Research-based Teaching Research Articles

Factors influencing undergraduate geoscience instructors’ decisions to attend institutional teaching-focused professional development programs and implement research-based teaching methods

Institutional teaching-focused professional development (PD) programs hold promise as a lever for change in transforming undergraduate science, technology, engineering, and mathematics (STEM) education broadly and undergraduate geoscience education specifically. This study examines how geoscience instructors decide to attend institutional PD programs and whether to implement research-based teaching methods (RBTM) discussed in such programs. The study’s theoretical framework draws primarily from Bandura’s concept of triadic reciprocal determinism (TRD), with supplementary concepts from Schoenfeld’s work. The methodology is that of a multiple case study. Semi-structured interviews were conducted with 19 geoscience instructors at a single research-intensive university in the United States of America. The initial coding manual was developed a priori using Bandura’s TRD factors and Schoenfeld’s related concepts. Interview transcripts were subjected to a constant comparative analysis, during which emergent subcategories of information resulted. These emergent subcategories were incorporated into the final version of the coding manual, which comprised a structure of factors, subfactors, and subcategories. All interview transcripts were analyzed with this coding manual. Subsequently, the subcategories were coded as barriers and/or catalysts in instructors’ decisions to attend PD and implement RBTM. Observed patterns of instructor experience with barriers and catalysts were synthesized to develop an original instructional decision making (IDM) model and an IDM pathways model. These models can be used by researchers as tools for conceptualizing the IDM process and framing possible IDM pathways. They may be especially useful to those considering how to maximize available resources for the PD of their STEM instructors. Recommendations are made for supporting instructors in their PD to transform undergraduate STEM education.

Research-Based Teaching Reform of English Major Postgraduate Courses in the Context of New Liberal Arts: A Case Study of “American Diplomatic Decision Making”

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Innovative Methods of Teaching the Kyrgyz Language in Colleges

Innovative technologies in the field of education and science is a pressing issue that requires comprehensive consideration, since the main goal of modern education is based on preparing people for life in the modern world, for working with new technology and new, rapidly changing technologies. Study of innovative methods of teaching the Kyrgyz language in colleges. Materials and methods: a review of the literature on this topic was conducted and appropriate conclusions were made about innovative methods of teaching the Kyrgyz language in colleges. The most effective innovative teaching methods in college are: problem-based, project-based, and research-based teaching of students. The use of innovative methods in the teaching process contributes to the development of new approaches to professional situations and the development of students' creative abilities.

The listening comprehension skills using music of grade 3 Pupils

This study examined the impact of music on the listening comprehension skills of Grade 3 pupils at San Antonio Elementary School during the 2024–2025 school year. Using a pre-experimental research design, it assessed students’ performance before and after music-based instruction, identifying significant improvements in vocabulary, text comprehension, and response accuracy. Findings highlight music as an effective teaching tool, suggesting that enhanced lesson plans can further address specific competencies, ultimately strengthening literacy development in young learners. Findings: The study reveals significant differences in students' listening comprehension, as demonstrated by pre- and post-test results. The highest-performing competency, identifying elements of informational text, achieved a 74.43 performance level, while vocabulary skills through homographs and homonyms followed closely. Post-test findings showed substantial improvement, with performance levels reaching up to 88.55, confirming the effectiveness of music-based interventions. These results highlight music as a powerful instructional tool, benefiting teachers, learners, and curriculum developers by enhancing engagement and comprehension, strengthening literacy, and supporting holistic, child-centered education. The study underscores the need for refined lesson plans to address the least mastered competencies. Recommendations: Teachers should introduce and reinforce vocabulary and comprehension skills through homonyms, homographs, and informational text analysis. Various strategies can further develop key competencies, while integrating carefully selected musical pieces across subjects can enhance engagement and performance. Thoughtful selection of music ensures effective learning and mastery of targeted skills. Areas for Further Studies: Future research may explore English teachers' experiences with music integration, its impact on secondary core subjects, and its role in enhancing Araling Panlipunan and Mathematics performance. Investigating music as a motivational tool in lessons can further inform effective instructional strategies and contribute to the development of engaging, research-based teaching approaches.

