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Carla Quesada Pallarès <[log in para visualizar]>
Reply To:
Foro sobre Investigacion Educativa de la Asociacion AIDIPE <[log in para visualizar]>
Mon, 2 Nov 2020 08:17:01 +0000
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Teaching and Learning Research Methods: Fostering Research Competence Among Students

Research competence, an essential competency in higher education, helps students develop clinical reasoning and an increased understanding of reality. Research competency is formed by criticality and basics of science, epistemic understanding, research skills, evidence-based reasoning, and contextual understanding. Traditionally, scientific thinking is emphasized in the natural sciences but is necessary for success in social sciences, also. Since the Bologna process and the European Higher Education Area in 1999, all university grades must include a module on research competence; 'research methods' is a core topic, embedded in all educational programs, regardless of field or education level. Additionally, secondary schools require activities that foster students' scientific thinking, such as the completion of a research project in 12th grade (ISCED level 3). Given the need for students to achieve research competency, more work is needed to develop best practices for fostering research skills in the classroom at all levels.

Based on the relevance of scientific reasoning for the improvement of current and future societies, we are interested in deepening the best practices for teaching and learning research competence through research methods courses. While there are resources such as books, blogs, websites, infographics, and posts that explain how to teach research competence, there is not sufficient scientific literature based on empirical evidence about how teachers can help students develop research competence. Additionally, most available literature is focused on higher education students forgetting that research competence must be fostered before students reach the university setting. In the case of secondary or primary education, research competence is typically addressed through natural sciences and teaching pedagogies include experiential and/or face-to-face exercises, such as lab assignments. However, the current environment - a globalized world, using remote and emergency education due to public health concerns - has forced us to design virtual teaching and learning activities that are expected to foster the same amount of research competence without the opportunity for hands-on learning.

This Research Topic aims to gather contributions that help us to know more about how research competence can be fostered among students, whether as a whole or on one of its components.

We accept empirical contributions but systematic literature reviews as well as meta-analyses about the topic are welcome. Questions that can be covered but are not limited to are:

* How research methods are taught in different contexts? and educational levels?
* What teaching and learning approaches work best to foster the research competence?
* What is the impact that specific teaching and learning activities have on students' research competence?
* What emotions are involved when facing research methods activities?
* What motivational elements are involved in developing the research competence?
* What are the conceptions about scientific reasoning and development?
* What is the role of self-regulation on research competence?
* What are the best teaching and learning strategies during emergency times?
* What are the effects of fostering research competence remotely?
* How can technology help educators to foster research competence?
* What are teachers' perceptions of the research competence of their students?
* What is the research competence level of the teachers that foster research competence?
* How does the curriculum change to ensure that research competence is fostered?

Keywords: research methods, teaching research, learning research, research competence, scientific thinking

Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.

Topic Editors
Carla Quesada-Pallars<>

Autonomous University of Barcelona

Barcelona, Spain
         26 publications
Sarah Marrs<>

Virginia Commonwealth University

Richmond, United States
J. REINALDO Martnez-Fernndez<>

Autonomous University of Barcelona

Barcelona, Spain
         9 publications

Submission Deadlines
28 February 2021
31 August 2021
         Author guidelines<>

Participating Journals

Manuscripts can be submitted to this Research Topic via the following journals:

Frontiers in Education<>

Digital Education<>

Teacher Education<>

Educational Psychology<>

Frontiers in Computer Science<>

Digital Education<>

Frontiers in Psychology<>

Educational Psychology<>

About Frontiers Research Topics

With their unique mixes of varied contributions from Original Research to Review Articles, Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author.
         More info<>

         Publishing fees<>

Dra. Carla Quesada Pallars
Professora Lectora del Programa Serra Hnter
 Membre de l'equip de recerca PAFIU<> i GIPE-GAPEF<> (2017 SGR 00366)
   Coordinadora del grup d'innovaci CompREd<> @CompREd_UAB

Departament de Pedagogia Aplicada
rea de Mtodes d'Investigaci i Diagnstic en Educaci

Edifici G6, Despatx 249, Facultat de Cincies de l'Educaci
Campus de la UAB  08193 Bellaterra
(Cerdanyola del Valls)  Barcelona  Spain

+34 93 581 10 75<>
Web personal<>


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