Methodological Skills Research Articles

Tesis de grado: las temáticas de investigación. Carreras de Psicopedagogía en universidades nacionales

This article presents a systematization and analysis of graduate theses carried out from 2010 to 2022 in four national public universities, where only one aspect of them was considered: the title of the thesis.We understand graduate theses as authentic research works, where students demonstrate methodological skills and knowledge about their discipline. At the same time, they reflect the cognitive interests of each academic unit, since they are developed within the framework of training and are directed by their teacher-researchers.In this sense, we believe that it is significant to explore this type of work since it can contribute to the research-psychopedagogy relationship, and install the dialogue between the different scientific productions. Likewise, its results may be useful for decision-making in curriculum changes and to promote the development of new topics of study in the discipline's research groups.

Große Transformation für eine Nachhaltige Raumentwicklung als Herausforderung für die raumbezogene Hochschullehre

Climatic and ecological changes across the globe represent a challenge for humanity that can only be solved through a great transformation, that is, a widespread shift toward sustainable spatial development. This means addressing transformation needs in all systems to recognize that civil society, economies and politics are all predetermined by planetary boundaries. This transformation demands that the fields of applied spatial science and spatial planning identify strategies and solutions. This paper examines the extent to which these topics are already being addressed by the university-level spatial studies programs currently training future planners. It develops and examines criteria for evaluating these programs using guideline-based interviews and literature research to perform detailed analysis of selected programs. The study demonstrates that not only specialist knowledge, but also personal and methodological skills are crucial to the success for far-reaching change processes and, ultimately, a society-wide paradigm shift. In some cases, these skills are already being addressed by individual spatial studies programs, especially planning programs. However, there remains a need to accelerate the cultivation of independent learning skills and collaboration in inter- and transdisciplinary teams. Accordingly, this paper proposes a differentiated view of teaching and learning formats in higher education and encourages deepening the focus of spatial studies programs on sustainability and transformation issues.

THE RESULTS OF THE COURSE ON MASTERING THE ANALYSIS OF INDICATORS OF FUTURE SPECIALISTS IN THE FORMATION OF A HEALTHY LIFESTYLE ((WHOQOL-BREF) KAZ)

It is stated that the relevance of the problem studied in this article depends on the result of the course designed to master the analysis of the indicators of future specialists in the formation of QOL ((WHOQOL-BREF) KAZ). According to the WHO, the countries of the world that followed a healthy lifestyle reached 86.9 years of life, 81.5 years for men, and 84.3 years on average. On the contrary, the death rate in the Republic of Kazakhstan in recent years was 29%, 6.77 per 1000 inhabitants. Mortality from diseases of the circulatory system was -32.7%, from cancer -7.9%, from injuries -5.3%.Due to these conditions, as a result of recent measures taken in the country, by 2025, the share of citizens living a healthy lifestyle will increase to 40%, life expectancy will increase to 75 years, non-infectious diseases will decrease to 7%, and medical rehabilitation services will increase to 75%. coverage is expected.It can be noted that the average life expectancy of people in our country is behind that of many countries in the world, and this situation needs to be studied fundamentally and applied in the economic, social and humanitarian direction in the Republic of Kazakhstan. It is necessary to find a solution to the problems of understanding the tasks of protecting the health, strengthening the body, and increasing the responsibility for improving and strengthening the health of the population. During the analysis of the results of the training program of the course, its goals and objectives are to improve the introduction and use of the KAZZ scale (WHOQOL-BREF) in the field of sports for students of higher educational institutions of the country and to form a model of the education system and the formation of a healthy lifestyle. to increase the competitiveness of teachers; to provide teachers with the necessary knowledge and methodological skills for effective formation of a healthy lifestyle among students; aimed at forming a model of healthy lifestyle formation among teachers and students of higher educational institutions of the country.

