A Crossword Puzzle Can Teach Research Terms

Brand, Karen Paulsen

doi:10.1177/019394599101300210

Cited by 6 publications

(2 citation statements)

References 6 publications

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“…A parallel can be drawn in the evaluation procedures in research methods courses as well. For example, formative assessment in research methods can include testing vocabulary (e.g., Brand, 1991), learning to use APA style (Greenberg, 2015), organizing and writing a research report (Owen, 2016), and other skills that help in building research fluency (Robertson & Kingsley, 2015). Summative assessment tools are the final products in the form of article analyses, research papers, and oral/poster presentations that are indicators of the overall goal of research proficiency (e.g., Campisi & Finn, 2011; Guillory & Blankson, 2017).…”

Section: Teaching How To Speak Research In the Introductory Methods C...mentioning

confidence: 99%

Teaching students to speak fluent “research”.

Brinthaupt¹,

Ananth²

2018

Scholarship of Teaching and Learning in Psychology

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There are many challenges to teaching and learning research methods in higher education. In this paper, we address these challenges by exploring the parallels between learning a new or foreign language and learning to speak "research." We propose that teaching beginning-level research methods is in many ways analogous to teaching students how to learn a new language. We highlight the similarities between foreign and research language learning by emphasizing the ways that teachers can enhance their students' research fluency and proficiency. Our recommendations for teaching research methods include learning the vocabulary, speaking with other language learners, communicating formally in the new language, evaluating research fluency and proficiency, and creating and maintaining a "learning a new language" theme. Informed by the pedagogical practices found in the field of foreign language teaching and learning, this paper provides a new approach to engaging students in research methods courses.

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Section: Teaching How To Speak Research In the Introductory Methods C...mentioning

confidence: 99%

Teaching students to speak fluent “research”.

Brinthaupt¹,

Ananth²

2018

Scholarship of Teaching and Learning in Psychology

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“…One study in medicine, for example, used crossword puzzles to determine student perceptions of learning essential medical concepts and vocabulary (Saxena, Nesbitt, Pahwa, & Mills, ), and another study in information technology (IT) researched the usefulness of crossword puzzles as an alternative teaching method to impart IT‐related vocabulary (Whisenand & Dunphy, ). Nursing students found crossword puzzles effective in alleviating the ennui often associated with the learning and rote memorization of basic research terminology (Brand, ). A study in which business majors did a crossword puzzle that focused on microeconomics terms found that the experimental group, which used the puzzle to study for a quiz, scored significantly higher on the quiz than the control group, which used a traditional study guide handout (Lin & Dunphy, ).…”

Section: Crossword Puzzle Studiesmentioning

confidence: 99%

The Potential of Crossword Puzzles in Aiding English Language Learners

Merkel

2016

TESOL Journal

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In an academic environment, teachers utilize crossword puzzles to help students learn or remember terminology. Outside the classroom, typically in daily newspapers, crosswords aid in vocabulary development, used as a learning tool, a leisure activity, or both. However, both the content and the grid structure of the crosswords in these two environments differ greatly. Consequently, English language learners (ELLs) may struggle to adapt to the challenging grid as well as the U.S. culture-centric focus of a daily crossword. The purpose of this article is thus to consider as a vocabulary learning task a crossword puzzle whose content is designed specifically for ELLs, yet still abides by the grid structure of a daily crossword. Three graduate school-level ELLs worked on such a crossword; their thoughts on doing a crossword were analyzed through a written survey and discussion that was recorded and transcribed. Results reveal that participants were frustrated by the cultural components and context-less nature of the puzzle when working alone, but felt more positive and made substantial progress when working collaboratively.

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Teaching nursing research to undergraduates: A text analysis of instructors' intentions

Porter

Mansour

2003

Research in Nursing & Health

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Reviews of teaching strategies for undergraduate nursing research have been organized according to (a) the type of learning to be achieved, such as learning by doing, or (b) the specific teaching strategy, such as a poster session. For this text analysis, a new tack was taken to reveal the intentions of undergraduate nursing research instructors for student learning. Giorgi's (1985) descriptive phenomenological method was used to analyze 77 narrative reports of instructors about research teaching strategies. Seven intentions were identified, including desensitizing negative perceptions about research and stimulating collaborative learning about research. The intentions were contrasted in scope and relevance to frameworks organized according to learning goals or teaching techniques. The relevance of the intentions was considered in relation to critical trends influencing nursing education.

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A Crossword Puzzle Can Teach Research Terms

Cited by 6 publications

References 6 publications

Teaching students to speak fluent “research”.

Teaching students to speak fluent “research”.

The Potential of Crossword Puzzles in Aiding English Language Learners

Teaching nursing research to undergraduates: A text analysis of instructors' intentions

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