Investigating the College: Teaching the Research Process

Picciotto, Madeleine

doi:10.1080/87567559709596182

Cited by 3 publications

(5 citation statements)

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“…This also supports Picciotto's (1997) assertion about researcher competence: "In order for students to acquire research skills, they should be drawn into the research process and given the opportunity to participate in research activities themselves." (Picciotto, M., 1997).…”

Section: Discussionmentioning

confidence: 99%

Interprofessional Approaches in Research Planning Training: Multidisciplinary Perspective in Oral and Dental Health

BAYRAM,

ŞAHİN,

SABUNCULAR

et al. 2023

ERD

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Objectives: This study evaluates the effectiveness of an interdisciplinary educational intervention in improving the perceptions of interdisciplinary education, research competency, and research anxiety among postgraduate students in various health disciplines.Materials and Methods: This prospective cohort study was conducted at Marmara University during November 2023. A two-day training program, "Multidisciplinary Approach to Oral and Dental Health" was conducted, involving educators and postgraduate students from dentistry, speech and language therapy, nutrition and dietetics. The program consisted of four modules, combining didactic training and workshops. Data were collected pre-post-intervention using validated scales: Interdisciplinary Education Perception Scale (IEPS), Research Competency Scale (RCS), and Research Anxiety Scale (RAS). Scores were analyzed using a t-test for pre-test and post-test calculations. In the findings, a p-value of <0.05 was considered statistically significant.Results: Initially, 30 participants were registered for the study, but the final analysis was conducted on 26 participants. The statistical analysis indicated significant improvements in the postintervention scores for both the IEPS and the RCS. The average score for IEPS increased from 86.65 before the intervention to 91.04 after (p=.028), and for RCS, it rose from 25.92 to 28.08 (p=.010). However, RAS showed no significant change, with scores averaging 30.85 before and 30.65 after the intervention (p=.710).Conclusions: The intervention effectively enhanced interdisciplinary education perception and research competency among participants, emphasizing the potential of short-term, structured multidisciplinary programs in postgraduate dental education.

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Section: Discussionmentioning

confidence: 99%

Interprofessional Approaches in Research Planning Training: Multidisciplinary Perspective in Oral and Dental Health

BAYRAM,

ŞAHİN,

SABUNCULAR

et al. 2023

ERD

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“…Research (Diab, 2006;Hubbell, 1994) has found that students feel as though the research courses are not connected to their interests. Additionally, students were unfamiliar with the various research methods and data collection processes (Cooper, Fleischer et al, 2012;Diab, 2006;Hubbell, 1994;Picciotto, 1997;Tan & Ko, 2004) and experienced great angst related to taking research courses (Hubbell, 1994;Maier & Curtin, 2005). However, one of the more serious challenges I have encountered not widely addressed in the literature is the students' struggle to select sustainable research topics (i.e., difference between a problem and a research problem; Glesne, 2006).…”

Section: Challenges To Teaching Research Methods Coursesmentioning

confidence: 99%

“…In a meta-data-analysis related to qualitative students' experiences (Cooper, Chenail et al, 2012), the authors found that students could be greatly enhanced by discovery-oriented experiences. This can be achieved by various instructional strategies: using feature films to hone observation skills (Tan & Ko, 2004), conducting institutional research as a means of using various research strategies (Picciotto, 1997), and having students create poster sessions to help present research (Lowry, 1992). Additionally, other methods include maintaining a journal to monitor thought processes (Hubbell, 1994), integrating service learning into research methods courses (Potter, Caffrey, & Plante, 2003), and assigning a real-world, group project (Ransford & Butler, 1982).…”

Section: Teaching Strategies Employed In Research Methods Coursesmentioning

confidence: 99%

Telling Their Stories: The Use of Autoethnography as an Instructional Tool in an Introductory Research Course

Pinchon

2015

TQR

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This paper focuses on the use of autoethnography as an instructional tool in introductory research courses. Since many students fear research courses in graduate education programs, many of them build up paralyzing anxieties that prevent them from completing the courses and/or their programs. To address this , I propose the use of autoethnography as an instructional tool. This form of inquiry will be useful by allowing students to (a) explore how personal experiences influence their research (e.g., subjectivity, assumptions), (b ) identify gaps in the mainstream literature (e.g., is this story being told?), (c ) use various data collection strategies in a non - threatening research project (e.g., document analysis , journals, interviews), and (d ) write up narrative findings.

