Research-based Teaching Methods Research Articles

Implementation of economic and didactic opportunities of the educational university-based technology park in the training of engineers for the food industry

Introduction. With the advent of a new component in the system of continuous education – the children’s and youth leisure technology park (technopark) at engineering universities – the task arose to identify its niche in this system, to determine educational and mentoring opportunities. Research purposes are to determine the economic and didactic capabilities of university educational technology parks and to describe the principles of advanced education. Materials and methods. The research material was the activities of the technology park in the field of training personnel for the food industry. Systemic, personal, activity-based and axiological methodological approaches were used. Project-oriented learning and the research-based teaching method, collaboration technology, methods of collective and creative project activity, STEM education technologies, and collaborative learning were applied. Results. Leisure education in the technology park for schoolchildren with engineering inclinations is aimed at the students’ individual development in a creative team, project activities under the guidance of a mentor, demonstration of their scientific and technical achievements at international competitions, active search for their creative “I” and choice of direction for further professional development within the walls a specific university and an already chosen specialty. The technology park is also considered from the perspective of economic pedagogy. The “product” that the technology park offers is the skills of creative work, the ability to combine knowledge obtained from various fields of technical and technological sciences to generate new knowledge and create unique industries, i.e. as an intellectual “good” in the format of skills for its use and skills for ethical assessment of the results of future achievements (axiological aspect of training and education). STEM education technologies are optimally combined with the use of remote access laboratory installations for research, which makes it possible to conduct physical and chemical experiments in real time in real installations, remotely controlling the operation of the installation. This makes it possible to form a clear idea of natural phenomena and their role in technological processes. Conclusion. The creation of university-based technology parks is promising for the actively developing technology industry, it provides the opportunity to form a talented personnel reserve and develop environmental thinking.

Factors Influencing the Professional Development of Engineering Students Under the “Plan for Educating and Training Outstanding Engineers”

Purpose This study investigates the role of the engineering education environment created by the implementation of the “Plan for Educating and Training Outstanding Engineers” (PETOE) on the professional capability development of engineering students from the perspective of students’ experience. Design/Approach/Methods This study uses data from the National Engineering Student Survey and multiple regression analysis to explore the role of institutional resources and support, teaching reforms, and interpersonal interaction on the professional development of engineering students. Findings The opportunities for on-campus practical activities provided by the institution, content of the teachers’ teaching, teaching methods, comprehensive coursework assessment, and interpersonal interactions contributed to the development of students’ engineering competencies, with limited contributions from research-based teaching methods. Internship opportunities and international exchange environments were negatively associated with the development of engineering skills in an “unexpected” manner. Originality/Value Focusing on students’ experiences of engineering education reform, this study comprehensively evaluates the implementation of the reform measures adopted under PETOE. Furthermore, it assesses how corresponding changes in the general educational environment relate to students’ professional capability development. Thus, this study addresses an important research gap in educational reform—the lack of domestic empirical studies in China.

Effective methods for adapted text learning for students with mild to severe intellectual disabilities: Differentiating character comparisons

Teaching students with mild to severe intellectual disabilities who are early readers or non-readers to interact with grade-level literature is difficult. This article outlines research-based teaching methods for early readers and non-readers who have moderate to severe intellectual disabilities and need modified texts and text comprehension instruction. The study's overarching goal was to evaluate the efficacy of a System of Least Prompts (SLP) procedure and a visual organizer in helping first-grade children with mild to severe intellectual disabilities learn the academic literacy criterion of character comparison. These methods may help instructors create resources and guidelines to encourage student involvement with altered literature. To assess the outcomes, various participants are probed in different ways was utilized. The findings showed that one student learned the skill well using the least graphic organizers and prompts intervention strategy. For two more students, the intervention worked well with some adjustments. All participants kept the ability and applied it generally. Future research directions are considered, as well as any practical ramifications. The research on academic content acquisition and students with MSID is furthered by the findings of this study. Through methodical training and the usage of a visual organizer, students with Mild and severe Intellectual disability were able to replicate prior academic studies in teaching by making quantifiable progress in the learning of a reading benchmark. By being the first to instruct primary pupils with MSID in the standard of character comparison, this research also advances the literature.

