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Satun province's research-based learning initiative under Thailand's "education sandbox" policy: design, implementation and outcomes

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ASIAN EDUCATION AND DEVELOPMENT STUDIES 2025年第2期14卷 173-182页

作者： Khuvasanond, Kirati Chitradub, Sompong Chulalongkorn Univ Fac Educ Dept Curriculum & Instruct Bangkok Thailand

PurposeThis study aims to enhance the quality of education in Thailand by exploring an educational innovation emphasizing community identities, available resources and needs. It describes the design and implementation of the Satun research-based learning (RBL) initiative under Thailand's Education Innovation Area Act B.E. 2562, which allowed 10 pilot schools in Satun to develop curriculums for early childhood and primary school levels that incorporated localities' contexts during the 2018-2019 academic ***/methodology/approachTo evaluate the innovation's impacts, primary data were collected and verified through methodological triangulation and cross-validation, and then qualitatively analyzed using content *** demonstrated improvements in reading and writing, analytical thinking, problem-solving, teamwork, public presentation and creativity. Teachers were more engaged in students' learning development and felt closer to students. School administrators embraced collaboration with teachers, school committees, parents and communities. Parents recognized students' eagerness to study and academic improvements. Quantitatively, a difference-in-differences analysis of all 6th-grade Satun students' standardized test scores from 2016 to 2019 showed that improvements in the participating students' Thai and English scores were statistically significant at the 0.05 level. These findings suggest that policymakers can improve educational quality by accounting for community contexts and ***/valueThe originality of this study lies in the large-scale RBL initiative under investigation and its approach to evaluating the quantitative impacts of this initiative.

关键词： research-based learning Community Education sandbox Innovation area Satun

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The goal of research-based learning in teacher education: Norwegian and Finnish teacher educators' perspectives

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COGENT EDUCATION 2025年第1期12卷

作者： Fiskum, Tove Anita Jegstad, Kirsti Marie Aspfors, Jessica Eklund, Gunilla Nord Univ Fac Educ & Arts Bodo Norway OsloMet Oslo Metropolitan Univ Dept Primary & Secondary Teacher Educ Oslo Norway Abo Akad Univ Fac Educ & Welf Studies Turku Finland Univ Agder Fac Educ Kristiansand Norway

Within research-based teacher education, there is still a lack of common understanding and consensus regarding what research-based learning means and how it should be organised. In this study, the aim was to explore how teacher educators perceive student teachers' research-based learning within teacher education in Norway and Finland. The study collected data through interviews with 22 teacher educators. The analysis was done in an inductive way, inspired by constant comparative analysis. The results are categorized into four main areas: 1) academic writing, 2) research competence, 3) critical and analytic thinking and 4) lifelong learning in the teaching profession. These categories represent how teacher educators envisage the development of student teachers' research-based learning. In the discussion, the theoretical framework of research-based-learning drives the reflection about the categories and the relationship between them. The study concludes that both narrow and broad views of student teachers' research-based learning, founded on the four categories, are necessary for the development of professional teachers. The narrow views lay the foundation for the broader ones, emphasizing that it is equally important for student teachers to achieve the goals of both perspectives.

关键词： research-based learning research-based teacher education teacher educators Norway Finland

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research-based learning through self-organized inquiry in empirical medical ethics

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ETHIK IN DER MEDIZIN 2022年第3期34卷 339-360页

作者： Haltaufderheide, Joschka Kuehlmeyer, Katja Ruhr Univ Bochum Abt Med Eth & Geschichte Med Markstr 258a D-44799 Bochum Germany Ludwig Maximilians Univ Munchen Inst Eth Geschichte & Theorie Med Munich Germany

Definition of the problem The acquisition of technical and research skills can be promoted in particular in courses that confront students with complex problems. In this article, we present didactic reflections on learning through self-organized inquiry (a specific form of research-based learning) in empirical medical ethics. Arguments based on the theory of pragmatism, we show how a specific form of research-based learning courses can be realized to promote medical ethical skills. We focus on projects in which students can experience the process of conducting empirical-ethical research. Conclusion research-based learning through self-organized inquiry courses offer great potential, especially with regard to expanding students' reflexive and reflective competencies. We discuss the inclusion of such facultative courses in the medical ethics curriculum with regard to its contextual challenges.