Supporting the Development of the Perceived and Actual Research Competence of Pre-Service Teachers

The aim of this study was to investigate the development of the perceived and actual research competence of pre-service teachers enrolled in a master’s programme using a pre-test–post-test research design. Research competence, which encompasses a range of knowledge, skills, and attitudes and includes both perceived (self-reported) and actual (objective) concepts, is critical for effective teaching, teacher professional development, and the integration of research-based practises into the classroom. The study examined how perceived research competence, as measured by a web questionnaire, changed over the course of the semester and how these changes corresponded to actual research competence as measured by the knowledge test. The participants were pre-service teachers from the University of Ljubljana who completed both the web questionnaire and the knowledge test at two time intervals during a research-based course. The results indicate a significant increase in perceived research competence, especially in terms of research knowledge and skills, as well as a significant improvement in actual research competence. While there was a statistically significant increase in positive attitudes towards research, this increase was moderate. This study also emphasises the alignment between perceived and actual research competence over time, suggesting that practical research experiences help students to develop more realistic self-assessments. By furthering the understanding of how research competence develops over time, this study provides actionable insights for the design of more effective research-based teaching.

A Study on the Influencing Factors of Young Teachers’ Research-based Teaching Ability in Non-Double First-Class Undergraduate Institutions

In order to enhance the research-based teaching ability of young teachers at non-Double First-Class undergraduate institutions, this study constructs an index system of influencing factors across three levels: macro-environment, university organization, and individual teachers. The Analytic Hierarchy Process (AHP) is employed to analyze the weight of each factor. The results show that individual-level factors carry the highest weight, among which teaching and research competence, professional attitude, and teaching reflection are the most critical. At the organizational level, faculty training systems and evaluation and recruitment mechanisms exert significant influence. At the macro-environmental level, scientific research conditions and teaching infrastructure are the main contributing factors. Based on these findings, targeted strategies are proposed to provide both theoretical foundation and practical guidance for improving young teachers’ research-based teaching ability at non-Double First-Class institutions.

Research on the Current Status and Improvement Paths of Research-Based Teaching Ability of Young Teachers in Non-“Double First-Class” Undergraduate Institutions

To effectively enhance the research-based teaching ability of young teachers in non-“Double First-Class” undergraduate institutions, this paper conducts an in-depth analysis of the current status and improvement paths of their research-based teaching ability. The study reveals that young university teachers generally face core issues such as insufficient innovation in curriculum design, lack of integration between research and teaching, and imperfect teaching evaluation systems. Based on these findings, the paper proposes improvement paths for teachers’ research-based teaching ability from the perspectives of the macro environment, university organization, and individual teachers, providing a theoretical basis for enhancing the research-based teaching ability of young teachers in non-“Double First-Class” undergraduate institutions.

Teacher educators’ understanding of research-based teacher education

ABSTRACT Background Engaging teacher educators in improving the quality of teacher education is an ongoing process internationally. In some countries, there is growing conviction that professional teacher education should be based on research-generated knowledge. This trend has led to reforms in teacher education programmes as well as in teacher educators’ roles and professional practice. Purpose This study explores teacher educators’ understanding of research-based teacher education (RBTE) in Norway and Finland with an emphasis on Norway. Norway introduced RBTE in 2017, while Finland has had experience with this approach since the 1970s. Method The study is qualitative, part of a broader research project involving participants from Norway and Finland. It included in-person interviews with 16 teacher educators in Norway and five in Finland. An asymmetric design was adopted because we were particularly interested in exploring the Norwegian context. The analysis undertaken adhered to the principles of content analysis, identifying and categorising the viewpoints of the teacher educators through a grounded, inductive process. Findings Four data-driven categories emerged: Research-based teaching, comprising teaching methods and the acquisition of professional knowledge; Engagement in research, representing teacher educators’ understanding of student teachers’ participation in research activities; Role of research-based literature, referring to reflections on the use of subject literature; and Critical thinking, describing teacher educators’ assessment of developing a critical and self-reflective mindset when engaging in RBTE. Conclusion The participating teacher educators in both countries shared similar views on the key characteristics of RBTE. They were also generally positive about the role of research in their professional practice and its contribution to fostering critically thinking practitioners. However, the study revealed some tensions among Norwegian teacher educators, due to differing academic backgrounds and the cross-pressure demands of research and teaching.

