Research-based learning (RBL) is an educational methodology that places students at the centre of their own learning process, encouraging them to ask questions, investigate, analyse and formulate their own answers. It is based on the premise that we learn best when we discover things for ourselves.

As opposed to traditional methods, where the teacher transmits information unidirectionally, RBL transforms the classroom into a laboratory of ideas. Students not only receive information, they seek it out, question it and challenge it with evidence.

But how is this methodology applied in the classroom, what are its main characteristics and what are its benefits? In the following, we explain in detail what research-based learning is. We will also provide some concrete examples of how it can be implemented.

What is Research-Based Learning (RBL)?

RBL or Research-Based Learning combines teaching with research techniques and processes. Its main objective is for students to develop analytical, debating and critical thinking skills through the enquiry and discovery process.

Students raise questions, design research methodologies, collect data and draw their own conclusions. All this is done with the help of the teacher, who becomes a guide and facilitator of the process.

Unlike other methods such as problem-based or project-based learning, RBL puts special emphasis on the rigour of scientific methodology, getting students to work with hypotheses, data analysis and evidence that can be verified.

Suppose a biology class wants to talk about climate change. Instead of simply learning about the theory, students can research:

  • how temperatures have changed in their city over the last 50 years.
  • the impact it has had on the biodiversity of the area.
  • the measures that have been implemented and how they have helped to counteract it.

From these questions, students collect data, analyse it and draw their own conclusions. In this way, they can learn and develop essential skills for adult life.

Characteristics of research-based learning

Research-based learning has a number of distinctive characteristics that make it a very effective methodology even from early years education and can be applied in different subjects.

1. Student-centred

RBL turns the student into the protagonist of the learning process, encouraging them to ask questions, investigate and find answers. It is a more active role that promotes autonomy and critical thinking.

2. Use of the scientific method

Unlike other approaches, RBL is based on methodological rigour, which involves the following steps:

  • Identification of the problem or research question.
  • Formulation of hypotheses.
  • Data collection and analysis.
  • Presentation of evidence-based conclusions.

3. Application to real problems

The topics investigated are often real and can be related to everyday life, which increases the motivation of students. For example, in a physical education class, students can analyse the effects of exercise on concentration by measuring performance before and after an activity routine.

4. Collaborative and interdisciplinary work

RBL encourages teamwork which allows students to learn from each other. It can also be combined with different disciplines. For example, a project on pollution can involve biology, chemistry and geography all at the same time.

5. Process-based evaluation

Instead of focusing only on the results, evaluation in RBL takes into account the whole research process, also assessing other aspects such as how questions were formulated, the quality of the analysis and the justification and reasoning of conclusions.

How to implement RBL in the classroom?

For research-based learning to be effective, it is necessary to follow a structured process.

1. Create a research question/problem

The starting point is a question that sparks curiosity. It can be proposed by the teacher or by the students themselves. Example in technology: What impact does artificial intelligence have on today’s labour market?

2. Design a research methodology

Students should decide how they are going to research: Will they look for information in books and articles? Will they carry out surveys? Will they analyse statistical data?

3. Collect and analyse information

This is where students apply research techniques, identifying reliable sources and organising the data in a logical and coherent way.

4. Drawing conclusions and presenting results

Finally, students present their findings in written reports, presentations or even audiovisual projects, justifying their conclusions based on the evidence they have gathered.

Examples of research-based learning methodology

In order to give you an insight into how it is applied in the classroom, here are some examples from different subject areas:

Example in natural sciences: the impact of plastic on the environment

  • Research question: How does plastic affect marine ecosystems?
  • Method: bibliographic research + data analysis of environmental organisms.
  • Results: students discover that 80% of ocean waste is plastic and come up with solutions to reduce the impact.

Example in mathematics: statistics on the consumption of water

  • Question: How much water do we consume at home and how can we reduce it?
  • Method: surveys + data analysis.
  • Results: students identify consumption patterns and propose saving measures.

Example in literature: representation of women in classical literature

  • Question: How has the role of women in literature evolved since the 19th century?
  • Method: comparative analysis of literary works.
  • Results: students present a critical essay with their findings.

As it can be seen, research-based learning (RBL) can be a very powerful tool for developing fundamental skills for adult life. It enables students to play a more active role in which they investigate, analyse and participate in their own learning process.

As a result, they are learning as real researchers, which enhances their understanding of the topics and develops essential skills such as autonomy, teamwork and critical thinking.