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1.
J. W. Willison 《高等教育研究与发展》2012,31(6):905-919
This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n?=?17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science, across five universities in three Australian cities. The two-year study used three data sets to determine the outcomes of development and assessment initiatives: student pre- (n?=?779) and post-questionnaires (n?=?601), interviews with students (n?=?46) one year after completing a course that developed research skills and interviews with academics (n?=?17) involved in developing and assessing student research skills. These multiple sources provided evidence that students developed a variety of discipline-specific research skills and that these skills were useful for subsequent studies and especially for employment. Academics indicated that the process of making explicit the development of student research skills led to enhancement of their teaching, helping the academics to clarify major course purposes as well as enabling them to provide more substantial feedback to students than in the past. Academics also indicated that this teaching process changed their understanding of disciplinary research and, for some, even suggested new directions in their research. 相似文献
2.
ABSTRACTThis article explores one group’s use of action research (AR) and lesson study in three US university-level computer science courses affecting 85 undergraduate computer science and engineering students. It offers an overview of three areas including AR, lesson study, and engineering soft skills. The research group identified a problem: undergraduate engineering student soft skill understanding. The group collaborated to enhance participant engagement with this problem by utilizing one lesson focused on soft skills over three research lesson iterations in three distinct university semesters (2017-2018). Field notes were the main data collection method. Observational field notes were recorded in the three research lesson iterations, and themes from the notes were identified. The group valued peer interactions, and the research lesson adaptations as well as pedagogical changes were based on evidence. Four themes were identified, and participant comments were considered as the lessons became more focused . The research group argues that AR and lesson study are separate and distinct ventures based on this yearlong experience, which is counter to some other literature presented. Implications are large for all stakeholders interested in AR, lesson study, soft skill utilization, conflict management, and participant learning impact. Possibilities for enhanced participant engagement exists with honed lesson pedagogy. 相似文献
3.
ABSTRACTMeaningful reflection on their learning and skill development is often lacking in the experience of undergraduates. Many students do not recognise the curriculum-embedded development of transferable skills and lack the ability to articulate such skills. This mixed-methods study sought to investigate whether engaging students in reflection would increase their ability to recognise and articulate their skill development. Sixty science undergraduates from Monash University completed a voluntary semester-long program recording and reflecting on course-related skill development, supported by email prompts and group discussions. The impact of students’ involvement was evaluated through pre- and post-participation surveys, reflections and group discussions. Most students were challenged by the unfamiliarity of thinking beyond knowledge attainment in order to identify and reflect on skill-related experiences. However, they recognised a range of benefits from doing so, including an improved ability to recognise their skill development, strengths and weaknesses and to articulate their skills in readiness for seeking employment. They also valued previously unappreciated learning tasks and gained motivation to improve skill deficits and seek out opportunities to improve their employability. Based on this study, recommendations are made regarding best practice for implementing skills reflection in the curriculum. 相似文献
4.
Ralph B. Taylor Todd Anderson Patrick McConnell 《Journal of Criminal Justice Education》2013,24(1):133-148
This study reports on two efforts, in a problem-centered undergraduate criminal justice research methods course, to gauge students' skills in understanding graphical data display and quasi-experimental designs. The problems addressed were drunk driving and handguns. Results show a moderate level of skill by students at course conclusion, but the weak quasi-experimental design precludes confirming the skills were acquired because of the course itself. Students did, however, report increased interest in the two problems because of course coverage. The approach described here may help bridge the gap between skill vs. content vs. process centered views on criminal justice as a liberal arts major. 相似文献
5.
Barbara Hanfstingl Gunther Abuja Gabriele Isak Christine Lechner Eleonore Steigberger 《Educational Action Research》2020,28(1):71-82
ABSTRACTThe purpose of this article is to describe how Lesson Study as second-order action research can be applied and how we planned to evaluate and improve course design, learners’ progress, team members’ roles and learning objectives of a 2-year university course for English as a Second Language teachers. The article describes the concept of a Lesson Study conducted in a course for teachers with a minimum of 3 years of teaching experience, rather than for students or undergraduates as in traditional concepts of the Lesson Study approach. PFL (‘Pedagogy and Subject Didactics Programme’) is a 2-year programme consisting of three seminars and five groups meetings in which the participants focus on the reflection of their professional practice in their specific school situation. All participants are required to plan, carry out and document their own action research project. The team provides input on action research and current topics in language teaching and learning, and advises participants. The methodology follows a mixed-method approach based on action research methodologies including questionnaires, interviews and observations. Analyses are conducted qualitatively and quantitatively. The article presents the concept of the project but not yet findings at this stage due to curriculum development and approval issues. 相似文献
6.