Participant observation for inquiry-based learning: a document analysis of exam papers from an internship-course for master’s students in health services research in Germany

Inquiry-based learning (IBL) is a type of problem-based learning. While IBL aims at reflecting the work of practicing researchers, only some students will pursue an academic career. We therefore designed a course that provides opportunities for IBL by applying participant observation to internship work experience inside and outside academia. Using this internship course as an example, we investigated, how master’s students in health science executed an IBL assignment regarding the application of participant observation and presentation of findings. In addition, the understanding of occupational fields provided through the IBL assignment was examined.To determine whether learning objectives were met, a document analysis of IBL assignments comprising presentation slides and field protocols was performed. Within content analysis, a category grid was used examining (a) suitability of chosen research objectives, (b) execution of field protocols, (c) sufficiency of reporting and (d) extent of reflection.49 IBL assignments from the years 2020–2022 were included. Sides of IBL observations were: (a) organizations providing health care (n = 28); (b) administrations of health care (n = 8); and (c) research institutes (n = 13). Within students’ field protocols, the level of detail of descriptions differed. 30 assignments included reflection on the methods used and research experience. In about a third of IBL assignments, indication of observation type, theoretical background and data analysis was missing.Using participant observation of internship work-experience for IBL can serve as a teaching tool for students to develop methodological skills. For future courses, we developed a checklist to strengthen reporting, reflection and use of theory. As internships are often integrated in degree programs in health sciences similar courses could be implemented in different programs, given qualified methodological guidance.

Formation of Future Mathematics Teachers' Methodological Knowledge and Skills While Studying Mathematical Analysis at Peda-gogical Universities

Formation of Future Mathematics Teachers' Methodological Knowledge and Skills While Studying Mathematical Analysis at Peda-gogical Universities

Living labs in agrifood studies: An opportunity to revisit fundamental questions about participatory research?

The use of the term ‘living lab’ is now widespread, and in agrifood studies has been incorporated into research funding requirements. However, the methodological skills and prerequisites for successful living labs are not particularly well articulated. Based on our experience (five national and EU research projects) and our research backgrounds in (interdisciplinary) social science and participatory research, we highlight several risks associated with the use of living labs in agrifood studies without having the resources, reflectivity or skills required. These risks include: 1) imposing predefined agendas that are masked as participatory processes, 2) placing an overemphasis on confidentiality or knowledge sharing, and 3) getting lost in researcher roles. We argue that there is a need to discuss and improve understanding of these risks in order to produce successful living labs in agrifood studies, as well as avoid conceptual dilution or confusion.

Facilitating co-design among older adults in a digital setting: methodological challenges and opportunities

ABSTRACT Healthy ageing is a global priority due to a growing older population, which increases the need for preventive measures and tailored technology. In health technology development, co-design is emphasised as a valuable strategy to support a person-centred approach. Co-design, a value-driven and collaborative approach, involves end users in development processes to overcome barriers connected to capability, opportunity, and motivation. While a growing number of older adults are involved in design processes, there is a deficit of suitable methodologies for achieving active involvement. Additionally, the COVID-19 pandemic necessitated a shift to developing methodological skills and tools to facilitate co-design remotely in a digital setting. Here, we draw on experiences of conducting iterative co-design workshops with a Canadian and a Swedish cohort of older adults about technology development to support mobility, balance, and confidence in daily movement. We describe and discuss methodological and ethical challenges and opportunities to provide recommendations for conducting co-design research in a digital setting with older adults (+65 years). Our recommendations include the use of live mind mapping to facilitate participation involvement, and we address the issue of ‘homework’ in co-design and the importance of setting expectations.

