Teaching Research Methods Research Articles

Проектно-исследовательское обучение как технология развития методологической культуры магистрантов

In accordance with the requirements of the Federal State Educational Standard of Higher Education ++, the graduates of the master’s programme on “Teacher education” must be ready to solve research problems in their professional field. This implies that the students develop an appropriate methodological culture through their involvement in independent project and research activities. However, the analysis of the current state of practice in training master students in the field of education demonstrates that it is still dominated by teaching technologies that focus on performing and reproduction activities of students, contributing to developing the habit of receiving ready-to-use knowledge. As a result, the contradiction between the objective need for the formation of a methodological culture among students on the one hand, and inadequate development in many students in the field of “Teacher education”, on the other, is aggravated. The research aim was to show and substantiate the didactic conditions for project- and researchbased learning as a technology aimed at the efficient development of master students’ methodological culture. Research methods were theoretical (analysis, synthesis, comparison, generalization and etc.), empirical (educational experiment, testing in order to assess the level of research competence formation), and mathematical methods of data processing. Results: The process of master students' methodological culture development is based on a search for information and implementation of didactic activities and conditions that serve as a motivation tool for students to be a part of research activities. The course on “Methodology and methods of educational research” becomes a platform for methodological culture development among master students on the “Teacher education” programme. The efficiency of students’ methodological culture development is increased if: (a) the structure and content of their methodological culture are designed on the basis of convergence of conventional and research-based approaches and (b) the project-and research-based teaching technology is implemented through a short-term (limited by the course duration) projects and a number of variable components (a combination of individual and team forms of independent activities),“inverted” or “blended” learning techniques; interdisciplinary, problematic and interactive training; reflection at the end of each class; exams in the form of a project defense, etc.). Impact: The results will be useful for development of educational and methodological support for research-oriented teaching in the process of theoretical and practical training of future bachelors, masters, graduate students, as well as in the system of additional and vocational education.

METHODS OF DEVELOPMENT OF COMMUNICATIVE AND LINGUISTIC COMPETENCIES IN THE FORMATION OF LINGUISTIC PERSONA OF A PHILOLOGIST

The state and development of modern civilization require native speakers to have a perfect command of the basics of linguistic units of various structural levels, as well as all the means of language and the features of their implementation in the process of communication. Based on the analysis of scientific literature, the tasks of the study were to find out the concept of «communicative competence», to outline its impact on the training of future teachers of language and literature, to determine the state of the problem under study. The methodological basis of the research is the theoretical foundations of higher education reform. In scientific research, various methods of pedagogical research are used: a meaningful analysis of scientific and theoretical concepts; the study of works on current problems of education; analysis, synthesis and generalization of psychological, pedagogical, linguistic and methodological literature; observations, generalization of advanced pedagogical experience to study the state of development of the problem of forming the communicative competence of philologists.

Music Teachers’ Perception of Music Teaching at the Stage of Early Adolescence

Based on the descriptive method of qualitative educational research, the present study explores music teaching at the stage of early adolescence in terms of general-school music teachers’ viewpoints on factors defining the planning and implementation of music teaching. The study was based on qualitative analysis of data gathered in interviews with 18 teachers from nine countries (Slovenia, Argentina, Australia, USA, Turkey, Poland, Russia, Italy and Germany). The research found that music teaching based on authentic musical communication through the activities of playing, creating and listening to music was favoured by the interviewees. Among the factors affecting the presentation of music teaching at the stage of early adolescence, the quality of curricular bases and the professional competence of music teachers were emphasised. In this context, the research findings showed that music curricula in the international context do not provide a suitable curricular base for the implementation of music teaching. The problem becomes especially salient when the competences of music teachers are insufficient for the transference of the curricular platform to musical praxis through authentic ways of musical teaching. The research findings provide an insight into the complexity of the factors involved, including authentic music teaching, the music curriculum and teachers’ competences, which determine the planning and implementation of music teaching at the stage of early adolescence. In addition, the findings provide a basis for further research in a broader context and for the development of guidelines for curricular updates and the modernisation of music education in general schools.

