Research-based learning in the education process of a higher education institution
DOI:
https://doi.org/10.34069/AI/2023.64.04.20Palabras clave:
curriculum, institution of higher education, research-based learning, research activity, research skills.Resumen
The article examines the issue of research-based learning in the education process of institutions of higher education. The aspect of formation of research skills in students is central in our research. The following research methods have been applied: theoretical ? the secondary analysis of philosophical, psychological, and pedagogical sources on the issue under consideration, which has given the possibility to systematize and generalize the available data; comparative ? has allowed finding a new angle in the issue of the role of research-based learning in the education process of higher education institutions. Besides, in our research we also rely on the data gathered personally while implementing curriculum direted on the development of research-and-development skills in students of a higher education institution. The results of the study allow concluding that that the research-based learning involves the introduction of scientific research methods into the process of educational cognition at all its stages (from perception to application in practice), determines ways of organizing educational and extracurricular research activities of students. Its result is a set of acquired knowledge and formed skills when solving research tasks in various social and professional situations.
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Rossum, E.J., & Schenk, S.M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54(1), 73–83. https://doi.org/10.1111/j.2044-8279.1984.tb00846.x
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Seymour, E., Hunter, A., Laursen, S.L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131
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Shostak, S., Girouard, J., Cunningham, D., & Cadge, W. (2010). Teaching graduate and undergraduate research methods: A multipronged departmental initiative. Teaching Sociology, 38(2), 93–105. https://doi.org/10.1177/0092055X10364009
Tretko, V. (2015). The teaching-research nexus in a higher school of Great Britain. Scientific Bulletin of Uzhhorod University. Series: Pedagogy. Social Work, 36, 179–183. (In Ukranian)
Vermunt, J.D., & Vermetten, Y.J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359–384. https://doi.org/10.1007/s10648-004-0005-y
Vieno, K., Rogers, K.A., & Campbell, N. (2022). Broadening the Definition of “Research Skills” to Enhance Students’ Competence across Undergraduate and Master’s Programs. Education Sciences, 12(10), 642. https://doi.org/10.3390/educsci12100642
Wuetherick, B. (2009). Unpacking the teaching-research nexus and its influence on academic practice. Academic Matters. Retrieved from: https://acortar.link/YnqzX7
Willison, J. (2012). When academics integrate research skill development in the curriculum. Higher Education Research and Development, 31(6), 905–919. https://doi.org/10.1080/07294360.2012.658760
Willison, J., & O’Regan, K. (2006). Research skill development framework. Adelaide. Retrieved from: https://www.adelaide.edu.au/melt/ua/media/51/rsd-framework.pdf
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research and Development, 26(4), 393?409. https://doi.org/10.1080/07294360701658609
Anderson, S.G. (2002). Engaging students in community-based research: A model for teaching social work research. Journal of Community Practice, 10, 71–87. https://doi.org/10.1300/J125v10n02_05
Balloo, K., Pauli, R., & Worrell, M. (2016). Individual differences in psychology undergraduates’ development of research methods knowledge and skills. Procedia ? Social and Behavioral Sciences, 217, 790–800. https://doi.org/10.1016/j.sbspro.2016.02.147
Balloo, K., Pauli, R., & Worrell, M. (2018). Conceptions of research methods learning among psychology undergraduates: A Q methodology study. Cognition and Instruction, 36 (4), 279–296. https://doi.org/10.1080/07370008.2018.1494180
Bloom, B.S. (1954). Taxonomy of Educational Objections. Handbook I. Cognitive Domain. David Me Key.
Clark, T., & Hordosy, R. (2019). Undergraduate experiences of the research / teaching nexus across the whole student lifecycle. Teaching in Higher Education, 24(3), 412?427. https://doi.org/10.1080/13562517.2018.1544123
Crebert, G., Bates, M., Bell, B., Patrick, C., & Cragnolini, V. (2004). Developing generic skills at university, during work placement and in employment: Graduates’ perceptions. Higher Education Research and Development, 23 (2), 147–165. https://doi.org/10.1080/0729436042000206636
European Commission / EACEA / Eurydice (2020). The European Higher Education Area in 2020: Bologna process implementation report. Luxembourg: Publications office of the European Union.
Fanghanel, J., Potter, J., Pritchard, J., & Wisker, G. (2016). Defining and supporting the Scholarship of Teaching and Learning (SoTL): a sector-wide study. Higher Education Academy.
Gros, B., Viader, M., Cornet, A., Martínez, M., Palés, J., & Sancho, M. (2020). The research-teaching nexus and its influence on student learning. International Journal of Higher Education, 9(3), 109?119. https://doi.org/10.5430/ijhe.v9n3p109
Jenkins, A. (2008). Adaptation of US undergraduate research schemes for mainstream development in the UK and other international contexts: Principles and policies. Retrieved from: http://www2.warwick.ac.uk/fac/cross_fac/iatl/cetl/resources
Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. Higher Education Academy.
Kennedy, D., Hyland, Á., & Ryan, N. (2006). Writing and using learning outcomes: a practical guide, article C 3.4-1 / In E. Froment, J. Kohler, L. Purser & L. Wilson (Eds.), EUA Bologna Handbook. Making Bologna Work. Berlin: Raabe Verlag.
