Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

Al‐Maktoumi, Ali; Al-Ismaily, Said; Kacimov, A. R.

doi:10.1080/03098265.2016.1140130

Cited by 18 publications

(11 citation statements)

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“…RBL used for the exercise provides students with an opportunity to practice their metacognitive abilities and foster critical thinking, abilities to make predictions, causative factors, propose and present constructive arguments. This is done/measured via/through oral presentations and final reports which all are the core components of any scientific research " [20]. RBL can develop learning reform in higher education so that the quality of learning is increased.…”

Section: B Discussionmentioning

confidence: 99%

Research-Based Learning (RBL): How to Improve Problem Solving Skills?

Susiani¹,

Hidayah²,

Suhartono³

et al. 2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

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Problem solving skills are part of the 21 st century competencies that need to be drilled to prospective teachers. Research-based learning (RBL) is an alternative model of learning that can improve problem solving skill. This research was carried out to describe how the application of the implementation and effects of the RBL to improve problem solving skill Pre-Service Teacher Training and Education students. Qualitative approach was used in this classroom research. The participants in this study consist of 106 students. Data were collected using observation and test. This phase of the RBL that student learning can be applied; formulating a general question; overviewing of research-literature; defining the question; planning activities, clarifying research methods/methodologies; undertaking investigation, analyzing data; interpretation and consideration of results; reporting and presenting the results. The results of the research indicated that the implementation RBL can improve problem solving skills. It is proved by the fact that the students were able to show their ability of problem identification, representation, election strategy, implementation and evaluation. This research were used to make more sure the previous research that implemented the RBL can improve the quality learning process and provides a different learning experience which can improve the problem solving skill.

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Section: B Discussionmentioning

confidence: 99%

Research-Based Learning (RBL): How to Improve Problem Solving Skills?

Susiani¹,

Hidayah²,

Suhartono³

et al. 2019

Proceedings of the 3rd International Conference on Current Issues in Education (ICCIE 2018)

View full text Add to dashboard Cite

show abstract

“…In addition, relevant empirical research shows a broad spectrum of encouraging insights with regard to specific goal dimensions of climate literacy. For instance, various studies were able to point out positive effects of IBL on critical-thinking skills (e.g., [31][32][33][34]). Duran and Dökme [35] could prove a better support of critical thinking via IBL in comparison with conventional approaches.…”

Section: Inquiry-based Learning As a Promising Approach For Climate C...mentioning

confidence: 99%

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

2022

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Education is of great importance in the context of climate change, as it can promote pro-environmental behaviour. However, climate change education is accompanied by didactic and pedagogical challenges because, among other reasons, climate change is a complex phenomenon and many people have a psychological distance to the topic. A promising approach to face these challenges is inquiry-based learning (IBL), as several studies show. To date, however, there are barely any empirically tested instructional designs, especially for close-to-science IBL, focusing on climate change. The study presented here therefore addresses the question of how a science propaedeutic seminar for upper secondary schools on the regional implications of climate change should be designed to ensure successful learning processes. Based on the design-based research approach, qualitative research methods (focus group discussions, semi-standardised written teacher surveys, and participant observations) were used to identify target-oriented design guidelines and implementation principles for such seminars. In the seminars, 769 students have so far researched different aspects of climate change in their own regions. The identified design guidelines and implementation principles were further operationalised for teaching practice, so that the research generated both a contribution to theory building and an applicable concept for schools.

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“…The presence of RBL because of the 20th Century, the University is more positioning itself as a teaching-based campus. Therefore, campus in the 21st Century is transformed into a campus that not only carries out education and learning for students but is research-based (Al-Maktoumi, et al, 2016). The RBL model is beneficial for students to know the content of the material, but they also have the opportunity to practice researching by working in groups or individually to solve problems, to encourage the development of CTS (Smith & Rust, 2011).…”

Section: Introductionmentioning

confidence: 99%

Research Based Learning: Added Value in Students' Science Critical Thinking Skills

Reyk

Leasa

Talakua

et al. 2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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Many new learning models in the 21st century have emerged in improving students' academic skills, one of which is research-based learning (RBL). This pedagogic and constructivist model connects research and learning in improving students' critical thinking skills (CTS). The results of the study show that studies in empowering students' CTS using RBL are still limited. Therefore, exploration and deeper measurement of CTS with the RBL model were carried out through this study. The purpose of this study was to improve students' CTS using the RBL learning model. The results of the ANCOVA test showed that there was an effect of the RBL model in improving students' CTS. Descriptive data also shows that the average value of CTS is 72.70 using RBL, while students who take part in learning using conventional models show an average value of critical thinking skills of 58.30. Thus, RBL can be recommended in increasing the CTS of elementary school students in science learning.

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Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

Cited by 18 publications

References 50 publications

Research-Based Learning (RBL): How to Improve Problem Solving Skills?

Research-Based Learning (RBL): How to Improve Problem Solving Skills?

Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach

Research Based Learning: Added Value in Students' Science Critical Thinking Skills

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