The Impact of a Multifaceted Approach to Teaching Research Methods on Students’ Attitudes

2012 ◽  
Vol 40 (1) ◽  
pp. 20-25 ◽  
Author(s):  
Natalie J. Ciarocco ◽  
Gary W. Lewandowski ◽  
Michele Van Volkom
Keyword(s):  
Research Methods ◽  
Multifaceted Approach ◽  
Teaching Research ◽  
Approach To Teaching ◽  
Students Attitudes ◽  
The Impact

The impact of the Sports Science Students' Attitudes towards the Scientific Research Methods Course on their Critical Thinking Skills

2021 ◽  
Vol 15 (10) ◽  
pp. 3004-3008
Author(s):  
Hikmet Turkay
Keyword(s):  
Critical Thinking ◽  
Research Methods ◽  
Scientific Research ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Methods Course ◽  
Science Students ◽  
Sports Science ◽  
Students Attitudes ◽  
The Impact

Background: Scientific research processes are of capital significance in defining problems from a critical perspective, identifying the variables, determining the relationships between these problem variables, and finding solutions to existing issues. Aim: Based on this direction, the current study aimed to examine the effects of sports science students' attitudes towards scientific research methods course on their critical thinking skills considering various variables. Methods: The study group, determined by a simple random sampling method, comprised 412 students with an average age of 21.92, studying in sports sciences. "Attitude Scale Towards Scientific Research Course" and "Critical Thinking Skills Scale" were used to scale students' scientific research and critical thinking skills. Results: The study determined that while there was no significant difference between the students according to the gender variable, there were differences according to the department and class variables. Conclusion: As a result, there is a positive relationship between students' attitudes towards scientific research methods and their critical thinking skills. Keywords: Sport Sciences, Scientific Research, Critical Thinking

scholarly journals Translanguaging in a Chinese university CLIL classroom: Teacher strategies and student attitudes

2021 ◽  
Vol 11 (2) ◽  
pp. 265-289
Author(s):  
Xiaozhou (Emily) Zhou ◽  
Steve Mann
Keyword(s):  
Language Proficiency ◽  
Learning Process ◽  
Student Attitudes ◽  
Classroom Teacher ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Chinese University ◽  
Approach To Teaching ◽  
Students Attitudes ◽  
The Impact

Pedagogical translanguaging has been extensively researched over the past decade. Yet, little is known about the attitudes of students towards this practice. Students constitute an integral part of classroom interactions and their learning process is significantly affected by teachers’ classroom discourse. This action research (AR) study, situated in a Chinese university Content and Language Integrated Learning (CLIL) reading classroom and aided by lesson recordings and two sets of questionnaires, explores the translanguaging strategies employed by the teacher as well as the students’ attitudes to such strategies. Through incorporating feedback collected from students regarding the teacher’s modifications of language use, the study has demonstrated how the teacher mobilizes her full linguistic resources, in the form of translanguaging, to achieve pedagogical outcomes, which eventually leads to the establishment of a mutually beneficial classroom ecology. The study also indicates that advanced EFL learners, highly motivated to improve language proficiency and acquire subject content unanimously reject the traditional monolingual approach to teaching. The findings call for further research into the impact of pedagogical translanguaging on students’ learning process in multilingual classrooms.

The power of collaboration: Reflections on a collaborative approach to teaching research methods in public administration

2019 ◽  
Vol 38 (2) ◽  
pp. 101-112 ◽  
Author(s):  
EK Sarter
Keyword(s):  
Social Science ◽  
Public Administration ◽  
Research Methods ◽  
Collaborative Approach ◽  
Knowledge And Skills ◽  
Course Content ◽  
Hands On ◽  
Teaching Research ◽  
Negative Perceptions ◽  
Approach To Teaching

The ability to engage with empirical research in a meaningful way is a vital skill for public administration (PA) students and graduates. Yet, while research methods are essential skills for PA students, it is widely acknowledged that teaching research methods in the context of social science programmes and PA in particular faces challenges. To address these challenges, namely negative perceptions of research methods in combination with misconceptions about the value of methodological knowledge and skills and the resulting lack of engagement, different approaches have been put forth. These comprise stronger links between the course content and research methods as well as the integration of hands-on experiences. This article presents a reflective analysis of a collaborative approach, which integrates hands-on experience while highlighting the value of methodological skills and knowledge for public sector organisations and linking research methods to students’ future careers.

An inquiry-based approach to teaching research methods in Information Studies

2012 ◽  
Vol 29 (1) ◽  
pp. 19-38 ◽  
Author(s):  
Kendra Albright ◽  
Robert Petrulis ◽  
Ana Vasconcelos ◽  
Jamie Wood
Keyword(s):  
Research Methods ◽  
Information Studies ◽  
Teaching Research ◽  
Approach To Teaching

scholarly journals Developing Students Autonomy And Self-Regulation Thought A Co-Teaching Research Methods Experience

2015 ◽  
Vol 8 (1) ◽  
pp. 25-32
Author(s):  
Maria G. Fabregas Janeiro ◽  
M. Leticia Gaeta Gonzalez
Keyword(s):  
Doctoral Students ◽  
Research Methods ◽  
Self Regulation ◽  
Teaching Experience ◽  
The United States ◽  
Research Software ◽  
Teaching Research ◽  
On Line ◽  
Level Of Understanding ◽  
The Impact

The College of Human Sciences at Oklahoma State University (OSU) and Universidad Popular Automa del Estado de Puebla (UPAEP) decided to offer Pedagogy Doctoral students from Mexico a 3 week co-teaching research methods experience. Two professors, one from each institution (OSU and UPAEP), designed the syllabus to offer a co-teaching experience in the United States. The objective of the course was to enhance students success in their research dissertation project, contributing to develop students autonomy and self-regulation while offering Mexican students an international experience at OSU and at the same time allowing students to access OSU facilities, including the library databases and different research software. Two evaluations were conducted to assess the effectiveness of the course and the impact in the students autonomous learning. The first assessment was conducted at the end of the course through a semi-structured personal interview. The second evaluation was conducted six months after concluding the experience and included one on-line survey. During both evaluations the students agreed that a co-teaching experience was beneficial because the course combined two kinds of expertise and the teaching styles of both professors. The study concluded that co-teaching experience was useful in the students journey to become autonomous learners and the level of understanding of the topics studied the students self-directed and self-regulated process and the achievement of the students expectations.

Sign in / Sign up

Export Citation Format

Share Document