Student Perceptions of Staged Transfer to Independent Research Skills During a Four-year Honours Science Undergraduate Program

Abstract

We describe interim results of an ongoing longitudinal pedagogical study investigating the efficacy of the Honours Integrated Science Program (iSci). We describe the pedagogical methods we use to prompt research skill development in a model from instructor-dependence to independent original research. We also describe a tool we use to help students organise their group research during their first attempts. Finally, we discuss students’ perceptions of how well iSci develops their research skills. Our results show that students are attracted to the iSci program because of the opportunities for research-based learning and skills development. We also found that in-program students value research skill development as a tool for successful completion of their degree and for their future academic or career plans. We conclude that our study methods help identify areas where we can support our students by building their research confidence and, in particular, their time-management skills. Nous présentons une description des résultats intérimaires d’une étude pédagogique longitudinale qui vise à évaluer l’efficacité du programme spécialisé intégré de sciences (iSci). Nous faisons une description des méthodes pédagogiques que nous utilisons pour déclencher le développement des compétences en recherche au sein d’un modèle qui va de la recherche qui dépend de l’instructeur à la recherche indépendante originale. Nous décrivons également un outil que nous utilisons pour aider les étudiants à organiser leur recherche par groupe au cours de leurs premières tentatives. Pour finir, nous discutons les perceptions des étudiants sur la manière dont le programme iSci développe leurs compétences en recherche. Nos résultats indiquent que les étudiants sont attirés vers le programme iSci à cause des occasions d’apprentissage basé sur la recherche et de développement des compétences. Nous avons également remarqué que les étudiants inscrits au programme apprécient le développement de compétences en recherche en tant qu’outil qui leur servira à terminer leurs études et à obtenir leur diplôme, ou pour leurs projets de carrière, à l’avenir. En conclusion, nous déclarons que nos méthodes d’études aident à identifier les domaines où nous pouvons soutenir les étudiants en renforçant leur confiance en matière de recherche et, en particulier, leurs compétences en gestion du temps.

The benefits of sustained undergraduate inter-programme collaborations between international partners

“…This paper is a result of ongoing pedagogical research links between the programs, which offer a larger or more diverse or JOURNAL OF LEARNING AND TEACHING IN HIGHER EDUCATION comparative study population than considering each cohort separately, helping to distinguish between local effects and general trends. Other examples of this research collaboration include McMaster's Longitudinal Study (Symons et al, 2017), which examines the effectiveness of the programmes in preparing students for their next academic step and has produced instruments which Leicester now uses for evaluating skills development in their students. Future plans include comparative studies and using the combined pool of students for student-initiated pedagogical research projects.…”

“…Similarities in pedagogical approach: Neither of our programmes teach in the traditional university lecture style. Leicester uses Problem-Based Learning (PBL), although in a form that incorporates some extensive scaffolding (Gretton, Raine, &, Bartle, 2013), while McMaster has developed a PBLrelated style, heavily influenced by research methods (Symons et al, 2017). While not identical, the two are close enough that when we introduce students to our partner institution's resources, they do not find the pedagogical approaches there to be alien, or to be a barrier to learning.…”

Desarrollo de competencias investigativas en estudiantes de las Ciencias de la Salud. Sistematización de experiencias

“…Denominaciones de las intervenciones realizadas en los artículos incluidos. Denominación del programa n Denominación del programa n Currículo basado en competencias ("Competency-based curriculum") 6 1 Programa de investigación estudiantil en medicina ("Student research program in Medicine") 7 1 Experiencia de investigación en pregrado ("Undergraduate research experience") 8 1 Programa de licenciatura de ciencias ("Science degree program") 9 1…”

Entrepreneurship Business Research Skills

“…Research skills can be mapped to one of the four dimensions outlined earlier In an academic environment, a phased approach is preferred with tutors presenting increasingly complex scenarios for students to research, with the final stages extending student autonomy to choose their own research; this is usually the case for a final year student research project. (Symons et al 2017;Torres and Jansen, 2016) In addition, Inquiry Based Learning (IBL) approaches are favored due to the similarity between the phases of research and inquiry based teach (Davis et al, 2006) Plowright, 2016 suggests a new model of research is needed that incorporates the rigor of traditional research but explores the application of research at a contextual level. He uses a FRaIM model that contextualizes research questions from professional, organizational, policy, national and theoretical contexts to ensure research is directed at relevant emerging needs.…”