A Method of Teaching Genetics Based on the Use of Genotoxic Studies

The purpose of this study is to give students the opportunity to develop their genetic knowledge, linking them with important problems of society. Interactive research-based teaching methods are widely used in genetic education. This allows you to determine the degree of interest of the student in the subject. A special place in teaching genetics is occupied by laboratory work. Laboratory work arouses interest, allowing students to engage in science using research methods. Modern students should learn how to use scientific models, calculate appropriate mathematical approaches and statistics to solve problems, as well as manage and integrate data. Given the importance of genetics for society, in this article we decided to focus on hemotoxins, an urgent problem at the present time. Having developed the Ames test, one of the test systems for determining genotoxicity, we focused on the features of teaching genetics. Laboratory experience helps students to control the influence of the surrounding world from hemotoxins, various factors on the processes of pollution, mutation, inheritance and, conducting the experiment, to understand mistakes, interpret the data obtained, draw the right conclusions. In this regard, interactive methods were used to consolidate the theoretical knowledge of students in the form of practice: cumulative brainstorming, minute reflection.

Closing the middle-skills gap widened by digitalization: how technical universities can contribute through Challenge-Based Learning

ABSTRACT The digitalization of operations is disrupting frontline technical jobs, entailing new competency needs currently not being met by upper secondary education and corporate training programs. To discuss how technical universities can help bridge the resulting “middle-skills gap” without incurring an unwarranted academization of these professions, a two-cycle participatory action research was conducted within the empirical setting of a leading Italian electric-power distribution company. First, an in-depth case study investigated how the advent of smart grids is transforming the work of frontline operation and maintenance workers. Second, a Challenge-Based-Learning intervention was co-designed according to the emerging competency gaps, and tested with two classes involved in the company’s school-based apprenticeship program. The findings contribute to literatures on knowledge creation and transformation by academics, and on developmental universities, respectively: technical universities can design effective challenge-based programs thanks to state-of-the-art laboratories, multidisciplinary research, diverse teaching domains, and a stimulating environment; moreover, they can transfer these innovative research-based teaching methods and restore the socio-economic attractiveness of technical schools and professions, thus playing a developmental role in the middle-skills gap issue. A major policy implication that emerges is the – rather urgent – need to foster initiatives aimed at a deeper integration between upper secondary and higher education systems.

Utilizing peer teaching and reflection on low-stakes quizzes to improve concept learning outcomes in introductory calculus-based physics classes

There are a number of different research-based teaching methods that instructors can use to improve student learning outcomes. This work examines a modification of peer quizzing that introduces a reflection element. Students take individual quizzes and then are allowed to redo part of the quiz while working with a partner. By allowing the students to choose which problems they will redo, the students must pause and reflect on which concepts (problems) they do and do not feel confident about. The results show that there is a clear benefit to introducing weekly quizzes as measured by the Hake gain score on concept assessment tests. Further, a multivariate least squares regression indicates that a student’s gain score can be predicted by their exam mean, quiz mean, and their mean improvement on the quiz redo. Thus, students who score above average on their quiz redos will also show above average concept assessment gains. An analysis of when and how the students are changing their answers demonstrates that students across the spectrum (both high- and low-achieving) benefit from the quiz redo and that all students are engaged in teaching their peers. Finally, we see evidence that it is not single students teaching their peers, but rather that peer instruction is bidirectional and can even result in situations where two wrongs make a right. Overall, these results suggest that interventions aimed at students with low quiz redo scores for their quiz grade may have a significant impact in helping student learning.