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“…sağlayacak bir düzenlemenin yararlarından bahsetmektedir. Picciotto (1997), araştırma kültürünün oluşturulmasında bireysel dönem ödevi vermenin önemli katkı sağlayacağı, bunun için de üniversite ve fakültelerin araştırma merkezlerinden yararlanılabileceğini açıklamaktadır.…”

Section: Introductionunclassified

“…Öğretmenlerin araştırma yeterlikleri üzerine çalışan araştırmalar öğretmenlerin bu yeterliğinin düşük olduğunu öne sürmektedir (Picciotto, 1997;Büyüköztürk,1999;Küçükoğlu, Taşgın ve Çelik, 2013). Öğretmenlerin araştırma yeterliklerinin düşük olmasının sebepleri arasında lisans eğitiminde, araştırma kültürünü kazandırmayı amaçlayan derslere öğretim programlarında yer verilmemesi, bizzat öğrencinin etkinliklere katılmasıyla öğrenilmesi gereken bir ders olan bilimsel araştırma yönteminin öğretiminin teorik ağırlıklı yapılması, bilimsel araştırma yöntemi dersinin önemini kavrayamamış olmaları yer almaktadır (Büyüköztürk,1999).…”

Section: Introductionunclassified

Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Tutumları İle Bilimsel Araştırma Dersindeki Başarıları Arasındaki İlişkinin İncelenmesi

Aşiroğlu¹

2016

Uşak Üniversitesi Eğitim Araştırmaları Dergisi

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Özet: Bu araştırmanın amacı, öğretmen adaylarının bilimsel araştırma dersindeki başarılarının bilimsel araştırmaya yönelik tutumları ile olan ilişkisini belirlemektir. Araştırmanın örneklemini bir vakıf üniversitesinin hangi yıl eğitim fakültesindeki öğretmen adayları oluşturmaktadır (N=90). Araştırmada "Araştırmaya Yönelik Tutum Ölçeği" ve üniversitenin eğitim fakültesindeki dönem sonu notları kullanılmıştır. Araştırma verilerine tek yönlü varyans analizi, t-testi, Schefte ve Dunnett's C testleri uygulanmış, verilerin Pearson korelasyon katsayıları hesaplanmıştır. Katılımcıların bilimsel araştırma dersi başarısı "iyi", araştırmaya yönelik tutumları ise "orta" düzeydedir. Bilimsel araştırma dersi başarısı ile araştırmaya yönelik tutum, arasında anlamlı bir ilişki vardır. Katılımcıların bilimsel araştırmaya yönelik tutumlarının, cinsiyet, kayıtlı oluna bölüme, sınıf düzeyi, değişkenlerine göre istatistiksel olarak değişmediği belirlenmiştir. Katılımcıların bilimsel araştırma dersindeki başarıları cinsiyete göre anlamlı bir farklılık göstermezken, kayıtlı olunan bölüme, sınıf düzeyine göre istatistiksel olarak değiştidiği belirlenmiştir.Anahtar Kelimeler: Bilimsel araştırma yöntemi, bilimsel araştırma dersi, bilimsel araştırma tutumu. Abstract:The purpose of this study is determining the relation between the success levels of teacher candidates at scientific research classes and their attitudes towards scientific research. The sampling of the study consists of the teacher candidates studying at the education faculty of a foundation university (N=90). The "Attitude Scale for Research" and the grades of the students at the last term at the education faculty of the university were used in the study. The One-Way Variance Analysis, the t-test, Schefte and Dunnett's C tests were applied to the data of the study, and the Pearson correlation coefficients of the data were calculated. The scientific research class success levels of the participants are at a "good" level, and the attitudes towards research are at a "medium" level. There is a significant relation between the scientific research classes and the attitude towards research. It was determined that the attitudes of the participants towards scientific research do not change at a statistical level according to the gender, the department registered, and the level of the class variables. Although the success levels of the participants do not show any difference according to the gender variable, it changed according to the department registered, the level of the class variables at a significant level.

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Investigating the College: Teaching the Research Process

Cited by 3 publications

References 1 publication

Interprofessional Approaches in Research Planning Training: Multidisciplinary Perspective in Oral and Dental Health

Interprofessional Approaches in Research Planning Training: Multidisciplinary Perspective in Oral and Dental Health

Telling Their Stories: The Use of Autoethnography as an Instructional Tool in an Introductory Research Course

Öğretmen Adaylarının Bilimsel Araştırmaya Yönelik Tutumları İle Bilimsel Araştırma Dersindeki Başarıları Arasındaki İlişkinin İncelenmesi

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