In postgraduate training other than PhD, students may not be interested in getting involved in research projects. What strategies do you implement to convince them on the importance of performing scientific research?
I involve mostly with undergraduate research. I always let the students to do an informal piloting on a small scale to get to know more on the area aiming to research. This approach stimulates the students in a big way that their understanding on the research area. This also makes them initiation to write research proposal. I find it a useful tool and can be tried among postgraduate as well.
Poat graduate students are usually interested in scientidic research. With undergraduate and graduate students I organize them in gropsa and they act as a marketing agency, having to conduct research and discuss it.
The pedagogical principle of the unity between the affective and the cognitive is absolutely valid in this case. It is necessary to show the usefulness of mastering the tools of the Research Methodology to access updated knowledge more effectively.
In order for the student to incorporate investigative tools into their daily practice, a need must first be established to search for information that responds to teaching tasks with an increasing degree of complexity.
It should be done that these tasks can be solved at home autonomously or through teamwork, but making use of the methodological procedures of the investigation. These conditions help make motivation feasible.
It is necessary to do integrated evaluations between several subjects, including the Research Methodology if it were being taught simultaneously with the other subjects.
The attempts made by students should be rewarded with group recognition, constantly stimulating them, accompanying them with the demonstration of the usefulness of the investigative approach for everyday life.
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Article 1I NCLUSIÓN UNIVERSITARIA Y EQUIDAD DE ACCESO A LOS RECURSOS DIGITALES
I am trying to provide an answer for this question from a student's perspective instead of a teacher/lecturer's perspective, in a hope that teachers/lecturers would be able to compose strategies to address student's needs:
1. These days, more and more students are going to school to get a good job after graduation. Research jobs (i.e. academics), in many countries, are not considered as "real jobs" but "schooling/study" instead. One reason is due to lack of permanent position in these jobs (e.g. temporary masters, doctorates, postdocs, or tenured positions). Many cultures have it that someone considered successful when they have high-paying permanent job, married with 2 or so children, have a permanent residency, etc. Most research positions do not offer these comfort measures. Therefore, to attract brilliant students to research, offer these measures.
2. A success in research career today, is highly linked to successful publication in high-impact journal. While publication clearly add values to our research, having a successful publication is a demanding task on its own. In addition, high-impact journal are mostly published in English, which may not be the first or second language of the researcher. A mastery in academic English is also another task of its own. When these high-impact journals accept multi-language, it would be very helpful for researchers around the globe.
May it be helpful.
Alam
Pour arriver à garder la motivation, il va falloir que les thématiques s'orientent vers les recherches-actions... Dans ce sens nous serons tous motivé si surtout l'action est positive sur terrain
By clarifying the importance of scientific research and the extent of its positive effects on society
lead them by example. involve them and see to it to teach them very basic skills, which is writing. develop a tool like a template for every part of the research.
Os alunos precisam pesquisar algo que lhes interessa, iniciar pela identificação de problemas sociais, que poderiam serem solucionados com uma pesquisa científica. A pesquisa aplicada tem sido ótima opção (quando o Programa da instituição permite) para motivar os alunos, tendo em vista o seu caráter de aplicabilidade e intervenção, é mais cativante. A pesquisa-ação é um método que pode contemplar este tipo de pesquisa.
Ask them this question: If you were to visit the future in a time machine say a time jump of a hundred years from now, how much of today's research would be wrong? Obviously, if you think all of science is set in stone and the gospel truth how can you contribute?
Let say they respond conservatively with 10%. Then point out: Do you know how large a field that is for you to work in?
Many research questions are often not solved. One cod example goes like this: "Your left eye is connected to which side of your brain the left or right?"
My PhD candidates know the answer: It's the opposite side the right.
"Therefore somewhere in your education, you were taught this... hence obviously you can all tell me why is this so."
Most of the time I am greeted with silence.
Then I say:
"Let me get this straight, as some of the educational elite, you did not understand the reason behind this phenomenon... Why God or Nature is such a poor structure engineer and wired your body backward,
but yet you did not ask your biology or medical teacher WHY?"
"You missed a heck of an opportunity to have a wonderful moment in class, didn't you?"
The moral is: start asking more questions!
Surprisingly, this backward medical wiring question is still poorly understood as far as I know. And it goes a lot deeper, the light-sensitive cells in your eye face inwards away from the light towards the brain. The nerves from your right arm cross over the spinal column and enter on the left side and so on. And if this enigma is correctly solved then it is certainly not well-known. Other problems and logically flawed explanations exist in science and medicine if you look for them. To pilot a class with questions that are not in the textbook or hard to find an answer to with a search engine is a great preparation to work with Researchgate;-)
I try to make them understand that investigative skills are not only useful for doing formal research but can be transferred to life itself. This capacity to transfer and infer information is what can differentiate us from people who have not been prepared in the university.
Also, I think that if they are university students, they must have responsibility and commitment to their studies themselves.
I have framed photographs of renowned scientists in our insitiute and on classroom I discuss the story of a scientist in classroom with students and telling them how they. Became so ...and found their goals
Thank you all for your excellent discussion and point of view. Motivation is not an easy but it is an essential task in research
Upto me, the professors need to engage their students in their research projects.
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