquiry learning. Moreover, it refers to specific steps of reflective thinking and acting (emotional reaction; location and definition; suggestion of possible solutions; development by reasoning and experimenting; rejection or acceptance; application) according to Dewey´s Theory of Inquiry (1933; cf. Reich, 2008, p. 189), as well as the scientific-knowledge building process (thematic access; identifying hypotheses by consulting foreknowledge; designing an investigation; performance; evaluation; review; estimation of results) according to Demuth, Gräsel, Parchmann, and Ralle (2008; see Table 2).

In the course of this study AuRELIA is applied and investigated in Teacher Education. Using the CILI (Criteria of Inquiry Learning Arrangment) the realized AuRELIA-Arrangement is tested regarding the evolvement of  the Inquiry Learning Criteria a) discovery interest, b) method affirmation, c) critical discourse, and d) conclusion-based transfer.

The results are going to be published internationally (in English and Lithuanian).

• Reitinger, J., Haberfellner, C., Brewster, E., & Kramer, M. (Eds.) (2016). Theory of Inquiry Learning Arrangements: Research, Reflection, and Implementation. Kassel, Germany: Kassel University Press.
• Reitinger, J. (2013). Forschendes Lernen. Theorie, Evaluierung und Praxis. Immenhausen bei Kassel: Prolog.
• Dewey, J. (1933). How We Think. Lexington, Kentucky: Courier Dover Publications.
• Demuth, R., Gräsel, C., Parchmann, I., & Ralle, B. (2008). Chemie im Kontext - Von der Innovation zur nachhaltigen Vorbereitung eines Unterrichtskonzepts. Münster, Germany: Waxmann.
• Reich, K. (2008). Konstruktivistische Didaktik. Lehr- und Studienbuch mit Methodenpool. Weinheim, Germany: Beltz.

• Lehren und Lernen (Prozesse und Methoden) / Lernprozess / Lernstrategie
• Bildungstheorie (Themenfeld) / Forschung
• Lehren und Lernen (Prozesse und Methoden) / Lernen / Unterrichtsmethode
• Lehren und Lernen (Prozesse und Methoden) / Unterricht / Unterrichtsmethode