METHODOLOGY FOR ASSESSING THE LEVEL OF METHODOLOGICAL COMPETENCE OF IT TEACHERS

The article presents the results and analysis of an experimental study on the development of methodological competence of teachers of IT disciplines in the framework of their advanced training on the online. The purpose of the article is to disseminate certain results of the study from the point of view of theoretical and methodological aspects. The task of the experiment stage was to diagnose the level of formation of methodological competence of teachers of IT disciplines of the control and experimental groups according to four key criteria of methodological competence: didactic, design, monitoring and personal. The determination of the level of formation of methodological competence skills was made using five levels: advanced, high, medium, acceptable and low, for each key criterion of the teacher's methodological competence. The experimental part of the study was conducted with teachers of IT disciplines of universities in Kazakhstan during the 2023-2024 academic year. As a result of the experimental work, a diagnosis of the development of methodological competence of teachers of IT disciplines was developed, which is of a complex nature: substantive - in the form of tests, tests of various nature on the content of course training; activity - in the form of assessment for each type of practical work of a methodological orientation (drawing up work programs for the subject, technological map of the lesson, problem tasks, etc.) ; communicative – on the basis of questionnaires, tests, analysis and self-analysis (on the development of speech culture, behavior in society, skills to organize attention, students' activities, work in pairs and groups, etc.). In the formation of a set of diagnostic methods, the emphasis was placed on methods based on self-diagnosis, which contributes to the process of self-knowledge and self-analysis of a particular person. The authors also note that despite the variety of definitions, all studies have a common semantic basis - correlation with the labor market and social policy of society. These two parameters play an important role in determining the content of competencies, based on the psychological and biological characteristics of the individual. In the course of the study, the validity of the methods used was checked, and the results were presented, which indicate the need to develop recommendations aimed at improving the level of methodological competence of teachers of IT disciplines.

Facilitating the circular economy: insights from novel supply network actors

PurposeThis research studies circularity brokers, the economic actors facilitating the transition of companies towards circular operations. The purpose of this paper is to extend the understanding of “circular brokerage”, deriving from the concept of brokerage existing in network theory and applied to the specific context of the circular supply network. Recent papers have been devoted to particular facets of circular brokerage, with studies dedicated to circular incubators or platforms. This study proposes how these new actors can have a significant role in facilitating circular economy in general.Design/methodology/approachThe methodology is qualitative using 17 semi-directed interviews with circularity brokers. The theoretical approach draws on the network view and builds on recent developments of the theory in the context of circular economy.FindingsCircularity brokers support organisations and their networks, helping them to overcome the problems that stand in their way of adopting circular economy at different levels (micro, meso and macro). To do this, circularity brokers deploy a wide range of activities involving technical, methodological and relational skills. The study extends previous research by elaborating on the relationship between the position these actors occupy within their network and the benefits they can bring in terms of circularity.Originality/valueThis research provides evidence on the role of circularity brokers and moves the state of knowledge from a specific sector or cases to other sectors and a broader role beyond network position specifics. Network theory, with the constructs of broker exchanges and the influence of embeddedness, is used to develop theoretical implications.

Methods of organizing group work in higher

This article deals with the issue of methods of organizing group work in higher educational institutions. During the active training, the role of group work in improving the quality of students knowledge was determined. The educational institution specifies the procedure for organizing group work. Working in a group, students have a search competition in the media. Information about group training. It describes how group work affects students. In the educational process, the emphasis is on creating a group in the process of organizing group work. The efficiency of the new work contributed to the correct and successful creation of the group. The size of the group is different, depending on the content and nature of the work, it changed from 3 to 6, in the older groups, the active work of all members of the group was not provided. Working in a group allows students not only to learn, but also to see themselves together, to rationally organize the teacher's guiding role in the group. In the process of group work, self-respect is brought up. Other mutual respect for each other, friendly relations, personal relationships; psychological solidarity reigns in the team. It becomes possible to avoid the necessary losses. In higher education institutions, you can learn how to divide students into groups for group work. Organization of group work in accordance with the requirements, improving the methodological skills of future teachers.

Educating planning professionals to promote the transformation towards carbon-free cities and regions – a survey of planning schools in Europe

ABSTRACT In this paper we address the question of whether academic educational planning programmes are prepared to provide future planning professionals with the essential expertise to promote the transformation towards carbon-free cities and regions. Drawing upon interviews with master’s programme directors and involved academic teachers from European schools of planning, we argue that in view of transformative planning there is a need for adjustments in terms of knowledge areas and methodological skills. Our results also suggest reconsideration of normative and ethical aspects of planning as well as the attributed roles of planners and planning educators.