SCIENTIFIC INNOVATIONS AND ADVANCED TECHNOLOGIES IN HIGHER EDUCATION

The modern transformation of the role of education affects the consideration and improvement of the methodological princes of education. At the same time, the constant development of the educational sector entails the justification of the use of certain scientific innovations and advanced technologies in the system of higher education, which is the actual task of this pedagogical research. The object of the study is innovation and advanced technology in higher education. The aim of the work is to highlight innovative means, methods, and technologies in higher education, which are promising mechanisms for improving the university system of Latvia. Pedagogical methods of research (theoretical and empirical) are used in the work. Among theoretical methods of pedagogical cognition, we will distinguish analysis, synthesis, concretization, and abstraction, systemic and functional methods. The empirical methods of research used observation, experiment, and rating method, the basis of which formed the key recommendations for the implementation of the analyzed learning technologies. The results analyzed a number of problems, in particular, the issues of innovative changes in European higher education, modern advanced technologies of learning in higher education, innovative, methods, forms of development of higher education, the problem of STEM-education functioning in Latvia. The scientific novelty of the research is the proposed synthetic analysis of actual innovative methods and technologies in the system of higher education. The practical value of the work consists in the formation of recommendations for further use of innovative methods of higher education development. In the conclusion, it is summarized that the use of innovative teaching methods is an important part of modern European education. At the same time, the main advanced technologies turn to the individual development of the student, improvement of his practical skills.

SCIENTIFIC INNOVATIONS AND ADVANCED TECHNOLOGIES IN HIGHER EDUCATION

The modern transformation of the role of education affects the consideration and improvement of the methodological princes of education. At the same time, the constant development of the educational sector entails the justification of the use of certain scientific innovations and advanced technologies in the system of higher education, which is the actual task of this pedagogical research. The object of the study is innovation and advanced technology in higher education. The aim of the work is to highlight innovative means, methods, and technologies in higher education, which are promising mechanisms for improving the university system of Latvia. Pedagogical methods of research (theoretical and empirical) are used in the work. Among theoretical methods of pedagogical cognition, we will distinguish analysis, synthesis, concretization, and abstraction, systemic and functional methods. The empirical methods of research used observation, experiment, and rating method, the basis of which formed the key recommendations for the implementation of the analyzed learning technologies. The results analyzed a number of problems, in particular, the issues of innovative changes in European higher education, modern advanced technologies of learning in higher education, innovative, methods, forms of development of higher education, the problem of STEM-education functioning in Latvia. The scientific novelty of the research is the proposed synthetic analysis of actual innovative methods and technologies in the system of higher education. The practical value of the work consists in the formation of recommendations for further use of innovative methods of higher education development. In the conclusion, it is summarized that the use of innovative teaching methods is an important part of modern European education. At the same time, the main advanced technologies turn to the individual development of the student, improvement of his practical skills.

Scientific innovations and advanced technologies in higher education

The modern transformation of the role of education affects the consideration and improvement of the methodological princes of education. At the same time, the constant development of the educational sector entails the justification of the use of certain scientific innovations and advanced technologies in the system of higher education, which is the actual task of this pedagogical research. The object of the study is innovation and advanced technology in higher education. The aim of the work is to highlight innovative means, methods, and technologies in higher education, which are promising mechanisms for improving the university system of Latvia. Pedagogical methods of research (theoretical and empirical) are used in the work. Among theoretical methods of pedagogical cognition, we will distinguish analysis, synthesis, concretization, and abstraction, systemic and functional methods. The empirical methods of research used observation, experiment, and rating method, the basis of which formed the key recommendations for the implementation of the analyzed learning technologies. The results analyzed a number of problems, in particular, the issues of innovative changes in European higher education, modern advanced technologies of learning in higher education, innovative, methods, forms of development of higher education, the problem of STEM-education functioning in Latvia. The scientific novelty of the research is the proposed synthetic analysis of actual innovative methods and technologies in the system of higher education. The practical value of the work consists in the formation of recommendations for further use of innovative methods of higher education development. In the conclusion, it is summarized that the use of innovative teaching methods is an important part of modern European education. At the same time, the main advanced technologies turn to the individual development of the student, improvement of his practical skills.

On the move: the theory and practice of the walking interview method in outdoor education research

ABSTRACT This paper documents and discusses the walking interview method as it was used to explore how outdoor educators' sense of place informed their professional practice in the Port Hills of Christchurch, New Zealand. Eight participants who were working as outdoor educators in the primary, secondary or tertiary education sector in Christchurch, and who spent time in the Port Hills both as part of their teaching practice, as well as in their personal lives, were interviewed. We found walking interviews provided a richer perspective on place and practice than would have been possible using only indoor and stationary interviews. This suggests there is merit in utilizing mobile methods across a range of fields examining the interactions of people and place. In the outdoors, where people and place are often on the move, the walking interview has potential to capture this mobility and better understand its significance in outdoor education practice.

Planning for diverse, equitable, inclusive research in health professions education: An integral thread in the ARMED MedEd research course.

