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1 – 7 of 7Sri Setiawaty, Nuraini Fatmi, Ayu Rahmi, Ratna Unaida, Fakhrah, Izkar Hadiya, Iryana Muhammad, Mursalin, Muliana, Rohantizani, Alchalil and Ratih Permana Sari
Purpose – The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students’…
Abstract
Purpose – The aim of this study is to determine the effects of inquiry instruction incorporating with STEM learning on Chemistry Education of Malikussaleh University students’ science process skills and science attitudes.
Design/Methodology/Approach – The pre-experimental design, which is a mixed method approach is used in the study that included a pretest-posttest one group model and descriptive quantitative.
Findings – As a result of data analysis that STEM learning significantly enhances students’ science process skills and attitudes toward inquiry instruction. This study examines how participation in a semester long inquiry-based STEM learning project that involves interdisciplinary skills, sociological research on attitudes, and behaviors enhances the scientific and quantitative literacies of STEM students.
Research Limitations/Implications – Quantitative research is needed to determine the more common effects of learning outcomes. However, this study only determines a self-assessment on science attitudes. The other one is a limitation on the participants and reviewing aspects of learning with more variables in order to obtain more optimal results.
Practical Implications – The results of this study have practical implications in terms of hands-on activities. The learning model can be used to explain the concept of multidisciplinary studies and particularly to students and their parents. It will be a useful model for lecturers, personal tutors, and any other practitioners involved in hands-on activities.
Originality/Value – This paper innovative at a conceptual level of education development for students, graduates, and it is very simple descriptive papers. It will be of value to anybody with an interest in education competitiveness issues.
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Marjolein Zweekhorst and Dirk Essink
In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve…
Abstract
Purpose
In order to address the complex problems of society, the innovation research process should incorporate technical, social, economic and ethical factors, but also actively involve a diverse group of non-scientific actors. One way to prepare students for this type of research is to create “Citizen Scholars,” students who want to work for the betterment of society. Arvanitakis and Hornsby (2016) argue that we need to change how we teach and train students in specific proficiencies. The purpose of this paper is to assess how the pedagogical approach applied within the program contributes to building the proficiencies and attributes as described by Arvanitakis and Hornsby (2016).
Design/methodology/approach
The authors conducted a total of 12 interviews with alumni who started their program in 2014, one focus group discussion with lecturers and 132 questionnaires with alumni to discuss to what extend the proficiencies are trained in the program and whether these are used in their current jobs. The authors also included data of an earlier study conducted in 2014. These data contain 26 interviews with students during the first year of the program. These students graduated in 2017 and are thus from the same cohort as the alumni.
Findings
The results show that the pedagogical approach in the management policy analysis program trains all the attributes. Important elements in the program are: the inquiry-based approach intertwined with community service learning (CSL) throughout the program; gradually increased complexity of the real-world problems addressed; students working in teams; and gradually reducing support of the lecturer.
Research limitations/implications
The authors conclude that our pedagogical approach applied in the program contributes to learning the proficiencies. The authors argue that for the training of inter- and transdisciplinary, the proficiency knowledge integration should be added.
Practical implications
The result show that more inquiry-based approaches and CSL programs can stimulate the four clusters of proficiencies, which should hold a central place in universities if we want to create citizen scholars.
Social implications
With the approach, students contribute to research issues of local communities.
Originality/value
Despite the increasing interest of higher education to involve civic activities in the curricula, few pedagogical approaches are described. The research shows that theoretical insights in the adaption of a model to realize a citizen scholar.
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Undertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it…
Abstract
Purpose
Undertaking research as part of a business degree qualification undoubtedly enables students to develop practical and life-long skills. Nevertheless, students seem to find it challenging undertaking a research project. This study set out to explore the experiences of a group of MBA students who recently undertook their business and management research projects as part of their MBA degree program.
Design/methodology/approach
The study was carried out in a UK higher education institution and is based on an MBA business and management research module. The purpose of the module is to enable learners to develop advanced-level independent research and critical problem-solving skills within a business context. The study adopted a qualitative approach to capture a broad mix of students' experiences and perceptions on the module. The sample includes previous MBA students on different cohorts and different nationalities.
Findings
Outcomes of the study show that though students are stretched in the business and management project process they develop a diversity of skills required in the workplace while conducting their projects. The study findings also show that the practical implications of the students' projects and progressive support from their project supervisors contribute to the successful completion of their projects and subsequent attainment of their MBA degree.
Originality/value
Outcomes of this study further reveal that undertaking business and management projects creates a rewarding learning experience for learners/students, develops confident graduates as well as enables effective applications of theory into practice.
