Research Skills Of Students Research Articles

Designing an Inquiry-based STEM Learning strategy as a Powerful Alternative Solution to Enhance Students’ 21st-century Skills: A Preliminary Research

In response to pedagogical challenges in 21st-century education, embedded STEM across the primary-secondary school transition had been widely investigated. However, integrated-STEM implementation had not shown practical packaging and could not reach all the skills needed in the 21st century. We proposed an inquiry-based STEM learning strategy to fostering student inquiry skills through investigation. The purpose of this study was to design a hypothetical model of an inquiry-based STEM learning strategy design that could systematically guide instructors or designers in creating an appropriate learning activities oriented to 21st-century skills. Before conducting the strategy design, we do need assessment survey teacher in Lampung Indonesia to describe teachers’ perceptions about STEM education and career as a starting point for designing a strategy that could follow up the 21st-century learning framework. We conduct a cross-sectional non-experimental descriptive survey approach using questionnaire to 75 teachers in Lampung, Indonesia. Based on data analysis, it indicated that all of the teachers realized about the importance of STEM in education and career dimension and they should take a part in overcoming the 21st-century challenges.

Effectiveness of Project-Web Learning Approach in the Development of Action Research Skills among Master’s Students in Oman

The study aimed to prepare a program in action research based on Project-Web Learning Approach, and investigate the effectiveness of this program to develop the action research skills for master's students at Dhofar University in Oman. The study was based on the semi-experimental design of one group (pre-post application). The study sample comprised (27) master’s students of Education Department in College of Arts and Applied Science of Dhofar University. Data were collected via the test of action research skills for the sample in the courses of educational research and seminar in curriculum & instruction. The study was carried out during 13 weeks. Data were analyzed using means, standard divisions, and T test. The study concluded that there was a significant difference at (0.01) between the mean grades of students in the pre- test of action research and that of the post-test in favor of the post-test. In light of the results, the study recommended preparing the content of all courses to master's students in accordance with the Project-web learning Approach, and improving the instructors’ performance to develop action research skills for their students.

Student perception of the implementation of a teaching strategy based on Just in Time mediated learning and the use of information and communications technologies in the physics I laboratory course

A Teaching strategy based on Just in Time Teaching, mediated learning techniques and the use of information and communication technologies was implemented in physics I laboratory courses to improve research skills of second-level engineering students. In this work, a study into student’s perception of application of this strategy was carried out through statistical analysis of the responses given by students in perception surveys applied at the end of each semester. The study consisted of two parts: a quantitative analysis of closed test answers (questions with predefined answers) and a qualitative analysis of open answers (answers written by students). Programming codes in Python language were developed to perform the descriptive analysis of student responses from the first academic semester of 2016 (2016/I) to the first academic semester of 2018 (2018/I). Student percentage who answered “yes, they are enough” to the question if tools available in the Moodle virtual learning platform are useful for verification of the physical concepts, presented a tendency to rise (65% to 80%) along academic semesters. Also, qualitative analysis of the responses showed the need to train students in use of new technological tools (data collection software and devices) implemented in the laboratory projects in the last semesters. The above was concluded from the increased percentage of students who expressed difficulties in handling laboratory tools and devices (3.0% in 2016/I to 29% in 2018/I).

Концепция формирования универсальных навыков научного труда у студентов технического вуза в процессе обучения иностранному языку

Building research skills for students of technical universities attracts the attention as an important component of the professional competence. One of the possible solutions is to use elements of research work in the process of foreign language teaching, since this academic discipline provides a variety of opportunities for acquiring these skills. Studying a foreign language contributes to the development of research skills, analytical skills and critical thinking. Teaching students how to work with a text, to extract information, to use compression skills (summarizing) and expanding information (commenting), using citation, compiling a bibliographic list will help them gain skills for writing articles. The ability to make a presentation, ask questions and prove their point of view will prepare students for a presentation at a scientific conference and participation in a scientific discussion. Use of computer technology at all stages of training (information retrieval, creation of a written text, preparation of a presentation) also contributes to the skills necessary for a contemporary specialist. Attracting students’ attention to research work in a foreign language contributes to the increase of motivation for scientific work, and to the further studies of a foreign language, which becomes a means of obtaining professional information and generalizing existing knowledge in scientific work. Reliance on previously obtained knowledge brings research skills development in the framework of “foreign language” programme to the fore for non-linguistic stu-dents. These conclusions can be useful for teachers and students of a technical university and can improve research work organization of future specialists.