Racism in medicine affects patients, trainees, and practitioners and contributes to health care inequities. An effective strategy to actively oppose the structural racism ingrained in the fabric of medicine is to intentionally and systematically address diversity, equity, and inclusion (DEI) in medical education and research. As part of ARMED MedEd, a new longitudinal cohort course in advanced research methods in medical education, sponsored by the Society for Academic Emergency Medicine, the leadership team deliberately included a nested DEI curriculum. The goal of the DEI curriculum is to reduce bias in development, recruitment, and implementation of education research studies to promote equity and inclusion in medical education, research, and ultimately, patient care. A team of medical educators with expertise in DEI developed curricular elements focusing on DEI in education research. The two major components are a didactic curriculum (including implicit bias training) to teach researchers to consider equity as they design studies and a consultative service to refine research protocols to address lingering unintended bias. A dedicated focus on DEI can be incorporated into an advanced education research methodology course to raise awareness and provide tools to avoid bias in research design and implementation of interventions. Over time, the network of education researchers who are trained in DEI awareness will grow and provide equitable offerings to their learners to mitigate health inequities.

Teaching research methods to undergraduate dental students

The provision of undergraduate statistics teaching varies across UK dental schools, but some challenges are faced in all schools. These include the need to (i) demonstrate the relevance of statistics to dentistry, (ii) address the phenomenon of statistical anxiety likely to be experienced, and (iii) deliver the teaching with a limited number of statistically trained staff. Our objective was to design a research methods course that combined epidemiology and statistics teaching for undergraduates at Bristol Dental School (University of Bristol) that was clinically relevant, focused on concepts and interpretation rather than calculation, and was sustainable, using new technology to enhance learning. The research methods course was introduced in 2008, extensively developed over the next two years based on student and tutor feedback, and has run with only minor updates ever since. The aim of the course is to introduce year 2 dental students to the skills needed to practice evidence-based dentistry, i.e. understand and critically appraise published research. Basic epidemiological concepts, different types of study design, summarising and interpreting data, and choosing appropriate statistical analyses are covered. The course is introduced by a face-to-face lecture. This emphasises the relevance to future careers, and pre-empts the feelings of statistical anxiety by presenting evidence that exam results for this course are not associated with having achieved an A-level in mathematics. The rest of the course is delivered using the flipped classroom approach. Didactic teaching is in the form of nine e-lectures, each lasting 20-25 minutes. These are split into chapters to allow easy navigation, and include pop-up questions. Small group (up to 10 students) structured tutorials (one per e-lecture) are used to reinforce the material covered in the e-lectures, drawing on real clinical examples from research publications. They are interactive, and also include e-voting quizzes to allow the tutors and students to gauge the level of understanding that is being achieved. At the end of the course there is a revision session and written assessment, which must be passed before students can progress to year 3 of the dental degree. Approximately 70 students take the course each year, split into eight groups, and tutorials are based on pre-prepared materials. Tutoring on this course provides an attractive opportunity to gain teaching experience, with only a modest investment in time. Therefore, it has always been possible to recruit enough statisticians or epidemiologists in the Faculty of Health Sciences, University of Bristol to act as tutors. At least 89% of the students have passed the exam on first sitting each year, and all students have passed their re-sit exam. Marks ranged from 50-86% in 2019, and similar ranges were seen in previous years. Student feedback is consistently high, with virtually all students rating all components of the course at least satisfactory, and high percentages rating them good or excellent (e-lectures and tutorials were rated to be good or excellent by 72% and 95% of the students respectively in 2019). External examiners have been very complimentary, and only ever requested minor changes. Hence it has been possible to run a sustainable research methods course that engages students’ interest and produces excellent learning outcomes.

Designing an evaluation inventory for identifying teachers’ professionalism deficits in the context of transformation of contemporary education

Introduction. The article is devoted to the problem of identifying teachers’ professional deficits in the context of transformation of modern school education. The purpose of this study is to describe a set of diagnostic methods aimed at identifying professional deficits of teachers in the context of transformation of contemporary education, which can be used both by teachers for self-assessment in order to subsequently overcome the detected deficits, and by school leaders to support teachers’ professional growth. Materials and Methods. In order to develop the set of diagnostic methods aimed at revealing teachers’ professional deficits, the author has used the following methods of educational research: conversations, focus-group method, in-depth and narrative interviews, action research, and soft systems methodology. The study involved 25 teachers and 720 students of grades 5-9. Results. The author has clarified the concept of ‘professional deficits’ and analyzed advantages and drawbacks of quantitative methods used in identifying teachers’ professional deficits. The study justifies using the set of diagnostic methods aimed at identifying teachers’ professional deficits in the context of contemporary education. Moreover, it has been proved that the presented evaluation inventory contributes to enhancing teachers’ professional self-assessment and reflection. Conclusions. In conclusion, the author summarizes the research findings about the implementation of the presented evaluation inventory and its contribution to teachers’ continuing professional growth.