Raymond Sanchez Mayers Laura Curran Fontaine H. Fulghum 《Journal of Teaching in Social Work》2019,39(4-5):477-488
ABSTRACTUse of instructional technology in social work has grown rapidly in recent years. Despite this increase, there is limited empirical investigation of its impact. In this paper we describe the use of a virtual agency for the teaching of research methods and program evaluation at a school of social work. Evaluation of the virtual agency showed that students in general were satisfied with its use and that higher satisfaction led to higher satisfaction with the overall course. The authors also discuss some of the strengths and weaknesses of using a virtual agency for teaching research and program evaluation. 相似文献
7.
ABSTRACTGraduate students play a major role in teaching in higher education, particularly in undergraduate programs. The purpose of the present study was two-fold: first, to identify graduate students’ motives for working as graduate teaching assistants (GTAs), describe some aspects of their work, and ascertain their perceived benefits; second, to predict GTAs’ benefits as a function of their individual background characteristics, motives, job difficulties, and richness of professional interactions with the course instructor. Data were collected from 189 GTAs who led discussion groups at a large research university in Israel by means of an internet questionnaire. Findings revealed that graduate students accepted the position of GTA mainly for extrinsic reasons, such as salary and convenience. They claimed to have faced few difficulties and that their professional interactions with the course instructors focused more on job responsibilities and less on pedagogical issues. They reported having gained a greater understanding of course content and improved teaching skills due to their experience as GTAs. Richness of contact with the course instructor, motives, difficulties, and faculty match significantly contributed to predicting perceived benefits. The implications of the results are discussed. 相似文献
8.
Pete Sorensen Len Newton Sue McCarthy 《Research in Science & Technological Education》2013,31(1):29-47
This paper reports on part of an ongoing research project in England concerning the Nature of Science (NOS). The particular focus is on the initial thinking of the graduate scientists starting a one-year, Postgraduate Certificate of Education (PGCE) course and the way the course approaches adopted influence their views and understanding of NOS and their teaching. The research is set against a wealth of literature indicating that teachers find it difficult to teach curricula that emphasise NOS. Thus a key impetus for research in this area has been to look for ways that beginning teachers might be better prepared to face such challenges. Sample The paper draws on data from three cohorts of secondary PGCE students in a university–schools partnership, involving a total of 169 students. Design and method The research lies within a design research tradition. It has used mixed methods, involving written tasks, interviews and focus groups, with an iterative approach where the outcomes from one cohort have been used to inform course developments in successive years. Results The results from these cohorts suggest that, while the students starting the course have a less restricted view of NOS than indicated by some other studies, in most cases there is a lack of breadth and depth to their understanding. There is some evidence that the use of specific tasks focusing on NOS in university-based sessions may be helping to develop and deepen understanding. However, the impact of current approaches remains fairly limited and attempts to develop teaching practices often face considerable barriers in the school-based practicum. Conclusions Graduate science students’ understanding of NOS as they embark on the PGCE is not highly developed. Hence, the emphasis on aspects of NOS in the school curriculum presents a considerable challenge. This study suggests that there is a need to both further develop an explicit focus on NOS in university-based sessions and to develop closer relationships between schools and university faculty in seeking to support developments in classroom practice in this difficult area. 相似文献
9.
Laura Ribeiro Milton Severo Margarida Pereira Maria Amélia Ferreira 《International Journal of Science Education》2013,35(12):1875-1885
Background: Scientific excellence is one of the most fundamental underpinnings of medical education and its relevance is unquestionable. To be involved in research activities enhances students' critical thinking and problem-solving capacities, which are mandatory competences for new achievements in patient care and consequently to the improvement of clinical practice. Purposes: This work aimed to study the relevance given by Portuguese medical students to a core of scientific skills, and their judgment about their own ability to execute those skills. Methods: A cross-sectional study was conducted on students attending the first, fourth and sixth years of medical course in the same period. An assessment istrument, exploring the importance given by Portuguese medical students to scientific skills in high school, to clinical practice and to their own ability to execute them, was designed, adapted and applied specifically to this study. Results: Students' perceptions were associated with gender, academic year, previous participation in research activities, positive and negative attitudes toward science, research integration into the curriculum and motivation to undertake research. The viewpoint of medical students about the relevance of scientific skills overall, and the ability to execute them, was independently associated with motivation to be enrolled in research. Conclusions: These findings have meaningful implications in medical education regarding the inclusion of a structural research program in the medical curriculum. Students should be aware that clinical practice would greatly benefit from the enrollment in research activities. By developing a solid scientific literacy future physicians will be able to apply new knowledge in patient care. 相似文献
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11.