(Game-Based) Student Response Systems Engage Students with Research-Teaching Nexus Activities and Support Their Skills Development

Research-teaching nexus framework assists teachers to support activities which are focused on the current research in the disciplines promoting discussions and skills development. The challenges for teachers are related to student research skills development, knowledge application across contexts and student experience on statistics. The aim of this investigation was to compare student views following two approaches: one which integrated technology and one which did not into the teaching delivery process. Forty first-year Psychology students were split into two groups (A and B) and followed both teaching approaches in a different attending order (one approach without the use of technology and another one with technology or vice versa). (Game-based) student response systems (PollEveryWhere and Kahoot) were integrated into the teaching process, whilst the learning content was the same for both cases. Students evaluated the two approaches by completing two online surveys with items relating to research-teaching nexus activities and skills development. The integration of (game-based) student response systems into teaching process increased student engagement in learning, improved the interactions between students and teachers and allowed them to develop the relevant research skills. Students received the technology intervention as a way to work on a creative learning environment which allowed them to develop skills and knowledge/experience around research methods and statistics. Although this investigation took place in a Psychology School, the design of a research methods and statistics module based on the combination of collaborative problem-based learning with the use of (game-based) student response systems can be applied in other disciplines.

BUILDING RESEARCH COMPETENCE OF PHD STUDENTS: AN ANALYSIS OF EXPERIENCE OF A PHD SCHOOL

Introduction.Postgraduate education of the Russian higher school is traditionally considered as a strategic reserve, which provides the continuity of academic and teaching personnel and the efficiency of education of future experts. However, the total number of this key resource of the higher education system, which guarantees its stable functioning and further forward development, has been reduced in recent years. Postgraduate admission has decreased, in particular, pedagogical training programmes. What is most important, the PhD student quality has substantially dropped.Theaimof the present publication was to identify the level of research skills of PhD students of pedagogical specialisation and present the most productive ways for the formation of skills to carry out research activities.Methodology and research methods.The study was based on the ideas of systemic-activity approach, competency-based approach and major provisions of the theory of action. Scientific publications on research projects of PhD students and the concept of “new” post graduate school in the Russian education were analysed. Online survey and questionnaire survey of PhD students, their supervisors and members of dissertation boards were conducted. The assessment of results of research conducted by PhD students, synthesis and description of productive teaching practices and positive pedagogical experience gained at Tyumen State University (TSU) were applied.Results and scientific novelty.Based on the classical interpretation of nature and contents of human activity, a definition of research activity is formulated. It constitutes as the grounds for development of the contents and procedure for the list of research tasks for PhD students to master in order to successfully complete their PhD studies (as yet, the similar register has been compiled and scientifically based only for a bachelor degree). Insufficient competence of many PhD students to organise and conduct an independent scientific and pedagogical search is proved. Unstable components of their research competence are revealed: inability to use the most important elements of the methodology corpus and problems in writing scientific texts. Practically verified methods and means to develop the research competence of PhD students, doctoral candidates, applicants on academic degrees and their research supervisors are described: methodological seminars of the education department, a group analysis of scientific texts for publication, group visits and discussion of open lectures and seminars for teachers of the education department and PhD students, role mini-plays, public preliminary dissertation defense, participation in the events held by the department, etc.Practical significance.Knowledge of the gaps in research competence of PhD students will allow their supervisors to selectively improve the students’ skills, which are necessary for writing and defending the dissertation. Creative application and systematically scientific-pedagogical work will help achieve a significant improvement in building PhD student competence for scientific and teaching activities.

Student Engineers Optimising Problem Solving and Research Skills.

Student Engineers Optimising Problem Solving and Research Skills.

أثر استخدام الخرائط الذهنیة فی استراتیجیتی التعلــم الإلکترونی (الفردی والجماعی) بمنصة الفیسبوک على تنمیة مهارات البحث فی بنک المعرفة المصری لدى طلاب تکنولوجیا التعلیم The Effect of Using Mind Mapping on E-Learning Strategies (Individual and Group) via Facebook Platform on Developing Research Skills in the Egyptian Knowledge Bank among Educational Techn

