Uploaded byDr. C.V. Suresh Babu
Research based learning
The document discusses various challenges and approaches in education, emphasizing the importance of inquiry-based and research-oriented learning over traditional methods. It highlights the need for students to engage actively in the learning process, construct knowledge, and experience the intersection of teaching and research. The text contrasts the roles of teachers and students in these pedagogical frameworks, advocating for a more symbiotic relationship where both parties contribute to knowledge creation.
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Research based learning
- 1. 11 Dr. C.V. SureshBabu based LEARNING
- 2. • Uncertainty • Speedand acceleration • Complexity • Multiculturalism • Mobility of the population • Conflict (social, military) • Inter-generational tension • Need for ethical citizenship • Information saturation • Proliferation of knowledge • Globalisation • Internationalisation • Private /public sector tension • Increasing panic • Unpredictability • Risk • Need for flexibility and agility • Entitlement v responsibility • Scarcity of resources • Austerity • Sustainability • Need for prudence • Transparency & accountability • Discontinuity and rupture • Shifting paradigms • Poverty v affluence • Outsourcing of jobs • Youthfulness
- 3. 3 • to createcapable independent learners • to create competent researchers • to increase the circumstances in which teaching and research have occasion to meet…. • Increase the skills of staff to teach emphasizing the construction of knowledge by students rather than the imparting of knowledge by instructors...... • Ensure that students experience the process of artistic and scientific productivity.
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- 11. Inquire (verb) • Toask about • To search into especially by asking questions • To make investigation Inquiry approach places the student in the role of the investigator • Asking questions • Structuring investigations • Confronting ambiguous findings • Constructing relationships and creating metaphors
- 12. Learners… 12 • Are engagedby scientifically oriented questions. • Give priority to evidence which allows them to develop and evaluate explanations that address scientifically oriented questions • Formulate explanations from evidence • Evaluate their explanations in light of alternative explanations, especially those reflecting scientific understanding; and • Communicate and justify their proposed explanation.
- 13. Inquiry and ScientificResearch: Some Parallels Laboratory Researchers Classroom Students Focus on particular topics. Topics may change over time. Topics of study are defined and are addressed at particular points in the curriculum. Guided by previous research. Based on student’s previous knowledge AND research on previous findings on the topic. Researchers and students propose questions they would like to answer. Researchers and students design experiments based on their questions AND on the materials available. Experimental designs must be approved.
- 14. Parallels…continued Laboratory Researchers ClassroomStudents Both carry out approved experiments, gather data, analyze results, and draw conclusions. Both share results with colleagues and, often, revise and retry their experiments based on their findings and the suggestions of colleagues. Both pose follow-up questions: What would I do next? What other questions do my findings raise? Both share their findings with others.
- 15. How do youdo it? • Consider ways to facilitate learning rather than dispensing knowledge • Expand & hone your questioning skills • Inquiry is NOT a “free for all” – Educator sets the focus and parameters – Students generate questions within this framework – Students design investigations given basic methods and materials
- 16. Traditional Approach • Introducecontent verbally and via readings • Use “cookbook” labs to illustrate and “verify” what was presented • Complete chapter problems and/or structured activity to practice using new content • Evaluate -> primarily content acquisition
- 17. 17 Wildt (2010): Conceptsof Active Learning* Research- based Learning + Theory + Empirical Base Case- oriented Learning + Context Problem- oriented Learning + Relevance Explorative Learning + Method Action- based Learning + Planning Experien- tial Learning + Self- organi- sation
- 18. Healey’s Matrix: TheResearch- Teaching Nexus Research-basedResearch-tutored Research-led students are taught processes of knowledge construction students are analysing, discussing and writing papers inquiry-based learning Research-oriented students are taught subject content Students are active Students are passive Emphasis on research processes Emphasis on research content (Source: Healey, 2005) 18
- 19. Research-tutored Engaging in research discussions Research-based Studentsundertaking research and inquiry Research-led Learning about current research in the discipline Research-oriented Developing research inquiry and techniques EMPHASIS ON RESEARCH CONTENT EMPHASIS ON RESEARCH PROCESSES AND PROBLEMS TEACHER-FOCUSED STUDENTS AS AUDIENCE STUDENT-FOCUSED STUDENTS AS PARTICIPANTS
- 20. The Matrix Extended:Research and Teaching in the Curriculum Learning objective/ Students activities emphasis on research results emphasis on research methods emphasis on research cycle students are researching students synthesize research results to answer a research question students use research methods to answer a research question students answer a research question performing a full research cycle students are utilizing/applying students actively engage in research results (e.g. discussion) students practice research methods students develop or discuss research designs students are getting introduced students are taught research results (subject content) students are taught research methods students are taught processes of knowledge construction Source: Gess, Ruess and Deicke (2012), adapted from Healey, 2005 20
- 21. Traditional vs. Research-BasedLearning Traditional Teaching Methods • Aim: successful (demonstrable) transfer of knowledge • Content: pre-determined, structured, abstract (curricular structure, type and nature of exams) • Teacher-Student Relationship: asymetrical – teacher: active, knowing, teaching, grading – student: passive, receptive, reproducing • Motivation: external (compulsory school attendance), instrumental (grades, professional exams) Research-Based Learning •Aim: acquisition of in-depth ‘knowledge’ and the skills required for its production •Content: self-determined, (ideally) with concrete links to the learner’s interests •Teacher-Student Relationship: (more) symetrical – all participants are active researchers – teachers use experience to act as mentors •Motivation: intrinsical, (own)epistemological interests Sources: adapted from Huber, 2010; Wildt, 2011 21
- 22. How do weview “instruction”? “The previously dominant view of instruction as direct transfer of knowledge from teacher to student does not fit the current perspective. The present view places the learner’s constructive mental activity at the heart of all instructional exchanges…”
- 23. “…This does notmean that students are left to discover everything for themselves, nor that what they discover and how they choose to describe and account for it are left solely to them… Structured Discovery
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- 26. 26 These activities mentally engagethe students with an event or question. Engagement activities help students make connections with what they know and can do
- 27. 27 Students work withone another to explore ideas through hands-on activities. This exploration provides a set of common experiences for all learners. Under the guidance of the teacher, students begin to clarify their understanding of major concepts and skills
- 28. 28 Students construct explanations ofthe concepts and processes about which they are exploring and learning. Teachers clarify students understanding of concepts and help them develop skills
- 29. 29 These lessons challenge studentsto apply what they have learned to a new situation and to build on the students understanding of concepts in ways that extend their knowledge and skills
- 30. 30 Students access their own knowledge,skills, and abilities. These lessons also allow teachers to evaluate students progress and inform instruction
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- 32. 9/24/2019 Dr. C.V.Suresh Babu 32 9840237456 anniyappapublications@yahoo.com https://sites.google.com/site/anniyappa/ http://www.facebook.com/anniyappa https://twitter.com/anniyappa Dr.C.V.Suresh Babu 's Classes (Centre for Knowledge Transfer)