ABSTRACTThis national survey of PhD faculty assessed the research preparation of entering doctoral social work students on a wide range of research knowledge and related skills. The prior literature shows that PhD programs repeat much BSW and MSW research course content. This study shows that the trend continues and has perhaps widened. PhD research faculty report that the typical entering PhD student displayed solid conceptual, ethics, and writing skills but lesser preparation for conducting quantitative and qualitative research, including methods related to understanding evidence-based practice. The research expectations of responding PhD faculty were low, reflecting limited retention and little production of research among typical entering doctoral students. These findings raise the issue of how effectively the social work profession prepares students for research and for future PhD education. 相似文献
12.
针对目前高等职业教育偏重理论教学而实践技能不强的难题,进行了中外实践技能的调查研究。提出职业技能竞赛是提高实践技能的重要途径,而技能竞赛课程是职业技能竞赛的载体。阐述如何进行职业技能竞赛课程的开发,竞赛课程群是常规教学体系的重要补充。经过近几年的检验,竞赛课程开发及技能竞赛大幅提升了学生的实践技能水平,同时获得了优秀的竞赛成绩,呈现出毕业生就业率与就业质量高、企业满意度高等良好局面。 相似文献
13.
Engaging undergraduate students in research has become increasingly important due to its potential benefits (for example, increased intention to pursue postgraduate study and enhanced understanding of theoretical knowledge). This study investigated whether a comprehensive food science research project that was incorporated into the laboratory component of an Experimental Study of Foods course would enhance student knowledge, confidence, and interest in research. A total of 84 students participated in two sections of the laboratory (2016, n = 39; 2017, n = 45). Scores for pre and posttests and questionnaires were used to determine if the differences in knowledge scores and ratings for confidence in doing research were significant. Knowledge scores indicated that participants were knowledgeable about research at baseline (2016, 7.31 ± 1.15; 2017, 6.89 ± 0.1.21; maximum of 10 points). Results of the t‐tests showed that the change in knowledge scores before and after the project was not statistically significant; however, the level of confidence in performing various research skills (for example, identify research questions, formulate hypotheses, design an experiment) significantly increased upon project completion. In general, students demonstrated favorable attitudes toward the research project at the end of this project. Qualitative responses were organized into three themes that related to the “input” (elements that made the project successful), “process” (how the project was conducted), and “outcomes” (reported gains or benefits) of the project. Recommendations were made in terms of mentorship, research guidelines and topics, and group culture to improve future projects. 相似文献
14.
《Journal of Teaching in Social Work》2013,33(3-4):27-36
Abstract This study evaluated the effectiveness of interactive television in teaching an MSW foundation research methods course. Specifically, the performance of distant students who received instruction via interactive television was compared with the performance of their peers who received simultaneous face-to-face instruction in an interactive television classroom on-campus and with students who took the course in a traditional classroom. This retrospective analysis of student performance, spanning a four-year period, found that students performed comparably regardless of the setting for the course. The three groups of students studied did not differ statistically on their combined midterm/final examination test scores, the required course paper, or final course grades. 相似文献
15.
This study explored university students’ views of whether they will need research skills in their future work in relation
to their approaches to learning, situational orientations on a learning situation of quantitative methods, and difficulties
experienced in quantitative research courses. Education and psychology students in both Finland (N = 46) and the USA (N = 122), who thought that they would need research skills in their future work, differed significantly from the students who
were not sure whether they would need these skills. The students, who considered research skills important for their future
work, were more task-oriented, used a deeper approach to learning and experienced fewer difficulties in the learning of research
skills than other students. This finding implies that experiences in learning, learning approaches and situational orientations
are related to expectations about future work. For instruction, this means that if we were somehow able to change students’
experiences and orientations towards research into a more positive direction, students might be better prepared for their
future work. 相似文献
16.
