欧洲的研究方法教育:对当前实践和前景的多国跨学科调查
Silke Kniffert1, Ivan Buljan2, Flavio Azevedo3
1Berlin Institute of Health at Charité- Universitätsmedizin Berlin, QUEST Center for Responsible Research, Charitéplatz 1, 10117, Berlin, Germany. silke.kniffert@bih-charite.de.
Research integrity and peer review
|November 16, 2025
概括
欧洲大学主要使用被动教学作为研究方法,仅限于积极学习. 这种同质性突出了在研究教育中加强批判性思维和伦理实践的机会.
科学领域:
- 教育研究教育研究.
- 高等教育教学的教学.
背景情况:
- 研究方法教育对于科学调查,诚信和批判性思维至关重要.
- 课程设计现有的多样性源于缺乏对基本基础的共识和有限的教学创新.
- 之前没有一项研究检查过欧洲大学的研究方法教学和认知.
研究的目的:
- 检查在欧洲国家,学科和培训阶段教学研究方法的做法和态度.
- 在研究方法教育中识别共同点和差异.
- 为课程制定提供信息,以便更好地与当代研究需求保持一致.
主要方法:
- 使用观察学习成果结构 (SOLO) 分类法设计了一个横截面调查.
- 该调查纳入了专家的意见,以全面纳入各种教学格式和评估类型.
- 通过分层和雪球采样,分发给欧洲各地的高等教育教师.
主要成果:
- 来自24个国家和7个学科的559名受访者完成了调查.
- 主要依赖于被动教学格式 (讲座);积极的方法,如翻转教室和协议写作,使用率较低.
- 书面考试主导了评估;假设的制定,研究完整性和研究设计被评为最重要的话题.
结论:
- 欧洲的研究方法教学在学术水平和学科之间显示出相对的同质性.
- 积极方法的有限采用代表了改善研究教育的未开发机会.
- 高等教育机构必须重新评估课程,以有效地培养批判性思维和道德实践.
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