An explorative study into the effectiveness of different spelling strategies and children’s own perceptions of themselves as successful spellers

Evaluating the effectiveness of school-based literacy interventions is an area for investigation particularly in the context of inclusive practice and universal provision. This case-study in a rural primary school in Wales, explored how Year 4 pupils identified as requiring additional support, were taught spelling strategies using research-based teaching approaches over a period of eight-weeks, and whether this had an impact on self-perception as successful spellers. Using a mixed-method approach, data was gathered via summative assessments, pupil questionnaires and focus group interviews. Findings suggest that bespoke spelling interventions using established teaching techniques incorporating multi-sensory pedagogical approaches improved both individual perceptions of spelling ability and spelling performance. Considerations on how to approach the teaching of spelling within primary settings was identified for future investigation with findings from this study shared with statutory officers and ALNCOs from across the local authority.

仪器分析综合实验:电感耦合等离子体质谱法测定镓元素

“高山仰止,方知才疏。”为进一步推动新课程标准的落地,本文设计了一个仪器分析综合型实验用于本科生仪器分析实验教学。代谢组学是继基因组学和蛋白质组学之后发展起来的新兴组学技术,是系统生物学的重要组成部分。本论文以了解代谢组学在环境与健康领域中的重要应用为目的,通过查阅文献和分组讨论的环节确定本实验选取的用于镓元素分离富集的样品前处理技术及检测方法。随后,让学生通过实验分析了添加金属抗癌镓类药物后培养的细胞中代谢产物的含量变化,进一步引导学生理解代谢组学在环境与健康领域的广泛应用。本实验结合代谢组学在生理药理学中的重要作用,以X射线光电子能谱仪和热重分析仪等大型精密仪器辅助材料的表征,以电感耦合等离子体质谱法对细胞代谢产物中的金属镓元素进行定性与定量分析。本综合实验由教师选题并引导学生综合利用大型仪器去解决问题,做到以研促教,教研相长,为今后常态化地打造仪器分析综合型实验的高效课堂打下坚实基础。

Instructional Exploration on Innovative Thinking Cultivation in College Art Education: A Situational Research-Based Teaching Perspective

Instructional Exploration on Innovative Thinking Cultivation in College Art Education: A Situational Research-Based Teaching Perspective

Reform and Practice of Research-Based Teaching Mode for Innovative Talents in Local Undergraduate Physical Geography

The traditional Physical Geography teaching, focusing on theory and neglecting practice and innovation, fails to meet the needs of talent cultivation. In response to the aforementioned pedagogical challenges, this study adopts a student-centered and holistic educational philosophy, leveraging an intelligent teaching platform to develop a research-oriented teaching model. This model integrates scientific research papers and current news as context, thematic presentations as an introduction to knowledge, and field internships, annual papers, research projects, and disciplinary competitions as practical bridges. The aim is to enhance students’ comprehension of the course material, foster innovative thinking and research capabilities, and drive comprehensive reform and innovation in Physical Geography courses within higher education institutions.

Empirical insights into the effects of research-based teaching strategies in quantum education

[This paper is part of the Focused Collection in Artificial Intelligence Tools in Physics Teaching and Physics Education Research.] The present review intends to show the current state of teaching quantum-related content, to analyze and compare its learning efficiency, and to give a systemized overview of quantum-educational activities in the last years. We focus on teaching and learning elements, their innovative tools, and process-oriented studies that are empirically validated. In terms of content, we mainly concentrate on aspects of modern quantum technology. The final dataset for our analysis and synthesis included 50 studies published since 2017 and until the follow-up survey in February 2024. We have found that most of the teaching strategies described and investigated are in the field of quantum mechanics and are designed to provide an introduction to the rather broad and differentiated topic of quantum science. Studies specifically addressing mathematical concepts can exclusively be found for the target group of university students. Visualizing ideas or innovative social interventions to improve quantum learning is mainly found in schools while only a few approaches for further education show validated results. Tools most often examined in the studies reported were of digital nature, though some experiment-focused learning environments were also evaluated. Published by the American Physical Society 2024

Student Teachers’ Study Profiles — Longitudinal Perspective to Research-Based Teacher Education

This study examined student teachers’ study profiles and achievement levels from selection through to the bachelor’s phase of their teacher education programmes. The latent profile analysis revealed two student teacher study profile subgroups associated with varying study achievement levels from the first three years of the teacher education programme. In a more detailed examination, the results revealed that the main differences occur during the bachelor’s phase of the teacher education programme, wherein student teachers are learning to understand the research-based teaching profession and how to conceptualise theories and more independently learn to write their bachelor’s theses. A gender comparison between subgroups revealed that male student teachers were more likely to be allocated to the less research-oriented subgroup and female students to the highly research-oriented subgroup. These findings are discussed with regard to how teacher education programmes could better support different learners.

