Measuring and monitoring conceptions of research

Zhang, Ran; Zwaal, Wichard; Otting, Hans

doi:10.1080/03075079.2016.1172306

Cited by 3 publications

(6 citation statements)

References 13 publications

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“…Other students will uncritically or opportunistically use the research as a trampoline to, and justification for, the design solutions they are eager to propose. While viewing planning research either as social science based or design based may be unique to planning, misconceptions are evident among students in other disciplines too (see Zhang, Zwaal, and Otting 2018).…”

Section: Resultsmentioning

confidence: 99%

“…On the basis of the literature review (see Table 1) and the cluster analysis, we applied the following labels to describe the four distinct conceptions of planning research: (1) research as trading of ideas (Brew 2001, 2010); (2) research as gathering of evidence (Meyer, Shanahan, and Laugksch 2005, 2007); (3) research as precursor to design (Rocco, Biggs, and Büchler 2009); and (4) research as rhetoric (Meyer, Shanahan, and Laugksch 2005; Zhang, Zwaal, and Otting 2018). These categories align well with the preliminary theoretical framework that guided the study, and with earlier research.…”

Section: Resultsmentioning

confidence: 99%

“…The first was conducted by the same author team (Meyer, Shanahan, and Laugksch 2007), augmenting the same sample by twenty-seven students. The second study was conducted by separate authors who sampled 227 hotel management undergraduate students regarding their conceptions of research, and introduced an item for capturing students' stage in the program (Zhang, Zwaal, and Otting 2018). It found that research misconceptions peaked by the second year of study, but diminished by the third year as students consolidated and deepened their understandings of research (Zhang, Zwaal, and Otting 2018).…”

Section: Research Conceptions In "Planning As Social Science"mentioning

confidence: 99%

“…This is expected since study participants were Master's students. Zhang, Zwaal, and Otting (2018) note with regard to hotel management students that research 13. As long as I don't copy the exact words from a text, it is OK to take as many ideas as possible and use them to underpin my project.…”

mentioning

confidence: 99%

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Planning Students’ Conceptions of Research

Pojani

Kimpton

Rocco

2019

Journal of Planning Education and Research

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This study examines the conceptualizations of planning research by more than two hundred Master’s students enrolled in planning schools located throughout four continents. The study is set in the context of theories on the two main traditions of planning thought: “planning as a social science” and “planning as design.” The findings reveal that planning students typically have one of four conceptions of planning research: (1) research as trading of ideas, (2) research as gathering of evidence, (3) research as precursor to design, and (4) research as rhetoric. While the planning schools included in this study have diverse orientations (along the design–social science continuum), our findings suggest that planning students most often conceptualize this discipline as a social science. The orientation of a planning student’s current school or department appears to be more important in determining a student’s conception research than his or her undergraduate study major. While planning curricula are becoming more homogenized around the world, some national traditions persist which then affect how students regard planning research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Research Conceptions In "Planning As Social Science"mentioning

confidence: 99%

mentioning

confidence: 99%

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Planning Students’ Conceptions of Research

Pojani

Kimpton

Rocco

2019

Journal of Planning Education and Research

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“…They differentiated between conceptions of research as: solving problems; a search for the truth; re-search; an insightful process; and something that is misconceived. The instrument has recently been cross-validated in a sample of undergraduate students by Zhang, Zwaal, and Otting (2016). They also found differences in conceptions of teaching across PhD study years.…”

Section: Perspectives On Teaching and Researchmentioning

confidence: 99%

Perspective on Research and Teaching in Psychology: Enrichment or Burden?

Jucks

Hillbrink

2017

Psychology Learning & Teaching

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In Germany, most PhD psychology students are engaged in research and teach as well. As a result, they may experience both synergy and competition between these two activities. How do PhD psychology students themselves perceive the relationship between research and teaching? And how does this perception depend on their conceptions of research and teaching? The present study assessed conceptions of teaching (student vs teacher-focused, ATI-R), conceptions of research (CoRI) and the perceived relationship between research and teaching (open-ended question) as far as 63 PhD students in psychology were concerned. The perceived relationship was represented in terms of Compatibility (Commonality vs Dissimilarity) and Valence (Enrichment vs Burden). Results showed that conceptions of teaching were decisive for the research-teaching relationship. A teacher-focused conception of teaching was associated positively with the perceived Commonality of research and teaching, but negatively with perceived Enrichment. It is concluded that conceptions of teaching provide a promising approach for studying the research-teaching relationship. Theoretical and practical implications are discussed.

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Estrategias para la formación en competencias investigativas en educación superior: revisión narrativa

Leal-Barreto,

Rodríguez-Hernández

2024

magis

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Las competencias investigativas son importantes en la educación superior, pues promueven el desarrollo del pensamiento crítico creativo e innovador, la generación de conocimientos, el desarrollo de habilidades metodológicas, y la autonomía profesional, entre otros. El objetivo de este artículo es caracterizar las estrategias empleadas a nivel de educación superior en la formación de competencias investigativas. El artículo expone los resultados de la revisión de 46 artículos publicados entre 2018 y 2022 en Scopus y Web of Science. Los resultados se centran en describir las competencias investigativas desarrolladas, las prácticas investigativas, la relación docente-estudiante, y las perspectivas de los agentes educativos frente a las prácticas investigativas. A manera de conclusión, se resaltan estrategias enfocadas a incrementar la motivación de los estudiantes hacia la participación en procesos investigativos, el fortalecimiento de la relación docente-estudiante, y la incorporación de prácticas investigativas para fomentar el gusto por la investigación y promover el desarrollo de diferentes habilidades investigativas, entre ellas las metodológicas.

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Measuring and monitoring conceptions of research

Cited by 3 publications

References 13 publications

Planning Students’ Conceptions of Research

Planning Students’ Conceptions of Research

Perspective on Research and Teaching in Psychology: Enrichment or Burden?

Estrategias para la formación en competencias investigativas en educación superior: revisión narrativa

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