Brendan Kwiatkowski 《Educational Action Research》2019,27(4):613-630
ABSTRACTTo help a group of nine adolescent boys with behavioural needs improve their social-emotional skills, the researcher designed and conducted a longitudinal intervention at a public secondary school in British Columbia. In order to complete this task, the researcher drew on the various strengths of action research, lesson study and learning study. Together their distinct attributes acted as an organizational framework and were seen to provide an effective and robust approach to school-based research. The action research component of the study ensured that the intervention had a deep understanding of the problems facing male students with behavioural needs, that stakeholders’ voices were considered in the research and that the personal role of the researcher was acknowledged. Learning study established positive masculinity as the intervention’s primary object of learning; and it helped influence the content and approach of individual sessions. Finally, lesson study’s fluid and collaborative approach to assessment allowed for ongoing guidance and a more comprehensive and nuanced understanding of the study’s results. Although there are similarities between action research, learning and lesson studies, the research discussed in this article demonstrates the efficacy and benefit in allowing their distinctive strengths to be used in conjunction for a longitudinal intervention. 相似文献
17.
Gwyneth Hughes 《Teaching in Higher Education》2019,24(3):394-411
ABSTRACTResearch-based learning in taught courses develops the skills needed to judge knowledge sources and think critically in a post-truth world. In viewing research skills as threshold concepts, the paper argues that transforming a student cannot be a one-off event. Research capacity must build over a programme and this requires coherent research skill development and assessment that is progressive (ipsative). A study of five programmes each with a different design of research ‘throughline’ showed that such integrated research-based learning generates three challenges. Firstly, conceptualising the research skills and progression is not easy. Secondly, the accumulation and enrichment of research skills is not readily visible to students. Finally, providing a clear support system across the programme is not straightforward. The paper concludes that these challenges need to be addressed if the potential of research-based education to enable future citizens to interrogate populist claims and reject misinformation is to be realised. 相似文献
18.
Marjo J. van Zundert Dominique M. A. Sluijsmans Karen D. Könings Jeroen J.G. van Merriënboer 《教育心理学》2012,32(1):127-145
In this study the relationship between domain-specific skills and peer assessment skills as a function of task complexity is investigated. We hypothesised that peer assessment skills were superposed on domain-specific skills and will therefore suffer more when higher cognitive load is induced by increased task complexity. In a mixed factorial design with the between-subjects factor task complexity (simple, n?=?51; complex, n?=?59) and within-subjects factor task type (domain-specific, peer assessment), secondary school students studied four integrated study tasks, requiring them to learn a domain-specific skill (i.e. identifying the six steps of scientific research) and to learn how to assess a fictitious peer performing the same skill. Additionally, the students performed two domain-specific test tasks and two peer assessment test tasks. The interaction effect found on test performance supports our hypothesis. Implications for the teaching and learning of peer assessment skills are discussed. 相似文献
19.
Predictors of psychological distress and well-being in a sample of Australian undergraduate students
Previous research has found university students report higher levels of psychological distress compared to the general population. Our aim was to investigate the degree to which personality and contextual factors predict psychological distress and well-being in students over the course of a semester. We also examined whether resilience-building skills, such as positive self-talk, mindfulness meditation and self-management, included in a first-year psychology subject, might reduce distress and improve well-being. Undergraduate first-year students (n?=?150) completed a battery of questionnaires in week three (Time 1; n?=?150) and week 10 (Time 2; n?=?53) of semester. At both times students reported high levels of psychological distress, as measured by the K10, the General Health Questionnaire and the Brief Symptom Inventory, and low levels of psychological well-being, as measured by the Warwick Edinburgh Mental Well-Being Scale. Students exposed to resilience-building skills embedded in a subject (n?=?24) were no less distressed at Time 2 than those not enrolled in that subject (n?=?29). The personality traits of emotional resilience (vs. reactivity) and bounce-back resilience measured at Time 1 were the only significant predictors of psychological distress and well-being measured at Time 2. Students with high emotional and bounce-back resilience had lower psychological distress and higher well-being scores. Future research could consider development and trial of a full semester university subject designed to improve students’ resilience knowledge and skills. 相似文献
20.
Generic problem-solving skills have been identified as one of the key competencies valued by professional programmes, university students and their future employers. A lack of widely available and simple testing tools prevents assessment of the development of student problem-solving skills. As part of a research study, a generic problem-solving test was administered to 130 third-year science students during three consecutive years. A comparison between the scores students achieved in this test with their six academic marks obtained in this course showed no significant correlation. Lack of correlation between the problem-solving skill test scores and academic marks of students was confirmed in a larger population of students participating in a campus-wide study of generic problem-solving skills (n = 830). Problem solving and academic performance may represent two independent skill sets of students; testing problem-solving skills of students could be introduced to achieve a more comprehensive evaluation of undergraduate student progress and achievement. 相似文献