An Analysis on the Reform and Innovation Path of Research-based Teaching of Philosophy Major Courses—Taking Jaeggi's Critical Theory of Life Form as an Example

With the advent of the era of artificial intelligence, the traditional humanities are facing unprecedented challenges and impacts, especially philosophy as a strong foundation, without the characteristics of practical function, facing a particularly severe disciplinary development dilemma. This topic aims at the problems faced by the construction of philosophy professional courses in local colleges and universities, and focuses on the topic of Marxism for graduate professional courses Taking Jaeggi 's critical theory of life form as an example, this paper attempts to explore new teaching methods from daily professional teaching practice, fundamentally changing the traditional single teaching mode of basic philosophy theory courses, overcoming the mechanical rigidity of the binary teaching and research between teachers and students, so as to correct the poor interaction between teachers and students In particular, it has a good effect on stimulating students' initiative and originality of thought, and promotes students to enter the research track as soon as possible. In order to fundamentally form a philosophy academic community with clear boundaries, it provides research exploration experiments in philosophy teaching.

Monopoly Reimagined: Cultivating Gaming Literacy for Tackling Real-World Complexities

Gaming literacy proposes specific ways of thinking and acting by providing cognitive, creative, and social skills, which are necessary in the face of complex (Zimmerman, 2008) and wicked problems we encounter in today’s society (Rittel & Webber, 1973). This paper presents preliminary findings from an exploratory study of how students within arts, design and media might redesign board games and develop gaming literacy; helping them understand and make sense of the world “from the point of view of gaming” (Zimmerman, 2008, p. 156). Through research-based teaching at both bachelor and master levels, we developed a work-in-progress workshop where students must face complexity and practice navigating it. In the workshop, students redesigned the familiar board game Monopoly, using it as a metaphor, and our emergent findings suggest that it can provide a scaffold that enables students to map, prototype and simulate different complex problems and systems onto it - without prior game design knowledge. Monopoly introduced a balance between familiar and known rules and constraints on one side, and hackability and the freedom of play on the other. The monopoly workshop provides an experimental, hands-on, and collaborative approach to understanding complexity through intertwined actions of exploring, prototyping, testing, and reflecting (Zimmerman, Forlizzi & Everson, 2007). We found that the success of such a process seemingly depends on the facilitator and the participants. Here, allocating time for explicit reflection on learning outcomes was a necessary and vital part of the workshop (Alme & Hvidsten, 2022; Dewey, 2018). This work-in-progress workshop method contributes to studies of pedagogical games by focusing on how students might develop gaming literacy through board game redesign, offering a novel, hands-on model for engaging students in, and understanding, systemic complexity. We suggest that future research should validate this approach further, in other contexts and with other types of (board) games. Further, future research should investigate this approach as an introduction to the overarching model of gaming literacy in the face of complex problems.

