Research-Based Learning

Wagner, Gail E.

doi:10.1007/978-1-4939-0422-8_5

Cited by 5 publications

(2 citation statements)

References 5 publications

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“…Assignments illustrated in this chapter may take as little as 5-10 min or may be expanded to become major components of a class. Research skills are useful for every student, and the reinforcement of research skills should be at multiple levels from course or lesson organization to use of learning objectives and grading rubrics, to consistency in how the instructor models research standards [5].…”

Section: Introductionmentioning

confidence: 99%

A Classroom Research Skills Development of Suan Sunandha Rajabhat University’ Students by Research Based Learning

Waree¹,

Ontkwanmuang²,

Chanfoy³

2016

IJIET

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Abstract-This research aims to utilize the research based learning in reinforcing classroom research skills, and to study on a classroom research skills development of Suan Sunandha Rajabhat University's students by research based learning. The target group was 214 students in the 2nd semester of Academic Year 2013. The target group was selected by using purposive Sampling. The researchers were the instructors of the 2nd year students and 3 subjects including Thai, English, and mathematics. The tool used in this experiment was learning management plan, 25 items of Pre-test and Post-test, and work evaluation. The obtained data was analyzed by calculating the percentage of grades and scores of classroom research skills, t-test, and qualitative data. The results showed that there were 204 students who passed the criteria with C+ Grade and higher calculated to be 95.33%. In overall, the scores of three dimensions of classroom research skills were in the highest level with the mean of 11.84, and deviation of 0.78. The scores of Post-Test was higher than that of Pre-test with t = 43.01 and statistical significance at .05.Index Terms-A classroom research skills, research based learning, teaching, higher education.

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Section: Introductionmentioning

confidence: 99%

A Classroom Research Skills Development of Suan Sunandha Rajabhat University’ Students by Research Based Learning

Waree¹,

Ontkwanmuang²,

Chanfoy³

2016

IJIET

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“…SoTL and other research-based learning projects provide myriad opportunities for developing useful skills, such as the ability to pose well constructed research questions and present findings effectively, while also learning the importance of organization and integrity in research (Wagner, 2014). Students have reported high levels of intellectual and personal empowerment, and an emergent feeling of participation in the building of knowledge, after completing independent inquirybased activities (Levy and Petrulis, 2011).…”

Section: Introductionmentioning

confidence: 99%

Students as Partners in the Scholarship of Teaching and Learning

Bonney

2018

ij-sotl

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This essay reflects upon lessons learning from engaging students as partners in the scholarship of teaching and learning (SoTL). The project described here aimed to engage undergraduate students in SoTL research-based learning using the case study teaching method. Student partners were actively involved in synthesis of original case studies for teaching undergraduate biology, publishing and presenting this work to the public, and designing a research study to assess the effectiveness of case study teaching. Although largely successful, a number of challenges involving communication issues, time constraints, and project management were encountered. Based on the lessons learned from working through these challenges, tips are provided here that may be useful for in a variety of educational and research scenarios.

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A framework for teaching socio-environmental problem-solving

et al. 2020

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The urgent environmental challenges we now face, from climate change to biodiversity loss, involve people and the planet, the social, and the environmental. Teaching students to become effective socio-environmental problem-solvers requires clarity about concepts and competencies needed to understand and tackle these challenges. Here, we propose an educational framework that describes what students should learn and how they should apply this knowledge to address socio-environmental problems. This framework emphasizes the process of problem-solving and is based on socio-environmental (S-E) synthesis, an integrative, transdisciplinary approach to understanding and tackling complex socio-environmental problems. In addition to identifying the knowledge, skills, dispositions, and practices necessary for S-E problem-solving at the undergraduate and graduate levels, we clarify how one draws on such competencies to inquire about problems and generate solutions for them. Our primary goal is to provide a useful tool to help guide development of curricula, teaching materials, and pedagogies for S-E synthesis and interdisciplinary environmental education more broadly.

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Research-Based Learning

Cited by 5 publications

References 5 publications

A Classroom Research Skills Development of Suan Sunandha Rajabhat University’ Students by Research Based Learning

A Classroom Research Skills Development of Suan Sunandha Rajabhat University’ Students by Research Based Learning

Students as Partners in the Scholarship of Teaching and Learning

A framework for teaching socio-environmental problem-solving

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