ENVIRONMENTAL EDUCATION FOR GIFTED STUDENTS

Bu araştırmanın amacı, özel yetenekli öğrencilerin nasıl bir çevre eğitimi almak istediklerinden yola çıkarak özel yeteneklilerin çevre eğitimi için bir çerçeve belirlemektir. Bu amaçla gerçekleştirilen araştırma durum desenine dayalı olarak yürütülmüştür. Araştırmaya 2019-2020 eğitim öğretim yılı birinci döneminde İç Anadolu Bölgesi’nde bir Bilim ve Sanat Merkezi’ne (BİLSEM) devam eden sekiz özel yetenekli öğrenci katılmıştır. Araştırmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Görüşmelerle toplanan veriler içerik analizi tekniği ile çözümlenmiştir. Araştırma sonucunda elde edilen bulgular; özel yetenekli öğrencilere göre çevre eğitiminin amaçlarının bireylerde çevre farkındalığı oluşturmak ve bireylere çevre dostu davranış kazandırmak olduğunu, bu süreçte öğretmenlerin öğrencilere rol model ve sürecin lideri olması gerektiğini düşündüklerini ve öğrencilerin de sürece aktif katılımını önemsediklerini göstermektedir. Ayrıca katılımcıların teorik bir çevre eğitimi değil okul dışı ortamlarda uygulamaya dayalı yaparak yaşayarak, keşfederek öğrenecekleri bir çevre eğitimi arzuladıkları tespit edilmiştir. Elde edilen sonuçlara dayanarak; öğrencilerin doğa ile temaslarını sağlayacak ve yaparak yaşayarak öğrenmelerine imkân tanıyacak okul dışı öğrenme ortamlarının kullanımının yaygınlaştırılması, gerek okul ortamında gerekse okul dışı ortamlarda gerçekleştirilecek öğretimde uygulama ve araştırma eksenli öğretim yöntemlerinin tercih edilmesi gibi önerilerde bulunulmuştur.

Reflection on Technology-Enhanced Learning in Research Based Teaching Method Implementation

The research aimed to investigate the utilization of technological tools in implementing the research-based teaching method in English for Academic Writing Course. The narrative research design was implemented to reach the conclusion of the research. 66 (sixty-six) students enrolled in English for Academic Writing Course were observed. Lecturer’s reflective journal and portfolios were analyzed. An online interview was conducted to confirm the initial findings. There were six technological tools and applications utilized during the preparation process, instruction, and practice process, as well as in the assessment and transfer process. Through a structured reflection process based on Gibbs’ model of reflection, the result shows that the students’ motivation is increased during the use of technology. Technology also enables students to work collaboratively. Nevertheless, preparation and briefing are needed to be done before the class begins. Like the classic problem of technology implementation, internet access becomes the main challenge in conducting Technology-Enhanced Learning (TEL) in the classroom.

THE IMPLEMENTATION OF RESEARCH-BASED TEACHING METHOD IN THE ENGLISH FOR ACADEMIC WRITING COURSE

Writing has been regarded as the most difficult language skills since students in Indonesia were not familiar with this skill in the early and middle education level. On the other hand, in higher education level the students should produce a thesis to complete their study. Facilitating the students to ready for the thesis writing, English for Academic Writing course was delivered to the students. Research-based teaching method was implemented in the course in order to help the students improved their writing skills. The purpose of this research was to investigate the implementation of the research-based teaching method in the English for Academic Writing course. Case study was implemented to reach the conclusion. Thirty seven (37) Global Class students majoring in Information Technology were observed to gain the data. Questionnaire result was also used to support the observation data. The result showed that the students had improvement in writing skills after implementing the research-based teaching-learning method, especially the skills in citation, referencing, quoting, and paraphrasing. Besides, the feedback from the lecturer had a significant role in the implementation of research-based teaching method. This method also could facilitate the students to gain the knowledge and skills related to their field of study, in this case in the information technology field. This method also helped the students to improve and implement the 21st century skills such as critical thinking, collaboration, information literacy, technology literacy, initiative, and productivity.

