A recent study with prospective teachers at the University of Cologne shows how research competence develops during research-based learning. While the cognitive domain of research competence—for example, knowledge and understanding of research processes—increases significantly over the course of the semester, motivational aspects such as enjoyment, interest, and perceived benefits of research decrease slightly (the so-called affective-motivational domain). However, the decisive factor is that prospective teachers who are particularly motivated at the outset also develop their cognitive domain the most.
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