Soft skills unveiled: a comprehensive exploration of employer preferences and employability essentials

Soft skills have become a critical factor in enhancing individual employability. A deeper understanding of the specific soft skills valued by employers in various types of enterprises enables higher education institutions to more precisely cultivate these qualities in students. This study focuses on 15 essential soft skill indicators categorized into three key facets: personal, social, and methodological skills. Through the analysis of 366,077 job advertisements, we establish keyword libraries for different indicators, facilitating the identification of the types of soft skills emphasized in each advertisement. Our findings reveal that small and medium-sized enterprises (SMEs) prioritize a range of soft skills, except for creativity/innovation skills, analytical skills, and continuous improvement skills. On the other hand, state-owned enterprises (SOEs) exhibit a demand for as many as 14 out of 15 soft skill indicators, surpassing private enterprises, except for creativity/innovation skills. However, this emphasis on different soft skills does not necessarily result in salary differentials. Soft skill requirements linked to personal traits, such as professional ethics, commitment to work, stress resistance, and self-learning abilities, do not correlate with higher salaries. Conversely, soft skills related to socialization, like teamwork, leadership, and social networking, are associated with higher salaries. The results of this study reveal employers’ demand for various soft skills. Nevertheless, it is worth noting that this demand is not adequately reflected in salary levels. Employers should carefully consider and strive for a more equitable representation of soft skills in the determination of salaries.

A Model for Developing Professional and Methodological Skills of Science Teachers in Teaching Science

In this article, the development of the model of the pedagogical activity of Science teachers has analyzed and confirmed the potential of achieving the effectiveness of continuous professional development of Science teachers through modeling.

REVIEW OF TRENDS IN APPLICATION OF VIRTUAL REALITY IN ENGINEERING

It is known that the growth rate of the mechanical engineering industry in the world is about 3% every year, and the growth leaders in the industry are motor vehicles, electronic components, communication equipment, computers and peripheral equipment, and aerial vehicles. The Industry 4.0 program is the next stage of the manufacturing enterprises digital transformation, the purpose of which is to increase the competitiveness of the Ukrainian economy machine-building sector. Industry 4.0 aims at the accelerated implementation of digital technologies, including the industrial Internet of Things, real-time big data analysis, artificial intelligence, the new generation of robots, virtual and augmented reality, etc. It is expected that the synergy of IT and production technologies will lead to the change in business models and a significant acceleration of innovative development at all stages from the development to the introduction into production of new products. On the basis of the National Technical University "Dniprovska Polytechnic", the direction of training students under the educational program "Technologies of virtual and augmented reality in mechanical engineering" specialty 133 Industrial mechanical engineering has been launched. The training of specialists with methodological and practical skills in the field of modern technologies of virtual and augmented reality is extremely important for the implementation of the Industry 4.0 strategy.

Developing Evaluation Capacity Building Competencies: Participant Reflections From the Evaluation Capacity Case Challenge

In 2023, McGill University’s Max Bell School of Public Policy hosted the inaugural Evaluation Capacity Case Challenge (EC3) competition with a cohort of 19 selected graduate students and early-career professionals studying or working in Canada or the United States. It was a multifaceted learning opportunity for participants to expand evaluation capacity building (ECB) competencies and served as a bridge between formal education and real-world practice. This practice note offers reflections from five students representing all teams and one coach on how EC3 supported competency development as outlined by the Canadian Evaluation Society and the American Evaluation Association. Focused on domains related to professional reflection, technical and methodological skills, situational context, as well as management and interpersonal skills, this article explores the role of EC3 in honing skills specific to ECB, preparing evaluators to excel in their roles and champion ECB in diverse and evolving contexts.

The Profile of The Public Accountant, a Response to the Organizational Needs of Non-Profit Entities in the Fourth Industrial Revolution?