An exploratory study of anchoring vignettes method in educational administration research

An exploratory study of anchoring vignettes method in educational administration research

English as a foreign language instruction in Ecuador: Implementation of the Content and Language Integrated-Learning during 2019-2021

Ecuadorian educational policy for English as Foreign Language instruction in Ecuador mandated in 2016 to introduce Content and Language Integrated-Learning (CLIL) methodology to improve the teaching and learning process. This research aims to analyze the implementation of CLIL methodology in zone 4 of Ecuador during 2019-2021. This work subscribed to the transformative paradigm and administrated quantitative and qualitative methods of educational research. The participants were 70 English as a Foreign Language teachers from nine public and private educational institutions located in Manabi Province of Ecuador. The instrument used was the Instructor Perceptions of Differentiated Instruction of Turner, Solis, and Kincade (2017) in an observation format. The information collection techniques used were in-depth interview and focus group discussion. The results allowed the research team to determine the impact of the pandemic on the CLIL implementation in zone 4 of Ecuador. The results show differences in the implementation of the methodology between public and private schools which are linked to internet and technology devices access, teachers' knowledge regarding CLIL methodology, and institutional policies. In regards COVID19 pandemic, it is concluded that it has pacted the implementation of CLIL methodology in both public and private secondary schools that participated in the study.

Review of literature on Knowledge of the Postgraduate Supervision Process and Teaching Research Method in Business Management in South Africa

Review of literature on Knowledge of the Postgraduate Supervision Process and Teaching Research Method in Business Management in South Africa

Increasing immunity during the COVID-19 pandemic by strengthening the effects of clean and healthy life behavior (PHBS) and vegetable eating movement (Germasur) education on Omah Berkah Orphanage Children, Grabag, Magelang Regency

The coronavirus (COVID-19) is a high infectious disease that was discovered towards the end of 2019 in Wuhan, China. Indonesia has reported an increasing rate of the virus. However, the pandemic is possibly prevented by boosting immunity and implementing Clean and Healthy Life Behavior (PHBS), including consuming fruits/vegetable and washing of hands, respectively. As a consequence, PHBS and Germasur (Vegetable Eating Movement) have been adopted to enhance immunity in children. Meanwhile, fruit/vegetable intake and maintaining cleanliness appear relatively challenging for most children, particularly in the context of orphanage. Therefore, the purpose of this integrated community service (PPMT) is to determine the effects of PHBS and Germasur education in increasing the immunity of 24 children at the Omah Berkah Orphanage, Grabag, Magelang Regency, during the COVID-19 era. Community development, educational and participatory research methods were applied. The results showed an increase in PHBS and Germasur behavior in everyday life.

IMPROVING STUDENTS UNDERSTANDING OF THE THESIS FLOW BY USING THESIS MAP TECHNIQUES

An understanding of the flow of thesis writing is very important to ensure good and quality research results. This situation always waves graduate students so that many lose during the presentation of the proposal (defense proposal) or during the oral examination (viva). The Thesis Map technique is an innovation in the teaching of research methods that uses the arrangement of thesis flow in a visual box. Thus, the objective of this study is to analyze the improvement of students understanding of the mastery of thesis writing flow (thesis flow) by using the Thesis Map technique. The action research design was used to look at changes in student achievement in mastering the flow of thesis writing. A total of 4 PhD students from the subject of Research Methods (PPPY6283) were involved in this study. Students are taught the Thesis Map technique for 1 semester from April to July 2021. Effectiveness analysis is evaluated using three instruments namely Test-Before Action and Test-After Action, observation and presentation of research proposals. Findings show that there is an increase in students understanding of the flow of thesis writing through the comparison of the results of the Pre-Action Test and Post-Action Test. Findings from the observation also found that students showed interest, enthusiasm and mastery of the subjects taught. The effectiveness of this technique is also evidenced by the acquisition of excellent proposal presenter marks between 36-39 out of a total of 40 marks. Therefore, the Thesis Map technique approach is an effective alternative medium for the subject of Research Methods. The implication is that UKM will be more distinguished with quality and impactful graduate research results.

