Students’ difficulties during research methods training acting as potential barriers to their development of scientific thinking

Balloo, Kieran ORCID: https://orcid.org/0000-0002-1745-4653 (2019) Students’ difficulties during research methods training acting as potential barriers to their development of scientific thinking. In: Redefining scientific thinking for higher education. Palgrave Macmillan Ltd., Cham, Switzerland, pp. 107-137. ISBN 978-3-030-24214-5


Abstract

Students are likely to develop scientific thinking skills through participation in research methods training courses, so any difficulties experienced during these courses might then act as potential barriers to the development of these skills. This chapter begins by reviewing common difficulties experienced by students during this training, which are categorised into the following themes: Affective Issues with Research; Negative and Naïve Conceptions of Research; and Cognitive Complexity of Research. Some of the pedagogical approaches to dealing with students’ issues are briefly discussed before presenting a qualitative phenomenological investigation of the undergraduate experience of research methods training. This chapter ends by discussing practical implications of the investigation’s findings to aid research methods instructors in reducing the chances of barriers forming.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: No Faculty
Faculty/School / Institute/Centre: No Faculty
Date Deposited: 01 Mar 2022 04:20
Last Modified: 16 Mar 2022 06:56
Uncontrolled Keywords: critical thinking, scientific thinking, research skills, knowledge building, research methods, learning and instruction
Fields of Research (2008): 13 Education > 1301 Education Systems > 130103 Higher Education
Fields of Research (2020): 39 EDUCATION > 3903 Education systems > 390303 Higher education
Identification Number or DOI: https://doi.org/10.1007/978-3-030-24215-2_5
URI: http://eprints.usq.edu.au/id/eprint/46275

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