Objective: Over time, challenging changes have occurred in industries worldwide, which are transforming productive, economic and commercial relationships. These changes have been called revolutions and we are currently experiencing one of them; the so-called fourth industrial revolution, which eliminates the terms between physical and digital activities. This transition will significantly impact education and organizations because they will require people with new technical and methodological skills. This research aims to identify a professional profile for the public accountant, which adapts to the needs of non-profit organizations in the city of Medellín, in response to the demands generated by the arrival of the fourth industrial revolution. Theoretical framework: For an empirical study, regarding the fact that these entities are always studied from their economic activity, organization and fiscal aspects, but it is the first time that they are taken into account for an analysis in the requirement of their needs with a view to to the corporate purpose of non-profit entities and the fourth industrial revolution. Method: Under a qualitative approach using the inductive method with a phenomenological design, to collect data we will use the technique of personal interviews with open questions directed to the administrators and/or owners of the Non-Profit Entities (ESAL). With this methodology we can achieve the general objective to the extent that, by applying the design steps and their respective analysis; The levels of association between the different hermeneutical and lexical units can be verified, in order to determine needs and trends between the different participants and the results of the research. Results and Conclusions: For the processing and analysis of the data, the size of the population of 20 non-profit organizations in the city of Medellín, it was possible to identify the needs of the public accountant profile from the social and technological aspects. Repercussions of the research: It is a commitment of Public Accountants to maintain the highest levels of professional competence to respond to the needs of organizations generated by the fourth industrial revolution. The accounting professional must have knowledge of integrated data systems, the expansion of cloud computing, the Internet of Things, among others. Therefore, it is necessary to identify the changes that will impact the environment of the public accountant profile and the responses of organizations to these challenges. Originality/value: It is considered that this research, due to its novelty and originality, will generate new knowledge for Higher Education Institutions - IES, to the extent that, through the needs or requirements of the profile of the public accountant, they can make an adjustment to the curriculum of this discipline, managing to integrate the company with the university, this type of organizations are also taken into account by the HEIs.

Learning scientific observation with worked examples in a digital learning environment

Science education often aims to increase learners’ acquisition of fundamental principles, such as learning the basic steps of scientific methods. Worked examples (WE) have proven particularly useful for supporting the development of such cognitive schemas and successive actions in order to avoid using up more cognitive resources than are necessary. Therefore, we investigated the extent to which heuristic WE are beneficial for supporting the acquisition of a basic scientific methodological skill—conducting scientific observation. The current study has a one-factorial, quasi-experimental, comparative research design and was conducted as a field experiment. Sixty two students of a German University learned about scientific observation steps during a course on applying a fluvial audit, in which several sections of a river were classified based on specific morphological characteristics. In the two experimental groups scientific observation was supported either via faded WE or via non-faded WE both presented as short videos. The control group did not receive support via WE. We assessed factual and applied knowledge acquisition regarding scientific observation, motivational aspects and cognitive load. The results suggest that WE promoted knowledge application: Learners from both experimental groups were able to perform the individual steps of scientific observation more accurately. Fading of WE did not show any additional advantage compared to the non-faded version in this regard. Furthermore, the descriptive results reveal higher motivation and reduced extraneous cognitive load within the experimental groups, but none of these differences were statistically significant. Our findings add to existing evidence that WE may be useful to establish scientific competences.

Practice With Less AI Makes Perfect: Partially Automated AI During Training Leads to Better Worker Motivation, Engagement, and Skill Acquisition