关键词： Empirical bioethics Didactics Pragmatism Competency-oriented ethics teaching Qualitative research research-based learning

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research-based learning as a strategy for the integration of theory and practice and the development of disciplinary competencies in engineering

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INTERNATIONAL JOURNAL OF INTERACTIVE DESIGN AND MANUFACTURING - IJIDEM 2019年第4期13卷 1331-1340页

作者： Mayolo-Deloisa, Karla Mayela Ramos-de-la-Pena, Ana Aguilar, Oscar Tecnol Monterrey Sch Engn & Sci Av Eugenio Garza Sada 2501 Sur Monterrey 64849 Nuevo Leon Mexico

research-based learning (RBL) enhances the integration of different abilities and strengthens the students' research skills. As a result, the students are actively involved in a real research project, which allows them to use and to correlate theoretical concepts to real needs in their occupational field. In this work, a course was redesigned by integrating two courses: one theoretical and one laboratory course of Enzymology and Biocatalysis, which belong to the academic plan of the biotechnology engineering career. Volunteer students who met the established requirements were selected and grouped into approximately four teams per semester. A research project was assigned to each team with a co-advisor, who was the person responsible for defining the research objectives. The course content was modularized in order to provide theoretical concepts along with the experimental activities required by their project. As a result of the strategy, students participating in the integrated course evidenced a significantly higher performance as measured by the final grades and failure percentage (91.13 +/- 5.6 in general grade average and 0%, respectively). Some specific technical and transversal competencies were documented, showing a higher level of dominion and course satisfaction level, as expressed in a final survey. Through RBL strategy, students were able to generate experimental data and develop competencies for knowledge acquisition, a higher commitment level and improved research skills. All these, in turn, could make a significant difference in their performance and integration to the occupational field.

关键词： Competencies development Educational innovation Integration research-based learning Tec 21

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research-based learning in a transversal Entrepreneurship and Innovation undergraduate course

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STUDIES IN HIGHER EDUCATION 2021年第4期46卷 690-703页

作者： Helen Camacho, Maria Chiluiza, Katherine Valcke, Martin Escuela Super Politecn Litoral ESPOL Fac Ciencias Sociales & Humanist Campus Gustavo Galindo Km 30-5 Via Perimetral Guayaquil Ecuador Univ Ghent Dept Educ Studies Ghent Belgium Escuela Super Politecn Litoral Fac Ingn Elect & Comp Guayaquil Ecuador

The present article reports an empirical quantitative study involving 107 undergraduate students from Entrepreneurship and Innovation courses in a public university. Students were randomly assigned to 3 conditions: structured research-based learning (RBL), semi structured RBL and control. We hypothesized that studying in a structured RBL condition would result in a higher intention to do research (INT) and higher course achievement (CA) along with positive changes in autonomous motivation (AM), perceived behavioral control (PBC), behavioral beliefs (BB) and subjective norm (SN);as compared to studying in a semi-structured RBL and control condition. The intervention lasted 7 weeks as part of a regular course and was based on Brew's RBL framework. A significant differential impact was observed in overall course achievement and in specific research skills clusters. No significant differences were observed in INT, AM, PBC, BB and SN. The results lead to clear implications and directions for future research.

关键词： research-based learning RBL framework research skills intention to do research course achievement

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research-based learning: Teaching Development Through Fieldschools

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JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION 2012年第3期36卷 329-339页

作者： Guinness, Patrick Australian Natl Univ Sch Archaeol & Anthropol Canberra ACT 0200 Australia

The challenge of bringing research-based learning to undergraduate development studies and anthropology students has led to convening a fieldschool in Indonesia. The fieldschool has been vital in introducing students to fieldwork methodology and in developing a deeper understanding of the relation of research data to development theory. In addition, students who participate in the fieldschool discover a whole new aspect to learning where an emotional and intellectual response to the field situation is required and they are challenged to consider the ethical issues raised in the course of their research.

关键词： research-based learning field school Indonesia

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research-based learning to attract students to control engineering 11

Research-based learning to attract students to control engin...

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IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Olivares Hernandez, A. M. Castellanos Tapia, E. Vega Martinez, A. Urzua Landa, F. A. Vasquez Lopez, V. Villagomez Guerrero, L. E. Tecnol Monterrey Escuela Ingn & Ciencias Atizapan De Zaragoza Mexico

ISBN: (数字)9781728109305

ISBN: (纸本)9781728109305

Despite being fundamental in the degree of Mechatronics Engineering, the Control Engineering course is one of the most complicated to understand for a student. Contrary to control engineering, Automation is attractive due to the degree of practical application it has. This paper presents an approach to research-based learning technique that can help solve this problem by combining these two areas. In particular, the control technique called Fuzzy Logic Control FLC is studied. This tool, which has proven to be a powerful methodology for designing and analyzing control systems, is implemented in a PLC Programmable Logic Controller using a Text Structure language. This learning by discovery and knowledge construction will allow the student to approach the research area and especially the Control Engineering discipline.