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Robyn Albers, Christina J. Davison and Bradley Johnson
Considerable research has shown the value of Inquiry-Based Learning (IBL) regarding student engagement and motivation, depth of learning, and cognitive flexibility. Student…
Abstract
Considerable research has shown the value of Inquiry-Based Learning (IBL) regarding student engagement and motivation, depth of learning, and cognitive flexibility. Student collaboration is one component of this approach, since students must communicate and work together inside and outside of class time when engaging with an IBL project. Choosing a mobile learning tool can benefit student collaboration in so far as the tool enables anytime/anywhere collaborative learning. This study looked at how 118 Emirati undergraduate students in a government-sponsored university in the United Arab Emirates chose to collaborate in an IBL semester-long assignment. Unlike some approaches that dictate the technology selection to students (Barczyk & Duncan, 2013; Prescott, Wilson & Becket, 2013), in this project course instructors gave the students autonomy to choose the best mobile learning tools for their group. The study used a mixed-methods approach to collect data on which tools students perceived as best for IBL. Participants were surveyed three times about which tool they preferred for university work: a pre-project survey, a mid-project survey, and post-project survey. Results show that students changed their preferred tool to WhatsApp over the course of the semester. A focus group with each course section provided qualitative data as to why students preferred WhatsApp. The students also delivered poster presentations as to how WhatsApp helped them complete their community-based IBL projects. This study will show how WhatsApp can be a successful mobile learning tool for student collaboration in IBL.
Denis Dyvee Errabo, Alexandra Janine Paguio and Patrick Andrei Enriquez
Design an innovative Flipped classroom’s Delivery through virtual laboratory.
Abstract
Purpose
Design an innovative Flipped classroom’s Delivery through virtual laboratory.
Design/methodology/approach
The fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of “action.” with the inclusiveness of “participation,” PAR establishes a “network” for collaborative teaching or research. PAR is pertinent to our research because it facilitates the participation of infrastructures and individuals in formulating a critical community. This community encourages critical self-reflection, promotes accountability, redistributes authority, and cultivates confidence in research. PAR fosters constructive transformation in educational environments by utilizing participants' combined insights and experiences to establish a structure for substantive dialogue and proactive measures.
Findings
As virtual laboratories are becoming essential in 21st-century science education, we found groundbreaking evidence that can support our novel approach to enhance the quality and equity in education. Our results show that virtual labs engage scientific goals and practices, develop scientific literacy, foster scientific inquiry and problem-solving, and promote metacognition. The effects of the virtual laboratory can develop high self-efficacy and positive attitudes among students. It improves students' laboratory performance, which we noted from laboratory activities, simulations, and long exam results.
Originality/value
The study offers groundbreaking account to depict epistemic fluency aided by virtual laboratory.
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As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself…
Abstract
As the field of leadership education continues to prioritize learning in leadership, it is important to ask the question: What do we know about the learning process itself? Conceptual change, a learning framework used in educational psychology, can help to explain learning in leadership. Research on conceptual change in the social sciences is emergent and ripe for further exploration. Until the results of such research are readily available, there are some pedagogical tools produced by conceptual change researchers that leadership educators might find valuable in curriculum design. This paper introduces conceptual change theory and research to leadership educators as a viable framework from which to research learning in leadership, and presents pedagogical tools that encourage deeper learning through conceptual change
The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban…
Abstract
Purpose
The purpose of this paper is to examine the effectiveness of a teacher leadership academy (TLA) organized through a school district/university partnership in a small, US Suburban School District in increasing teachers’ participation in leadership activities.
Design/methodology/approach
TLA participants (n=11) were surveyed using the Teacher Leadership Activities Scale, and their results were compared to a control group of teachers in the district who were not participating in the TLA (n=12). Interviews and open-ended response items provided qualitative data to examine how the TLA contributed to teachers’ growth as leaders.
Findings
Results indicated that teachers in the TLA did increase participation in teacher leadership activities. Qualitative data revealed themes of many espoused benefits from TLA participation, including increased interactions with administrators, improved understanding of the obstacles associated with implementing changes, and expanded leadership capacity.
Research limitations/implications
Conditions that both enhanced and detracted from teacher leaders’ growth were identified and outlined, including formal leaders’ participation in TLA activities, material support for projects, and a supportive atmosphere (enhancers) and administrative roadblocks and the inability to remediate capacity issues for teacher leaders (detractors).
Originality/value
The conditions outlined above will assist those interested in creating TLAs in doing so with purpose and increased chance for buy in and success.
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