Kozlov, D.O. (2015). Managerial competence of an educator: theory and practice of formation. Sumy: VVP-Mriia. (In Ukranian)
Laidlaw, A., Aiton, J., Struthers, J., & Guild, S. (2012). Developing research skills in medical students: AMEE Guide, No.69. Medical Teacher, 34(9), 754–771. https://doi.org/10.3109/0142159X.2012.704438
McKinley, J., McIntosh, S., Milligan, L., & Miko?ajewska, A. (2021). Eyes on the enterprise: problematising the concept of a teaching-research nexus in UK higher education. Higher Education, 81, 1023–1041. https://doi.org/10.1007/s10734-020-00595-2
Meniailo, V. (2015). Modern approaches to define the essence and structure of student research ac?ivi?y. Pedagogy of creative personality formation in higher and general academic schools, 43(96), 528?536. (In Ukranian)
Morozov, V. (2014). Research activity of an educator: directions of realization. Bulletin of the Institute of Child Development. Series: Philosophy, Pedagogy, Psychology, 31, 10–14. URL: http://nbuv.gov.ua/UJRN/Vird_2014_31_3
Murtonen, M., Olkinuora, E., Tynjala, P., & Lehtinen, E. (2008). “Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses. Higher Education, 56(5), 599–612. https://doi.org/10.1007/s10734-008-9113-9
Paul, J.-R., & Tansy, J. (2020). A phenomenographic study of research informed teaching through the eyes of masters’ students. Studies in Higher Education, 45(4), 847?861. https://doi.org/10.1080/03075079.2018.1554640
Perron, B.E., Victor, B.G., Hiltz, B.S., & Ryan, J. (2020). Teaching Note ? Data Science in the MSW Curriculum: Innovating Training in Statistics and Research Methods. Journal of Social Work Education, 58 (1), 193?198. https://doi.org/10.1080/10437797.2020.1764891
Povidaichyk, O. (2019). Formation of informational culture of a future social worker in the process of professional training (Unpublished doctoral dissertation). Volodymyr Hnatyuk Ternopil National Pedagogical University.
Povidaichyk, O., & Borshch, K. (2013). Organization of practical training for social work masters. Scientific Bulletin of Uzhhorod University. Series: Pedagogy. Social Work, 28, 123–126. URL: http://nbuv.gov.ua/UJRN/Nvuuped_2013_28_34
Rossum, E.J., & Schenk, S.M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54(1), 73–83. https://doi.org/10.1111/j.2044-8279.1984.tb00846.x
Salmento, H., & Murtonen, M. (2019). The roles of epistemic understanding and research skills in students’ views of scientific thinking. In M. Murtonen, K.Balloo (Eds.), Redefining scientific thinking for higher education, higher-order thinking, evidence-based reasoning and research skills (pp.31–57). Palgrave Macmillan.
Salmento, H., Murtonen, M., & Kiley, M. (2021). Understanding teacher education students’ research competence through their conceptions of theory. Frontiers in Education, 6, e763803. https://doi.org/10.3389/feduc.2021.763803
Seymour, E., Hunter, A., Laursen, S.L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. Science Education, 88(4), 493–534. https://doi.org/10.1002/sce.10131
Shaw, K., Holbrook, A., & Bourke, S. (2013). Student experience of final-year undergraduate research projects: An exploration of “research preparedness”. Studies in Higher Education, 38(5), 711–727. https://doi.org/10.1080/03075079.2011.592937
Shostak, S., Girouard, J., Cunningham, D., & Cadge, W. (2010). Teaching graduate and undergraduate research methods: A multipronged departmental initiative. Teaching Sociology, 38(2), 93–105. https://doi.org/10.1177/0092055X10364009
Tretko, V. (2015). The teaching-research nexus in a higher school of Great Britain. Scientific Bulletin of Uzhhorod University. Series: Pedagogy. Social Work, 36, 179–183. (In Ukranian)
Vermunt, J.D., & Vermetten, Y.J. (2004). Patterns in student learning: Relationships between learning strategies, conceptions of learning, and learning orientations. Educational Psychology Review, 16(4), 359–384. https://doi.org/10.1007/s10648-004-0005-y
Vieno, K., Rogers, K.A., & Campbell, N. (2022). Broadening the Definition of “Research Skills” to Enhance Students’ Competence across Undergraduate and Master’s Programs. Education Sciences, 12(10), 642. https://doi.org/10.3390/educsci12100642
Wuetherick, B. (2009). Unpacking the teaching-research nexus and its influence on academic practice. Academic Matters. Retrieved from: https://acortar.link/YnqzX7
Willison, J. (2012). When academics integrate research skill development in the curriculum. Higher Education Research and Development, 31(6), 905–919. https://doi.org/10.1080/07294360.2012.658760
Willison, J., & O’Regan, K. (2006). Research skill development framework. Adelaide. Retrieved from: https://www.adelaide.edu.au/melt/ua/media/51/rsd-framework.pdf
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research and Development, 26(4), 393?409. https://doi.org/10.1080/07294360701658609
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2023-05-30
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Bartosh, O., Danko, D., Kanyuk, O., Hodovanets, N., & Myhalyna, Z. (2023). Research-based learning in the education process of a higher education institution. Amazonia Investiga, 12(64), 208–216. https://doi.org/10.34069/AI/2023.64.04.20
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