关键词： Educational innovation Higher Education research-based learning Automation Fuzzy logic control

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research-based learning as an innovative approach for teaching students of environmental engineering: a case study of the emerging field of microplastics in soil

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Discover Education 2024年第1期3卷 1-16页

作者： Shah, Tavseef Mairaj Jannesarahmadi, Sahar Shokri-Kuehni, Salome Ellinger, Dorothea Brose, Andrea Or, Dani Shokri, Nima Institute of Geo-Hydroinformatics Hamburg University of Technology Am Schwarzenberg-Campus 3 (E) Hamburg 21073 Germany Center for Teaching and Learning Hamburg University of Technology Am Schwarzenberg-Campus 3 Hamburg 21073 Germany Department of Civil and Environmental Engineering University of Nevada Reno NV United States

We implemented research-based learning (RBL) as an alternative to traditional frontal classroom lectures and laboratory sessions to impart knowledge on the emerging topic of microplastics in soil to students. The RBL module aimed at studying how microplastics (MPs) affect soil processes. We designed low-cost, small-scale and simple experiments for master’s students in Environmental Engineering at the Hamburg University of Technology. Students reported a clear understanding of concepts underlined by their presentation of the results and enthusiasm towards future exploration for their master’s or doctoral projects evidenced by a number of students carrying out research projects in the same field after finishing the module. The experiments were consequently published as an online learning module with the Hamburg Open Online University, to make them accessible for other students. The recent push in the education sector to include innovative teaching and learning methodologies offers new opportunities for RBL that are practical and replicable learning experiences that foster students’ research and problem-solving skills in areas of chemical, soil physics and environmental engineering fields. © The Author(s) 2024.

关键词： Environment Microplastics research-based learning Soil Health Student-Participative research

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research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an arid-zone environment

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JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION 2016年第3期40卷 321-339页

作者： Al-Maktoumi, Ali Al-Ismaily, Said Kacimov, Anvar Sultan Qaboos Univ Dept Soils Water & Agr Engn Muscat Oman

This article reports the efficacy of a research-based learning (RBL) exercise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman. A range of activities and assessments was used to support student learning during the three-month course. Assessment included monitoring of field trip and lab activities, attendance recording, scrutiny by a panel of written reports and open oral presentations. Students' feedback through teaching evaluation is compared with other courses in the Department-College, illustrating high level of students' satisfaction. OPR best fit the scaffold of RBL.

关键词： research-based learning soil science teaching-research nexus hydropedology field trip

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research-based learning in Engineering: An Electrical Course Case Study. 15

Research-Based Learning in Engineering: An Electrical Course...

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15th IEEE Global Engineering Education Conference (IEEE EDUCON)

作者： Hidalgo-Reyes, J. I. Alvarez, Jorge Gutierrez-Carmona, I. Diaz-Martinez, Juan-Gabino Cruz Netro, Zahira Gabriela Tecnol Monterrey Sch Sci & Engn Tampico Mexico

ISBN: (纸本)9798350394023;9798350394030

The development of critical and scientific thinking skills represents a major role in the education of engineering students, enabling them to suggest practical solutions to the diverse challenges confronting contemporary society. This paper describes the use of research-based learning as a pedagogical approach with the assistance of the Simscape platform in the Simulink environment to encourage the development of these competencies among second-semester engineering students at Tecnologico de Monterrey. For the course denominated "Analysis of Electrical Systems in Engineering", they were asked to analyze the charging and discharging process of a supercapacitor through an equivalent electrical circuit model. The study included 42 students enrolled in the course, divided into the control group and the experimental group. As a result, the study demonstrates that this approach significantly improves student learning outcomes in both cohorts. The average scores in the post-test showed an increase of 3% among the experimental group over the control group. Furthermore, the students in the experimental group were administered a survey to ascertain their perspectives on the enhancement of scientific and critical thinking abilities as a result of engaging in research-based activities. The survey results indicate a consensus among students, with over 70% stating that this pedagogical approach enhanced this kind of skills and emphasizing the positive impact of these strategies in education.

关键词： research-based learning Higher Education Educational Innovation Critical Thinking Scientific Thinking Supercapacitors

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