The increased prevalence of human-AI collaboration is reshaping the manufacturing sector, fundamentally changing the nature of human work and training needs. While high automation improves performance when functioning correctly, it can lead to problematic human performance (e.g., defect detection accuracy, response time) when operators are required to intervene and assume manual control of decision-making responsibilities. As AI capability reaches higher levels of automation and human–AI collaboration becomes ubiquitous, addressing these performance issues is crucial. Proper worker training, focusing on skill-based, cognitive, and affective outcomes, and nurturing motivation and engagement, can be a mitigation strategy. However, most training research in manufacturing has prioritized the effectiveness of a technology for training, rather than how training design influences motivation and engagement, key to training success and longevity. The current study explored how training workers using an AI system affected their motivation, engagement, and skill acquisition. Specifically, we manipulated the level of automation of decision selection of an AI used for the training of 102 participants for a quality control task. Findings indicated that fully automated decision selection negatively impacted perceived autonomy, self-determined motivation, behavioral task engagement, and skill acquisition during training. Conversely, partially automated AI-enhanced motivation and engagement, enabling participants to better adapt to AI failure by developing necessary skills. The results suggest that involving workers in decision-making during training, using AI as a decision aid rather than a decision selector, yields more positive outcomes. This approach ensures that the human aspect of manufacturing work is not overlooked, maintaining a balance between technological advancement and human skill development, motivation, and engagement. These findings can be applied to enhance real-world manufacturing practices by designing training programs that better develop operators’ technical, methodological, and personal skills, though companies may face challenges in allocating substantial resources for training redevelopment and continuously adapting these programs to keep pace with evolving technology.

Navigating the path of progress: The OMERACT 2023 emerging leaders program

ObjectivesThe Outcome Measures in Rheumatology Clinical Trials (OMERACT) Emerging Leaders Program (ELP) aims to cultivate a cohort of skilled leaders within the OMERACT community empowering them with expertise and knowledge to help shape and steer the organization into the future. This publication highlights the significance of the ELP in driving leadership excellence, its impact on OMERACT's evolution, and the outcomes and learnings from the OMERACT 2023 ELP. MethodsInsights from the 2018 ELP report informed 2023 program improvements. Engagement was measured by attendance and WhatsApp interactions. Positive program aspects, areas for improvement and ideas for enhancing future ELPs were captured via anonymous survey and participant focus groups. ResultsEngagement with the ELP was high with 9 participants, 96 % attendance at all workshops, 154 WhatsApp interactions. All program components were highly rated, with the highest being the ‘Psychological Safety’ and ‘Methodology/Process/Politics’ workshops. Future enhancements included creating further networking, connection and support activities, practical leadership and methodological skill development opportunities, and a new stream focussing on organisational advancement. ConclusionsThe 2023 OMERACT ELP was well received and successfully addressed areas previously identified as requiring improvement. New educational enhancements were valued, and the importance of fostering psychological safety at all levels was highlighted. The ELP fortifies OMERACT by nurturing a diverse array of skilled leaders who embody OMERACTs core values. Continuing to refine and evolve the ELP over time will help OMERACT sustain its global influence in patient-centered outcome research.

Research competence in the context of training future biology teachers

Relevance. The relevance of this study is due to the fact that in the process of implementing the competency-based approach, students' research activity becomes one of the leading ones in the structure of the future teacher's preparedness for professional activity. Purpose. The purpose of this article is to reveal the process of formation of research competence in biology students in the process of mastering the discipline of "Biology Practice". The question of the formation of research competence is put forward as one of the most relevant requirements for graduates of higher education who train specialists in pedagogical specialties. Methodology. In the course of the study, theoretical methods such as analysis, synthesis, generalization and empirical methods were used, consisting of questionnaires and tasks aimed at determining the level of experience in research activities, helping to consider the situation in the study of the formation of research competence of biology students, leading to a comprehensive review of the situation in the study of the formation of research competence in biology students. Results. During the ascertaining stage of the study it was found that students have low and average levels of research competencies. To solve the problem of research training of biology students, a laboratory practice was developed and introduced into the educational process, by the end of which the students of the experimental group showed an increase in the level of research competencies. The role of laboratory practice in the formation and development of research activities of undergraduate biologists is determined. The data obtained are compared with international practice. Conclusions. The conducted research gives grounds to conclude that the developed laboratory practice helped students to master research competencies, which are represented by methodological knowledge and skills, as well as the technique of conducting the most important laboratory research. Keywords: research activity; research competencies; laboratory competencies; activity component of research competence; educational process