A Study on the Visual Representation of Knowledge of IB Teachers Using Visual Narrative

In previous studies, it has been pointed out through interviews that International Baccalaureate teachers tend to have constructivism-based teaching and learning theories, while Japanese teachers tend to have objectivism-based teaching and learning theories. However, we believe that there are weaknesses in the previous studies. First, they are verbal surveys, which limits their ability to get at the reality of teachers'' perceptions. Second, despite the importance of how teachers understand about knowledge as a basis for adopting new teaching and learning theories, these studies focus only on teaching and learning theories and not on how teachers cognize about knowledge. Therefore, this study attempts to overcome these weaknesses by interviewing teachers about their visual representation of knowledge using the research method of visual narratives proposed by Yoko Yamada. The teachers who cooperated in our research were three IB teachers and three non-IB teachers. We modeled the commonalities in their visual narratives and discussed them. The outcomes of the above study are the followings. First, we showed that it may not be easy to categorize IB teachers and non-IB teachers based on the image of knowledge they have. Second, we found cases in which the image of knowledge and the image of teaching and learning did not mesh or were parallel in individuals. Lastly, we pointed out that there is a strong affinity between IB teacher education and visual narrative. On the other hand, one of the limitations of this study is that it is a hypothesis-generating study, using the method of visual narratives, which is not established in teacher pedagogy or IB research. In light of the above, future perspectives include increasing the number of research subjects and deepening our understanding of how teachers'' understanding of knowledge are formed and transformed. In addition, by continuing to conduct interviews using visual narratives, we hope to develop the potential of visual narratives as a research method in teacher education. Furthermore, we would like to explore the effectiveness of visual narratives as a way to reflect and transform perceptions about knowledge.

Philosophical Paradigms in Qualitative Research Methods Education: What is their Pedagogical Role?

ABSTRACT In this paper, I discuss and critically assess how the relationship between philosophy of science and qualitative methods is presented and discussed in research on qualitative research methods education (QRME) and qualitative methods textbooks. I argue that both typically convey the idea that philosophy of science guides or influences the use and choice of qualitative methods but are often unclear about how this influence works. I propose two conceptualizations of the relationship between philosophy of science and qualitative methods: philosophical assumptions can either explicate or explain qualitative methods. I argue that both approaches have pedagogical rewards, but that whereas the explanation approach is explicitly or implicitly used in many examples of research on QRME and textbooks, the explication approach has not had wide application. I conclude by arguing that the lack of clarity and the absence of discussion about explication are potential problems for qualitative research methods education.

Educating the future generation of researchers: A cross-disciplinary survey of trends in analysis methods.

Methods for data analysis in the biomedical, life, and social (BLS) sciences are developing at a rapid pace. At the same time, there is increasing concern that education in quantitative methods is failing to adequately prepare students for contemporary research. These trends have led to calls for educational reform to undergraduate and graduate quantitative research method curricula. We argue that such reform should be based on data-driven insights into within- and cross-disciplinary use of analytic methods. Our survey of peer-reviewed literature analyzed approximately 1.3 million openly available research articles to monitor the cross-disciplinary mentions of analytic methods in the past decade. We applied data-driven text mining analyses to the "Methods" and "Results" sections of a large subset of this corpus to identify trends in analytic method mentions shared across disciplines, as well as those unique to each discipline. We found that the t test, analysis of variance (ANOVA), linear regression, chi-squared test, and other classical statistical methods have been and remain the most mentioned analytic methods in biomedical, life science, and social science research articles. However, mentions of these methods have declined as a percentage of the published literature between 2009 and 2020. On the other hand, multivariate statistical and machine learning approaches, such as artificial neural networks (ANNs), have seen a significant increase in the total share of scientific publications. We also found unique groupings of analytic methods associated with each BLS science discipline, such as the use of structural equation modeling (SEM) in psychology, survival models in oncology, and manifold learning in ecology. We discuss the implications of these findings for education in statistics and research methods, as well as within- and cross-disciplinary collaboration.

Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.

Neuroscience Research in the Classroom: Portable Brain Technologies in Education Research

Cognitive neuroscience research is typically conducted in controlled laboratory environments and therefore its contribution to our understanding of learning in real-world environments is limited. In recent years, however, portable and wearable brain devices have become more readily available for classroom-based research. Complementing existing education research methods, these emerging technologies could provide information about learning processes that might not be reflected in classroom observations or learners’ self-reports. This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation. We also address ethical concerns regarding student privacy and the potential misuse of students’ brain data.