يهدف البحث إلى تحديد أفضلية إستراتيجية التعلم الإلکتروني (الفردي – الجماعي) القائمة على إستخدام الخرائط الذهنية الرقمية عبر الفيسبوک، وذلک فيما يتعلق بإکتساب معارف ومهارات البحث لطلاب تکنولوجيا تعليم في بنک المعرفة المصري، تم الاعتماد على التصميم التجريبي القائم على مجموعتين تجريبتين. وتضمن التصميم التجريبي متغير مستقل بنمطين هما إستراتيجية التعلم (الفردي – الجماعي) القائمة على إستخدام الخرائط الذهنية الرقمية في الفيسبوک ومتغيرين تابعين وهما معارف ومهارات البحث في بنک المعرفة المصري. تمثلت أدوات البحث في الإختبار التحصيلي وبطاقة ملاحظة الأداء المهارى، تکونت عينة البحث من (52) طالبا وطالبة تم تقسيمهم إلى مجموعتين متساوتين حسب نمط إستخدام الخرائط الذهنية الرقمية، حيث تکونت کل مجموعة (26) طالبا/طالبة. وقد أشارت النتائج إلى فاعلية استراتجيتى التعلم الإلکترونى (الفردي والجماعي) القائمتان على إستخدام الخرائط الذهنية الرقمية في تنمية معارف الطلاب لمهارات البحث في بنک المعرفة المصري، وأظهرت النتائج أيضا أفضلية استراتيجية التعلم الفردي القائم على الخرائط الذهنية الرقمية في تنمية مهارات البحث للطلاب في بنک المعرفة . This research aims to determine the preference of the e-learning strategy (individual - group) based on the use of digital mental maps via Facebook, in order to acquire the knowledge and research skills among educational technology students in the Egyptian Knowledge Bank. This research was based on the experimental design based on two experimental groups. The experimental design included two independent variables, namely the learning strategy (individual - group) based on the use of digital mental maps via Facebook and two dependent variables. The dependent variables include, knowledge and research skills of the Egyptian Knowledge Bank. The research tools consisted of achievement test and skill performance note card. The research sample consisted of (52) male and female students divided into two equal groups according to the pattern of using digital mental maps. Each group consisted of (26) students. The results indicated the effectiveness of e-learning strategies (individual and group) based on the use of digital mind maps in the development of students' knowledge of research skills in the Egyptian Knowledge Bank. The results also showed the preference of an individual learning strategy based on digital mind maps in the development of research skills for students in the knowledge bank.

Predictors of medical student interest and confidence in research during training: a cross-sectional study

Purpose: Research education and opportunities are an important part of undergraduate medical education. This study’s objectives were to determine students’ interest in research, student self-rated research skills and to assess potential predictors of research interest and confidence. Method: Stakeholder consultation and literature informed a 13-item cross-sectional survey. In 2014, all students enrolled in McMaster University’s School of Medicine in Ontario, Canada were sent three waves of an electronic survey. Results: The response rate was 81% (498 of 618). Most (n=445, 89%) endorsed prior research experiences. The majority of students (n=383, 86%) wanted more research education and opportunities. Higher rating of their supervisors’ understanding of research was associated with greater interest in research (OR=2.08; 95% CI=1.27–3.41). Home campus (distributed vs. main) was not a significant predictor of research interest. In our adjusted linear regression model, significant predictors of higher self-rated research ability included prior thesis work and higher self-rated knowledge gained in MD program. Conclusions: In a survey of a three-year medical school, medical student interest in further research education and opportunities was high and positively predicted by student-rated supervisors’ understanding of research, but not campus location. This study also identified several predictors of student self-rated research ability.

Организация профильной подготовки обучающихся через реализацию проекта «Университетские субботы»

This article discusses the possibility of the organization of profi le training of pupils on the example of cooperation between school and University.The didactic function of chemical experiment is defi ned, its role in the formation of research skills of students is shown. The non-standard form of cooperation of educational institutions is proposed, orienting learners to build individual learning paths on the basis of trade preferences in the context of cognitive interests.

BUILDING INFRASTRUCTURE LEADING TO DIVERSITY PROGRAM AT XAVIER UNIVERSITY OF LOUISIANA, PROJECT PATHWAYS.

