2019
There is often a disconnect between education in scientific methods and its use in practice. As a result, students find it difficult to apply the methods later on. Wageningen University has developed a modular online course that aims to bridge the gap between learning and application.
Arnold Moene, Antonija Rimac-van Heerwaarden, Josette Jacobs, Jordi Vila-Guerau de Arellano, Bart Gremmen
2023
This "Maker Lab" course focuses on supporting student open inquiries. In other words, students are tasked with doing empirical scientific research and thereby constructing scientific knowledge. This document aims to outline what this entails, and does so by closely following work by Carl Wieman* and Natasha Holmes**. Note: If you do not (yet) have Jupyter Notebook, you cannot fully utilize the .ipynb file. But the attached PDF will give an idea of its content and functionality. Note also: In order to interact with and fully utilize the Jupyter Notebook documents (including their hyperlinks and pointers to data and image files), it is helpful to save the entire collection locally in a way that preserves the original directory structure. This is easiest to accomplish by downloading all files at once via the JupyterPython-materials zip file and unpacking it (extracting the files) to your preferred local directory. This zip file of all Jupyter Notebook materials is located here: https://search.edusources.nl/materialen/d144774e-9705-489a-b3cd-28e3618f7324 C. Wieman, “Comparative cognitive task analyses of experimental science and instructional laboratory courses”, Phys.Teach. 53, 349 (2015). http://www.cwsei.ubc.ca/SEI_research/files/Wieman_CTA_PT2015.pdf ** N. G. Holmes and C. Wieman, “Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses”, Phys. Rev. Phys. Educ. Res. 12, 020103 (2016). https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.12.020103
Forrest Bradbury
March 3, 2021
This case study asks students to use the Netherlands Code of Conduct for Research Integrity and Adina L. Roskies’ article “Neuroimaging and Inferential Distance” (2007) to discuss and assess a recent controversial example of communicating scientific findings to the public during Covid-19. Students prepare the materials in advance of class, where they work in small groups to assess the case in light of the two sources. The class reconvenes for a plenary discussion in which they generate tips and tops, or good and bad practices, for integrity in the communication of scientific findings in the era of social media.
Samantha Marie Copeland, Andrea Gammon
August 23, 2023
Define what a scientific poster is and its role in academic and professional settings. Recognize the standard sections of a scientific poster, including title, abstract, introduction, methods, results, discussion, conclusion, and references. Understand the purpose of each section and its role in conveying research findings effectively. Explain the principles of visual hierarchy and how it guides the viewer's attention. Explore various layout options for organizing content logically and coherently. Summarize research findings succinctly without sacrificing essential information. Recognize the role of visual elements in making complex concepts more accessible to the audience. Recognize the importance of providing proper credit to sources and collaborators. Understand ethical considerations related to data presentation and research transparency. Understand the logistics of presenting a poster at conferences or events.
HCAIM Consortium
June 30, 2023
Scientific or not? Scholarly or scientific articles and books are written by academics for academics and usually focus on a specific topic. The aim of a publication is to present research results and to discuss their meaning. Exercise In the exercise Scientific or not? you see characteristics of both popular and scientific journals. Related.
Erasmus University Library
August 10, 2023
Research data management Research data management (RDM) is an important topic with increasing relevance for academics. Due to recent examples of researchers committing fraud by falsifying or manipulating research data, this topic has attracted a lot of attention. These examples of fraud resulted in a Taskforce Scientific Integrity at the EUR, which recommended the introduction of research data management for researchers. For students, it has led to stricter supervision and attention to plagiarism. Benefits Basic elements of data management In each stage of the research life cycle different requirements are identified. Related. Suggested.
January 1, 2021
This is the textbook (reader) for the course Introduction to Academic Research, taught at the Faculty of Spatial Sciences, University of Groningen. This is a compilation of four chapters from 3 different textbooks that are classified as open educational resources (OER) and together provide the accompanying literature for the course. The chapters cover the following topics: Academic research and the research process What are spatial sciences? Theories in scientific research Research ethics The original sources of the chapters in this textbook are mentioned on every page. These texts are taken almost verbatim from the mentioned sources; small adjustments have been made for the consistency of referencing, providing a little context, or aligning the numbering of sections.
Sander van Lanen
Part 1: student knows how to structure a text student knows how make the structure of the text visible student knows how to formulate key sentences student has thought about the target audience student has practiced making a text plan Part 2: student can analyze a research paper student knows the functions of all parts of a paper student can write an abstract
Supporting Students’ Scientific Open Inquiries in Labs (aka SssOIL) is a group devoted to using and sharing open inquiry teaching methods in higher education science lab courses. The group members are: Lesley de Putter: Eindhoven School of Education (Eindhoven University of Technology) Paul Logman: Physics & ICLON (Leiden University) Morten Strømme: Institute for Interdisciplinary Studies (University of Amsterdam) Simone Mesman: Swammerdam Life Sciences (University of Amsterdam) Martijs Jonker: Swammerdam Life Sciences (University of Amsterdam) Forrest Bradbury: Amsterdam University College This page contains links to the group's playbook for open inquiry (both English and Dutch) and the sub-pages below link to individual collections of course materials from several open inquiry lab courses, as well as the team's article on "How to design open inquiry labs". Any questions about this entire collection can be addressed to our team via: S3OIL@outlook.com
Forrest Bradbury, Paul Logman, Simone Mesman, Morten Stromme
July 23, 2026
How to do literature research.
Rian Kriesels, Kim Dibbets, Linda Schoonmade, Emma Besijn, Sebastien Valkenberg, Arjan De Rooy, Ruben Wiering, Michèle Meijer, Anouk Nuijten, Rick Vermunt, Marijn de Groote, Harm le Grand (Kennisnet), Linde Voorend