Research skills that men and women developed at university and then used in workplaces

Ain, Chean Toing; Sabir, Fizza; Willison, John

doi:10.1080/03075079.2018.1496412

Cited by 36 publications

(26 citation statements)

References 35 publications

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“…What about our learning is distinctively sapiens? We have big brains, proportionally, but Neanderthals had a bigger brain volume [33] and still died out. As noted early in this chapter, Homo sapiens have been very efficient at solving problems whose solutions created new problems which emerged days, years or centuries later.…”

Section: Billion Brains: Learning From Human Prehistory To Contemmentioning

confidence: 99%

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The Models of Engaged Learning and Teaching

Willison

2020

SpringerBriefs in Education

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SpringerBriefs in Education We are delighted to announce SpringerBriefs in Education, an innovative product type that combines elements of both journals and books. Briefs present concise summaries of cutting-edge research and practical applications in education. Featuring compact volumes of 50 to 125 pages, the SpringerBriefs in Education allow authors to present their ideas and readers to absorb them with a minimal time investment. Briefs are published as part of Springer's eBook Collection. In addition, Briefs are available for individual print and electronic purchase.

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Section: Billion Brains: Learning From Human Prehistory To Contemmentioning

confidence: 99%

“…Of the many MELT, only three have undergone some long-term evaluation-the RSD [31][32][33], OPS [34] and the WSD [35,36]. Conceptual frameworks cannot be effectively evaluated through any one trial because ways of interpreting and implementing a conceptual framework vary markedly.…”

Section: Trusting the Melt?mentioning

confidence: 99%

The Models of Engaged Learning and Teaching

Willison

2020

SpringerBriefs in Education

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“…This framework arranged systematically to highlight and to facilitate the development of college students in carrying out research. Many skills related to HOTs can be trained by this framework, for instance, problem-solving skill and critical thinking skill, discipline-specific research skill and a capacity of lifelong learning (Ain, 2019;Willison, 2016).…”

Section: The Rsd Frameworkmentioning

confidence: 99%

Investigating Existence of Research Skills in Pre-Service Science Teachers’ Lesson Plan Document

Haryati

Sukarno

Siswanto

et al. 2020

Journal for the Education of Gifted Young Scientists

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The article focuses on investigating the existence of research skill in pre-service science teachers' lesson plan. A content analysis was employed as a research method to analyze lesson plan documents made by pre-service science teachers. A number of eighty participants who are college students in department of science education in a state university in Indonesia contributed in creating lesson plan. The documents were then analyzed using Research Skill Development (RSD) frameworks. The findings show that there are three types of lesson plan chosen to be developed: cooperative learning (CL), direct instruction (DI), and guided inquiry (GI). The model of GI lesson plan is the highest proportion among other lesson plan model's crafted by pre-service science teachers. In addition, sixty documents of lesson plan integrate research skill. When these elaborated using RSD frameworks, fifty documents was in prescribed research; ten documents was in bounded research with depicting a comprehensive six facets of RSD frameworks. An implication of this present study indeed is how to create an appropriate strategy in applying the lesson plan model for students in the classroom including gifted students.

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“…However, it was also found that there was a risk that the thinking skills developed may atrophy. A follow-up series of studies looked at the explicit use of MELT across multiple semesters of a degree in Media [3,4], Oral Health [5] and Animal Science [6].…”

Section: Undergraduatementioning

confidence: 99%

How Do We Arrange?

Willison

2020

The Models of Engaged Learning and Teaching

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How Do We Arrange? One of the most common questions is 'how do others use the MELT?' When turning to the MELT, educators want more than a philosophy; they are looking for a framework that can give tangible starting points for facilitating sophisticated learning. This chapter provides examples of the ways that others have arranged MELT, to inspire educators to adapt the MELT to diverse contexts. Inspiration is provided through the diversity of contexts and approaches, rather than a narrow range of age-or contentspecific resources. Specifically, in this chapter shows how educators have used their own adaptations of the MELT to benefit student learning, with examples and links applicable to early childhood, primary, secondary, technical education, undergraduate, coursebased master's, and doctoral programmes. There are also examples that span across disciplinary learning and transdisciplinary projects, and those that are aligned to Direct Instruction or to discovery learning. In terms of modelling the MELT facets, they maybe taught and learned in the sequence presented in Chap. 2. However, in reality, sophisticated learning is frequently non-sequential, messy and recursive. A linear, sequential approach can be used early-on with students in highly prescriptive activities, and in contexts where they have little experience: this is the case whether in primary, middle and secondary school, undergraduate, Master's and sometimes the early months of Ph.D. studies. Once students can begin to make some decisions and display autonomy in their learning, they will employ the facets non-sequentially. The figures below are screenshots of resources available online that are presented not to read in themselves, but to refer to the associated weblink.

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Research skills that men and women developed at university and then used in workplaces

Cited by 36 publications

References 35 publications

The Models of Engaged Learning and Teaching

The Models of Engaged Learning and Teaching

Investigating Existence of Research Skills in Pre-Service Science Teachers’ Lesson Plan Document

How Do We Arrange?

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