Scaffolding Collaborative Case-Based Learning during Research Ethics Training

Author:

Tammeleht AnuORCID,Rodríguez-Triana María Jesús,Koort Kairi,Löfström Erika

Abstract

AbstractAs development of research ethics competencies is in the focus in higher education (HE) institutions, it is crucial to understand how to support the learning process during such training. While there is plenty of research on how to scaffold children’s learning of cognitive skills, there is limited knowledge on how to enhance collaborative case-based learning of research ethics competencies in HE contexts. Our aim was to identify whether, how and when scaffolding is needed with various expertise levels to support development of ethics competencies. To identify and evaluate scaffolding during collaborative case-based ethics training we synthesised a scaffolding framework consisting of three levels: techniques, mechanisms and process. We organised 5 training sessions where 46 participants (including bachelor, master and PhD students as well as junior and senior academics) were involved. Data was collected as part of action research from group-work recordings and transcribed verbatim. Deductive qualitative analysis was implemented on transcripts based on the scaffolding framework. Our analysis revealed that structural scaffolding alone (learning material) is not always efficient with bachelor level students, they also require oral scaffolding when the need becomes apparent. Master’s level students benefited most from wording the issues they needed to focus on. Doctoral students and senior academics needed scaffolding to maintain goal orientation. We end our article with some recommendations for facilitators of ethics education, and encourage using the scaffolding framework also in complex problem-solving beyond ethics training.

Funder

Erasmus+

Horizon 2020

Publisher

Springer Science and Business Media LLC

Subject

Philosophy,Sociology and Political Science,Arts and Humanities (miscellaneous),Education

Reference26 articles.

1. ALLEA. (2017). The European code of conduct for research integrity. Berlin: Retrieved from: www.allea.org.

2. Bertram Gallant, T. (Ed.). (2011). Creating the ethical academy: A systems approach to understanding misconduct and empowering change. New York: Routledge.

3. Chi, M. T., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25(4), 471–533.

4. Dempsey, M., Halton, C., & Murphy, M. (2001). Reflective learning in social work education: Scaffolding the process. Social Work Education, 20(6), 631–641 https://doi.org/10.1080/02615470120089825.

5. Finnish Advisory Board on Research Ethics. (2009). Ethical principles of research in the humanities and social and behavioural sciences and proposals for ethical review National Advisory Board on research ethics. Helsinki Retrieved from: https://www.tenk.fi/sites/tenk.fi/files/ethicalprinciples.pdf.

Cited by 4 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3