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Pacific Peoples Research Skills Symposium, 2018

This symposium explores the impact of scaffolding research skills on the quality of research writing. It discusses the role of constructivism and social constructivism in facilitating student learning, traditional learning in the Pacific, and the use of scaffolds and sociocultural tools for knowledge acquisition. The symposium also examines the RSD framework and its facets, highlighting the importance of student autonomy and the various stages of the research process. It concludes with recommendations for integrating research skills into pre-degree and 100 level courses.

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Pacific Peoples Research Skills Symposium, 2018

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  1. Pacific Peoples Research Skills Symposium, 2018 Scaffolding Research Skills – Impacts By Rosiana K Lagi

  2. Scaffolding Research Skills - Impacts

  3. Scaffolding

  4. Scaffolding • Constructivism Philosophy (Piaget) • - Teachers as Facilitators & Provides scaffold– Students Active Learners – Explore & work collaboratively • Social Constructivism Philosophy (Vygotsky) • Zone of Proximal Development • Scaffolding & Sociocultural Tools – Language & Culture • make meaning through interaction with others • Traditional learning in the Pacific • assistance from knowledge holders (scaffolds) • Learn through practice – supported by knowledgeable ones • Observation and Imitation – modeling • Thesis Statement: • For Quality Research Writing – Students should be scaffolded in learning and applying the research skills from pre-degree & 100 level courses.

  5. RSD Framework – Scope of Student Autonomy • Researcher(s) initiate and supervisor guides • Scaffolds placed by supervisor enable the researcher(s) to independently… • Boundaries set by and limited directions from supervisor channel the researcher to …..

  6. RSD Facets • While Framework is a guide – for evaluating research (Marking Rubric), it should be used as a guide for teaching research skills • a. Embark & Clarify – Analyzing Assignment Question – Planning – Research Questions; Hypothesis; Theoretical Framework • Respond to or initiate research and clarify or determine what knowledge is required, heeding ethical, cultural, social and team (ECST) considerations • b. Find & Generate – Methodology – Methods & Data Analysis • Find and generate needed information/data using appropriate methodology • c. Evaluate & Reflect – Critical Literature Review • Determine and critique the degree of credibility of selected sources, information and of data generated. Metacognitively reflect on processes used. • d. Organise & Manage – Data Analysis – Critical Analysis • Organise information and data to reveal patterns and themes, and manage teams and research processes. • e. Analyse & Synthesise– Finding, Discussion, Conclusions and Recommendations • Analyse information/data critically and synthesisenew knowledge to produce coherent individual/team understandings • f. Communicate & Apply – Presentation of Research (Paper/ Assignment) - Structure, Grammar, Referencing • Discuss, listen, write, present and perform the processes, understandings and applications of the research, and respond to feedback, accounting for ethical, cultural, social and team (ECST) issues.

  7. Research Elements/ Skills Topic – Identify an Issue of Interest 2. Rationale – Purpose of research and its significance - internationally, regionally, nationally and personally 3. Research Questions – Questions to help you address the issue – conceptual framework 4. Literature – aligned to research questions and can answer some of your questions – Theoretical Framework 5. Methodology (Methods & Data Analysis) – informed by your Literature Review but contextualized 6. Finding – aligned to your research questions & Literature 7. Discussion – aligned to your research questions, literature and finding 8. Conclusion and Recommendations – Solution and creation of new knowledge

  8. Scaffolding Research Skills - Impacts Issue: Poor Quality of Masters Research Writing Skills - lack cohesion - poor structure - weak arguments (critical review & discussion) - poor alignment of research questions to literature, finding, discussion, conclusion & recommendations - Analysis skills - Data presentation and communication Assumption: Poor quality in research writing skill is due to lack of scaffolding in 100 level courses Participants : 30 - Undergraduate students at Tuvalu campus (ongoing research) 5 Masters Students (Yet to interview them) 75 Students from other regional campuses (ED 255 students) Methodology – Qualitative; Observation, Survey, Sautalaga Thematic Coding

  9. Finding and Discussion

  10. Finding and Discussion

  11. Conclusion and Recommendations For Quality Research Papers -Teach, model & scaffold research skills • Limitations • Class size • Time (Give Research Assignment without analyzing the Assignment) • Lecturer/Tutor’s Research Skills & Values • Online/Blended Mode • Recommendations • Every Lecturer/Tutor Research Literate – weave research skills in course (Team teach) • Audio/Video Record • Satellite Tutorial/ Lecture Capture • Model Research Paper

  12. Scaffold – Grounding and Re- Production of Quality Research Writing

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