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- W2612403721 abstract "ABSTRACTEnabling pre-service teachers to develop a critical view of their practice and to acquire the higher order inquiry skills necessary for pedagogic research has been and continues to be a challenge. The present study presents a unique intervention in the training of pre-service teachers in research literacy (RL) skills using a Problem Based Learning (PBL) approach. The intervention is implemented in two different Learning Communities (LC), one online and the other blended. Both immediate and long-term effects of PBL are investigated as are the effects of social and direct scaffolding within the LCs. The study focuses on transmitting the following RL skills: identifying and defining a problem, formulating a research question, and designing a research method. The findings indicate an immediate effect upon all RL skills in both LCs. The long-term effect appears only in the online LC and only for two RL skills: identifying and defining problems. Additionally, there is greater use of social scaffolding i..." @default.
- W2612403721 created "2017-05-19" @default.
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- W2612403721 date "2017-01-02" @default.
- W2612403721 modified "2023-09-30" @default.
- W2612403721 title "How pre-service teachers internalize the link between research literacy and pedagogy" @default.
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- W2612403721 doi "https://doi.org/10.1080/09523987.2017.1324353" @default.
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