Xavier University of Louisiana (XULA) is the only historically Black and Catholic institution of higher education in the United States. XULA's mission focuses on "the promotion of a more just and humane society" by educating students in a diverse learning environment. Even though Xavier's reputation in the sciences attracts many of the best and brightest students in the nation, the University also continues to provide an excellent educational opportunity to many students who, due to socioeconomic disparities, lack the appropriate preparation for college. The ultimate goal of Project Pathways, the National Institutes of Health (NIH)-funded BUILD (Building Infrastructure Leading to Diversity) Program at Xavier, is to increase the number of students who enter graduate programs in biomedical disciplines, successfully earn terminal degrees, and enter the biomedical research workforce. Xavier's plan to meet this challenge is based on a holistic approach, providing an integrated and coordinated student support and research skills training network. This coordinated effort cuts across academic departments in biomedical disciplines, academic support offices that include the Student Academic Success Office (SASO), the Office of Career Services (OCS), and the Center for Undergraduate Research and Graduate Opportunity (CURGO), as well as the Center for the Advancement of Teaching and Faculty Development (CAT+FD) for faculty support and mentor training. This work seeks to counter the regular practice at higher education institutions that have yet to address the importance of integrated programming across academic programs, student support programs, and research programs. This lack of coordinated and integrated programming often leads to duplication of efforts and ineffective use of resources. Xavier's BUILD program intentionally provides mechanisms and safeguards to ensure that coordination and integration occur at all levels. The overall hypothesis of Project Pathways is that when in a systematic way underrepresented minorities are provided with: early awareness and deepening exposure to biomedical careers;supportive relationships for students as they move through the pathway;suitable infrastructure; andmeaningful student engagement in biomedical research experiences and adequate research resources, a higher number will succeed in first entering, and later successfully completing graduate programs, leading to increased diversity in the biomedical research workforce. Preliminary assessment results are very encouraging; these results show higher course pass rates and better student preparation overall. The Project Pathways' initiatives can be replicated at other institutions with similar goals.

Influence of the use of learning strategies in the level of research skills in postgraduate students in dentistry

Objetive: To determine if the use of learning strategies and motivation influence the level of research skills in postgraduate students in dentistry of the Universidad de San Martin de Porres. Materials and Methods: 130 students were surveyed with a non-response rate of 16.07% which belong to the programs of masters and specialities, which were randomly selected. We used two questionnaires 1) learning strategies and motivation and 2) questionnaire to evaluate the rsearch skills which was previously validated. Results: Descriptive analysis of the data, Chi2 and ANOVA was carried out to evaluate the association between the variables and the ratio of prevalence with the linear regression test of Poison. An association was found regarding the variables study time, previous scientific work, membership of a scientific association and antecedets of research and methods of study courses Chi2 (p<0.05), we also found association with motivation and learning strategies ANOVA (p<0.05) highlighting Internal motivation of the student and critical thinking in all stages of research (p<0.05). Conclusions: It was found that students who have a high level of use of learning strategies and motivation are almost three times more likely to have high research skills (RP: 2.82 CI = 1.55-5.14 ), Have a medium to high level of research skills (58%).

The efficacy of directed studies courses as a form of undergraduate research experience: a comparison of instructor and student perspectives on course dynamics

Directed studies (DS) courses are widely touted for their ability to enhance research skills in undergraduate students—yet little is known about the dynamics, motivations, and perceived outcomes connected to these specific types of undergraduate research experiences. Building on earlier qualitative research, in this paper we report the results of a self-report survey designed to directly compare instructor and student perspectives on DS course dynamics at a small, liberal arts university. Samples of students who completed DS courses and instructors who supervised them completed a survey assessing their motives, perceived outcomes, and barriers encountered in their course work. Parallel wording of items in instructor and student surveys permitted comparison of perceptions of DS course dynamics. Results indicated that there were many similarities in how both groups approached DS courses but that there were also several important differences in motives and perceived outcomes pointing to the need for greater communication between instructors and students about their expectations for the course.

Assessment for learning: using programmatic assessment requirements as an opportunity to develop information literacy and data skills in undergraduate students

Departments and programmes in higher education are required to participate in an increasing number of programme, course and student assessments. These assessment requirements are also opportunities to develop student skills related to scientific literacy and research, if students are included in the process of developing, administering and interpreting these assessments. This paper describes a course designed to build student research skills through incorporating undergraduate students into the process of programme review for a psychology department, a comprehensive assessment required of this department every five years. This course proved to be an effective way to engage students, as students developed and administered assessment surveys, analysed and interpreted results, and prepared both a professional report for the department as well as a research presentation. The paper discusses recommended course activities, and shows how this opportunity can benefit students and faculty in a myriad of ways.

The role of the programs of the Deanship of Scientific Research at King Saud University in developing the research skills of the students

The objective of the research is to identify the role of the Deanship of Scientific Research programs at King Saud University in developing the research skills of postgraduate students in the humanitarian faculties. The researcher relied on the descriptive descriptive method and the questionnaire as a research tool that was distributed to a sample of (351) female graduate students at King Saud University in the humanitarian colleges. Using the statistical program (SPSS), the research reached the following results: Scientific research at King Saud University in the development of research skills on the average of (2.87) of (5) with the estimate (I agree to some extent), and at the level of axes, the axis (development of skills related to access to information among students) , 90), with a grade (I agree to a certain extent) followed by a (Development of skills related to writing research) (2.85), an estimate (I agree to some extent), and finally the development of skills related to students' In the statistical analysis of female students and obtained an average of (2.82), with grade (I agree to some extent). There were statistically significant differences at (α0,05) in the responses of members of the research community for the benefit of the members of the research sample in the master stage. There were statistically significant differences at the level of (α0,05) in the responses of the members of the research sample in the faculties of (Education, Arts) and the responses of members of the research community in the faculties of Business Administration, Political Science and Law, Tourism and Archeology, Education, Arts). In light of the results, the researcher recommended a number of recommendations to develop the research skills of the students, including: Increasing the seminars, training courses and workshops offered by the Deanship of Scientific Research within the university. And to benefit from the staff members with high experience in the programs of the Deanship; to serve the postgraduate students, and provide assistance, and answer their questions. And to make the most of the means of social communication; to reach the largest possible segment of postgraduate students. And to hold periodic meetings with graduate students; to introduce the services of the Deanship.