BNCC e o ensino de ciências por investigação: análise de um curso de extensão

A Base Nacional Comum Curricular (BNCC) teve sua construção e aprovação marcadas por disputas e controvérsias. Dentro da área de ciências da natureza, apropriou-se da perspectiva do ensino por investigação e do letramento científico, como essencial para o aprendizado dos estudantes. A fim de investigar os desafios enfrentados por professores de ciências na implementação do ensino por investigação na sala de aula, foi elaborado um curso extensão na modalidade Ensino a Distância (EaD), oferecido em uma parceria entre a Fiocruz (RJ) e o IFRJ, Campus Mesquita, no qual os docentes cursistas responderam um questionário no fórum de atividades sobre os desafios enfrentados por eles. Os dados foram analisados por tematização, que consiste na categorização das respostas em unidades de contexto e unidades de registro para melhor compreensão das respostas. Como resultado, observamos que cursos de formação continuada para professores de ciências se fazem necessários para favorecer a formação crítico-reflexiva dos docentes. É necessário promover o encorajamento dos educadores para utilização do ensino por investigação, além de buscar estratégias que possam superar os problemas enfrentados em sala de aula. Concluímos, então, que compreender os desafios e limitações dos professores de ciências na implementação do ensino por investigação é essencial para promover o encorajamento dos educadores para utilização dessa abordagem didática. Abstract The construction and approval of the National Common Curricular Base (BNCC) were marked by disputes and controversies. Within the area of ​​natural sciences, it adopted the perspective of research-based teaching and scientific literacy, as essential for student learning. To investigate the challenges faced by science teachers in implementing teaching through research in classroom, an extension course was designed in the Distance Learning (EaD) modality, offered in a partnership between Fiocruz (RJ) and IFRJ, Campus Mesquita. The course teachers answered a questionnaire in the activity forum about the challenges they faced. The data was analyzed using thematization, which consists of categorizing responses into context units and recording units to better understand the responses. As a result, we observed that continuing education courses for science teachers are necessary to promote the critical-reflective training of teachers. It is also necessary to promote the encouragement of educators to use research-based teaching, in addition to seek strategies that can overcome the problems faced. in classroom. We conclude, then, that understanding the challenges and limitations of science teachers in implementing teaching through research is essential to encourage educators to use this didactic approach.

Project- and Research-Based Teaching in Civil Engineering

Research-based practical applications are becoming increasingly important in providing valuable solutions to the challenges facing the construction industry. In this paper, we present a teaching concept that was implemented and evaluated in four courses, addressing the development of future-proof academic skills, particularly scientific working skills, in the field of civil engineering. The first evaluation results from a survey among the students who participated in the four courses are presented on the extent to which project-based and researchbased learning promote domain competences, planning, and study skills. The results indicate that, especially in master’s degree courses, future skills are improved by paper-based learning. Additionally, student motivation increases due to the boost in creativity and group work facilitated by the teaching concept. On the other hand, the results suggest that guidelines are necessary to implement paper-based learning, especially in bachelor’s degree courses. Furthermore, it is crucial that future-proof academic skills are relevant for success in the practical working context.

Linking Teaching and Research in Conservation of the Built Environment: Case Studies from Courses of the University of Cyprus Graduate Programme on Conservation

ABSTRACT Teaching and research are both equally essential to postgraduate studies in architectural conservation. The interaction between them is also crucial. Various perspectives exist on the connection between teaching and research, including research-led, research-oriented, and research-based teaching. Thus, differences arise based on whether the focus is on research content or on research processes and problems, whether students are treated as audiences or as participants, and whether teaching is teacher- or student-centred. This article presents case studies (courses) that link teaching and research from a new interdisciplinary postgraduate programme at the University of Cyprus on architectural conservation. It also discusses this issue within the international context of teaching and research in architectural conservation.

Learning Factors Affecting Academic Performance in Balingasag, Division of Misamis Oriental

Learning factors are the influences that shape how effectively someone acquires knowledge and skills. Understanding these various learning factors allows teachers and learners to create an optimal learning environment. The main purpose of this study was to determine the learning factors affecting learners’ academic performance in Balingasag Central District, Balingasag, Misamis Oriental, in School Year 2023-2024. Specifically, this endeavored to assess the learners’ perception of the learning factors: the teacher and the learner that affect their academic performance; find the learners’ academic performance in English, Science and Mathematics during the First and Second Quarters; and determine if there is a significant relationship between the learning factors and their academic performance. This study utilized the descriptive-correlational method of research which dealt primarily with the learning factors. A total of two hundred thirty-six (236) Grade 6 learners were the respondents of this study. Furthermore, this study used a patterned and modified questionnaire. Descriptive statistics such as mean and standard deviation were used to describe the learning factors in the study. Pearson (r) Moment Correlation was utilized to determine the significant relationship between the learning factors and their academic performance. It found that the learners highly perceived their teachers as competent as it showed the highest results while they moderately perceived themselves as actively participating in the learning activities. In conclusion, the learning factors have no bearing with the learners’ academic performance. This study emphasizes active learning and teacher competence. Thus, it recommends that educators may design lessons that promote active participation and collaboration and implement research-based teaching strategies like discovery learning. This can help learners share knowledge and demonstrate their learning through discovery activities.