Beyond the Flipped Class: The Impact of Research-Based Teaching Methods in a Macroeconomics Principles Class

Cognitive scientists have identified fundamental principles influencing learning: deliberate practice, interleaving, retrieval practice, spacing, metacognition, desirable difficulties, limited working memory, curse of knowledge, schema generation, and constructivism. STEM education researchers have repeatedly shown improved learning when instruction employs these principles. Particularly, teaching methods like flipping and clickers work best when implemented using them. These “research-based teaching methods” are becoming the norm in STEM teaching. A macro principles course was redesigned using these principles. Five hundred and eight students in this course achieved 0.77 standard deviations more learning than principles students normally do on the macroeconomic Test of Understanding of College Economics (TUCE).

Computer assisted analysis of research-based teaching method in English newspaper reading teaching

In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.

Research on the Teaching Methods of English Course "DCS and Fieldbus Technology"

This paper analyzes the "DCS and Fieldbus Technology" course’s teaching objectives and teaching methods based on the emergence of industrial 4.0. The Research-based teaching methods, Heuristic teaching method, Multimedia teaching method, Model teaching method, Flip-flop the classroom teaching method are described in detail. This paper also talked about the course’s curriculum assessment and teaching quality assessment methods and other aspects. The main purpose is to train high-level and high-quality talents for the industy.

研究型学习方法在材料专业课程中的实践与应用

提高学生学习效果是当前教育改革的重要环节，对学生采用研究型学习方法可促使此教学目的的实施。结合材料专业课程教学研究发现，对学生采用研究性学习方法结合课程的知识点来实施研究型学习方法，同时融合小组讨论和课堂演讲，有利于学生积极参与课堂教学，更有利于学生提高学习效率，综合培养学生的组织、协调的能力；基于研究性学习方法，学生能结合自己的兴趣爱好，将课堂知识与现实生活有机地结合起来，充分促使他们去发现问题、学会分析问题，并提出解决此问题的可行性方法。研究型教学方法可结合其他教学方法在专业课程教育和通识教育教学环节中加以实施。 It is an important step to improve the students’ learning efficiency in the current education reform. Through the research-based learning method for students, we can promote the teaching purpose. Based on the teaching of professional material course, it was found that implementing the research-based learning method combined with the knowledge points of the course, and the integration of group discussion and classroom lectures will reach an excellent results, especially in the field of the participation of students, the improvement of the efficiency of students’ learning and the comprehensive training of the students’ ability to organize and coordinate. This method also helps students develop their interests, combine classroom knowledge with real life, and get the ability of finding, analyzing and solving problems in their real lives. Research-based teaching method can be combined with other teaching methods in the teaching of professional courses and general education.

Passing the baton: Mentoring for adoption of active-learning pedagogies by research-active junior faculty.

There are barriers to adoption of research-based teaching methods. Professional development workshops may inform faculty of these methods, but effective adoption often does not follow. In addition, newly-minted research-active faculty are often overwhelmed by the many new responsibilities (grant writing, group management, laboratory setup, teaching) that accompany the position and normally do not have the time to consider novel teaching approaches. This case study documents how over a three-year period, the responsibility for teaching a nontraditional "Introduction to Biochemistry" course in a problem-based learning format was successfully transferred from a senior faculty member nearing retirement (HBW) to a newly-hired research-active assistant professor (CLG). We describe our apprenticeship project involving modeling, scaffolding, fading, and coaching. We suggest that involving faculty in active-learning pedagogy early in their career with mentoring by senior faculty overcomes barriers to adopting these methods. This case describes a specific example from which potentially useful elements can be adopted and adapted wherever biochemistry is taught.