Desarrollo de competencias investigativas en los estudiantes

The article explains the need for the development of research skills in students for the training of professionals committed to social development, by encouraging the development of skills, professional ethical values and personality qualities, such as independence, responsibility, creativity and commitment to the selected profession. The relationship between research skills and knowledge is argued, since these allow students to appropriate knowledge and analyze in a more critical and logical way the environment around them, which will allow them to face the solution of relevant problems.

Investigación formativa en el desarrollo de habilidades comunicativas e investigativas

The research sought to apply formative research, using strategies such as information gathering, research seminar and monograph to improve communication and research skills in university students. These strategies were linked to a profile of a promoter teacher that manages research methodology and incorporates it into their pedagogical practice. The research corresponds to the quantitative approach and the experimental level, with a quasi-experimental design with pre- and post-test. The sample consisted of 77 students (experimental group) and 63 (control group), who were applied pre and post test to measure their communication skills (listening, speaking, reading and writing) and investigative (observe, describe, analyze, synthesize and interpret). The instruments used to collect data were the written test and the rubric. The statistical analysis was based on the difference of means with Z distribution, with a confidence level of 95.0%. The results reflect that formative research has positive effects in the development of communicative and investigative skills; having passed, after the experiment, the qualifications obtained in the pre-test at 4.12 points, going from a poor level to a good level. In terms of communication skills, knowing how to speak and know how to write were the ones that developed the most. In relation to investigative skills, the ones that developed the most were analysis, synthesis and interpretation. These results show that, due to its effectiveness, formative research must become a permanent and gradual activity in university education.

TEACHING RESEARCH METHODOLOGY - THEORY, METHODS, PRACTICE: THE CASE FOR ENGLISH LANGUAGE MASTER PROGRAMME

The article considers the use of teaching methods in research methodology class for Master students doing the course in English. The author aims at defining the role and significance of the course in teaching Master students at Moscow State Institute of International Relations (University) and sets the following objectives: to identify conceptual barriers in perceiving research methodology, work out the algorithm of work aimed at building research skills of Master students; analyze the results of pilot teaching. The research methods used in working at the paper are as follows: questionnaire and analysis (in analyzing the results of pilot teaching and content analysis of the methodological part of several Master and PhD open access theses). The author uses activity and competence based approach in the combination with the didactic principles of visualization, systematization, consistency and accessibility. The paper analyzes the requirements of State Federal Education Standards in part of developing the research component of professionally relevant competences. The author identifies cognitive difficulties of perceiving theoretical and methodological material; builds the algorithm of work with conceptual apparatus offering a number of exercises aimed at forming research competence and creating simulation research discourse.

The experiment with the use of information and communications technology and mobile devices as a tool of formation of research skills of students

At the present stage of development of education one of the priority of the teaching methods is the method islets. The authors developed a system of laboratory work in mathematics, which embodies the islets teaching method. The article describes one of the laboratory work “determination of the number e by measuring the parameters of the CEP line”, doing that, the students get specific skills in post and carrying out the experiment turn, the skills of document design research findings. The authors give theoretical justification and the results of the laboratory work fact the number e, obtained in the course of the experiment.

The Views of Classroom Teachers on Project Tasks

This study was conducted in order to determine the opinions of the class teachers regarding the project tasks. For this purpose, semi-structured interviews were conducted with 47 classroom teachers. The obtained were subjected to content analysis using the MAXQDA 11 and coding of the data technique was used in the analysis techniques. Consequently, it was concluded that the main purpose of classroom teachers in providing students with project skills is to develop research skills of students, to demonstrate creativity skills of the pupils, to make them use the knowledge and skills they have and enable them to produce an output. criteria that project tasks consider when evaluating are direct factors such as student activity and written exam success, and indirect factors such as adherence to the project schedule, and cleanliness, rigor and discipline of the project.