An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

Kuvaus

Transferable skills, such as learning skills as well as oral and written communication skills, are needed by today’s experts. The learning of transferable skills was studied during a multidisciplinary two-week, research-oriented intensive course in atmospheric sciences. Students were assessed on their experience of learning data analysis, writing reports and articles, oral presentation, learning and teaching, as well as project and time management skills and the importance of learning these transferable skills in the beginning and at the end of the course. The learning outcomes were constructively aligned with the course and it supported the learning of transferable skills needed by researchers working with multidisciplinary research questions. The methods of teaching were group work, data analysis of real scientific questions and real scientific data, a few expert lectures, discussions with experts and peer-support, and the course evaluation that was based on the groups’ oral presentations and a written report. The groups consisted of seven to eight students and four to six assistants who were working side-by-side for the period of the course. Students considered data analysis, including the formulation of research questions, as the most important transferable skill of the course and stated that it was also what they learned the most. We conclude that the students felt that working with real scientific questions and data in multidisciplinary groups supports the learning of transferable skills. The findings suggest that the students may have learned transferable skills from peers, assistants, and teachers while working in small groups of students in different stages of their studies. The study was conducted from student feedback from one course only, but we have observed while organizing over 50 similar courses that working on real scientific questions and data in a multidisciplinary and multicultural course has been motivating for both the teachers and the students. We recommend this method to be used by research groups who are training the future generation of researchers and experts in atmospheric sciences and other fields.
Alkuperäiskielienglanti
Artikkeli1385
LehtiSustainability
Vuosikerta10
Numero5
Sivumäärä20
ISSN2071-1050
DOI - pysyväislinkit
TilaJulkaistu - 1 toukokuuta 2018
OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

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  • 114 Fysiikka
  • 516 Kasvatustieteet

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title = "An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences",
abstract = "Transferable skills, such as learning skills as well as oral and written communication skills, are needed by today’s experts. The learning of transferable skills was studied during a multidisciplinary two-week, research-oriented intensive course in atmospheric sciences. Students were assessed on their experience of learning data analysis, writing reports and articles, oral presentation, learning and teaching, as well as project and time management skills and the importance of learning these transferable skills in the beginning and at the end of the course. The learning outcomes were constructively aligned with the course and it supported the learning of transferable skills needed by researchers working with multidisciplinary research questions. The methods of teaching were group work, data analysis of real scientific questions and real scientific data, a few expert lectures, discussions with experts and peer-support, and the course evaluation that was based on the groups’ oral presentations and a written report. The groups consisted of seven to eight students and four to six assistants who were working side-by-side for the period of the course. Students considered data analysis, including the formulation of research questions, as the most important transferable skill of the course and stated that it was also what they learned the most. We conclude that the students felt that working with real scientific questions and data in multidisciplinary groups supports the learning of transferable skills. The findings suggest that the students may have learned transferable skills from peers, assistants, and teachers while working in small groups of students in different stages of their studies. The study was conducted from student feedback from one course only, but we have observed while organizing over 50 similar courses that working on real scientific questions and data in a multidisciplinary and multicultural course has been motivating for both the teachers and the students. We recommend this method to be used by research groups who are training the future generation of researchers and experts in atmospheric sciences and other fields.",
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author = "Taina Ruuskanen and Hanna Vehkam{\"a}ki and Laura Riuttanen and Antti Lauri",
year = "2018",
month = "5",
day = "1",
doi = "10.3390/su10051385",
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An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences. / Ruuskanen, Taina; Vehkamäki, Hanna; Riuttanen, Laura; Lauri, Antti.

julkaisussa: Sustainability, Vuosikerta 10, Nro 5, 1385, 01.05.2018.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences

AU - Ruuskanen, Taina

AU - Vehkamäki, Hanna

AU - Riuttanen, Laura

AU - Lauri, Antti

PY - 2018/5/1

Y1 - 2018/5/1

N2 - Transferable skills, such as learning skills as well as oral and written communication skills, are needed by today’s experts. The learning of transferable skills was studied during a multidisciplinary two-week, research-oriented intensive course in atmospheric sciences. Students were assessed on their experience of learning data analysis, writing reports and articles, oral presentation, learning and teaching, as well as project and time management skills and the importance of learning these transferable skills in the beginning and at the end of the course. The learning outcomes were constructively aligned with the course and it supported the learning of transferable skills needed by researchers working with multidisciplinary research questions. The methods of teaching were group work, data analysis of real scientific questions and real scientific data, a few expert lectures, discussions with experts and peer-support, and the course evaluation that was based on the groups’ oral presentations and a written report. The groups consisted of seven to eight students and four to six assistants who were working side-by-side for the period of the course. Students considered data analysis, including the formulation of research questions, as the most important transferable skill of the course and stated that it was also what they learned the most. We conclude that the students felt that working with real scientific questions and data in multidisciplinary groups supports the learning of transferable skills. The findings suggest that the students may have learned transferable skills from peers, assistants, and teachers while working in small groups of students in different stages of their studies. The study was conducted from student feedback from one course only, but we have observed while organizing over 50 similar courses that working on real scientific questions and data in a multidisciplinary and multicultural course has been motivating for both the teachers and the students. We recommend this method to be used by research groups who are training the future generation of researchers and experts in atmospheric sciences and other fields.

AB - Transferable skills, such as learning skills as well as oral and written communication skills, are needed by today’s experts. The learning of transferable skills was studied during a multidisciplinary two-week, research-oriented intensive course in atmospheric sciences. Students were assessed on their experience of learning data analysis, writing reports and articles, oral presentation, learning and teaching, as well as project and time management skills and the importance of learning these transferable skills in the beginning and at the end of the course. The learning outcomes were constructively aligned with the course and it supported the learning of transferable skills needed by researchers working with multidisciplinary research questions. The methods of teaching were group work, data analysis of real scientific questions and real scientific data, a few expert lectures, discussions with experts and peer-support, and the course evaluation that was based on the groups’ oral presentations and a written report. The groups consisted of seven to eight students and four to six assistants who were working side-by-side for the period of the course. Students considered data analysis, including the formulation of research questions, as the most important transferable skill of the course and stated that it was also what they learned the most. We conclude that the students felt that working with real scientific questions and data in multidisciplinary groups supports the learning of transferable skills. The findings suggest that the students may have learned transferable skills from peers, assistants, and teachers while working in small groups of students in different stages of their studies. The study was conducted from student feedback from one course only, but we have observed while organizing over 50 similar courses that working on real scientific questions and data in a multidisciplinary and multicultural course has been motivating for both the teachers and the students. We recommend this method to be used by research groups who are training the future generation of researchers and experts in atmospheric sciences and other fields.

KW - 114 Physical sciences

KW - 516 Educational sciences

KW - transferable skills

KW - data-analyzing skills

KW - multidisciplinary

KW - intensive course

KW - EDUCATION

KW - SUSTAINABILITY

KW - KNOWLEDGE

KW - STUDENTS

U2 - 10.3390/su10051385

DO - 10.3390/su10051385

M3 - Article

VL - 10

JO - Sustainability

JF - Sustainability

SN - 2071-1050

IS - 5

M1 - 1385

ER -