The Connection Between Teaching Methods and Attribution Errors

We collected data at a large, very selective public university on what math and science instructors felt was the biggest barrier to their students’ learning. We also determined the extent of each instructor’s use of research-based effective teaching methods. Instructors using fewer effective methods were more likely to say the greatest barrier to student learning was the internal deficiencies of the students (the “fundamental attribution error”). They listed deficiencies such as poor preparation and work ethic. In total, 37 % of the instructor attributions were to student deficiencies, but this fraction varied dramatically between departments.

Team-Based Learning: A Model for Democratic and Culturally Competent 21st Century Public Administrators

This article presents key literature on team-based learning, a research-based teaching method derived from the cooperative learning paradigm. Team-based learning is presented as a means to teach public administration students, our future practitioners and policy makers, how to practice cultural competency as they address local community challenges. Team-based learning is a pedagogical tool that emphasizes diverse teams that are properly managed, individual and group preparedness and accountability, application of key course content, peer evaluations, and team development and interpersonal communication skills. This paper provides evidence of this instructional method’s effectiveness and of the link between team-based learning and cultural competency, presents step-by-step instructions on how to effectively implement team-based learning, provides numerous examples of in-class activities meant to develop and strengthen cultural competency skills in public affairs and administration curricula, and provides a number of key resources for public administration faculty interested in learning more about research-based teaching.

Large-scale comparison of science teaching methods sends clear message.

The quality of science, technology, engineering, and mathematics (STEM) education in the United States has long been an area of national concern, but that concern has not resulted in improvement. Recently, there has been a growing sense that an opportunity for progress at the higher education level lies in the extensive research on different teaching methods that have been carried out during the last few decades. Most of this research has been on “active learning methods” and the comparison with the standard lecture method in which students are primarily listening and taking notes. As the number of research studies has grown, it has become increasingly clear to researchers that active learning methods achieve better educational outcomes. The possibilities for improving postsecondary STEM education through more extensive use of these research-based teaching methods were reflected in two important recent reports (1, 2). However, the size and consistency of the benefits of active learning remained unclear. In PNAS, Freeman et al. (3) provide a much more extensive quantitative analysis of the research on active learning in college and university STEM courses than previously existed. It was a massive effort involving the tracking and analyzing of 642 papers spanning many fields and publication venues and a very careful analysis of 225 papers that met their standards for the meta-analysis. The results that emerge from this meta-analysis have important implications for the future of STEM teaching and STEM education research.

Teaching Divergence and Curl in an Electromagnetic Field Course

Based on our experiences in teaching an Electromagnetic Field course, we present a research-based teaching method designed for the concepts of divergence and curl, which are important for the course. Comparing the two concepts which have different definitions and expressions, we guide students to ‘seek the difference in the similarity’ so that they can understand the physical meaning more clearly. Furthermore, with the idea of ‘surface-point-volume’ and ‘line-point-surface’ transformation, students can understand the Gauss' law and Stokes formula more easily. It is proved that the method achieved good practical results.

A Reflection: Art and Science in a Museum Gallery

Art education in a public space can be a venue for the blending of art and science. As a Contemporary Art Start educator for the Museum of Contemporary Art (MOCA), Los Angeles, I have experienced the many ways in which transdisciplinary education creates deeper student understanding and engagement. At MOCA we use Visual Thinking Strategies for student tours, a research-based teaching method that invites students to direct gallery discussions. We visit a few artworks for ten to fifteen minutes each to foster critical thinking and encourage students to bring personal knowledge and experience to the conversation.

Organizational Factors and Instructional Decision-Making: A Cognitive Perspective

Given the limited adoption of research-based teaching methods at the postsecondary level, research is necessary that examines why faculty choose to teach the way they do. In this article, I draw on insights from research on teacher cognition and naturalistic decision-making research to identify how perceptions of organizational factors influence instructional decision-making. Results indicate that respondents perceive structural and socio-cultural factors as constraining and affording practice by exerting normative pressures on teaching decisions, imposing logistical constraints, and encouraging autonomy. The relationship between these factors and teaching practice was moderated by factors such as status and other individual characteristics.