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Taylor, S., Rudolph, J., & Foldy, G. (2008). Teaching reflective practice in the action science/action inquiry tradition: Key stages, concepts and practices. In Reason and Bradbury (Eds.), The SAGE handbook of action research: Participative inquiry and practice (pp. 656-668). Thousand Oaks, CA: Sage.
has been cited by the following article:
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TITLE:
Developing Concrete Research Proposals and Facilitating Self-Directed Learning via Concept Mapping
AUTHORS:
Keetam D. F. Alkahtani
KEYWORDS:
Concept Mapping; Meaningful Learning; Self-Directed Learning; Research Proposals; Action Research; Higher Education
JOURNAL NAME:
Creative Education,
Vol.4 No.2,
February
7,
2013
ABSTRACT: Self-direction in learning and writing
viable research proposals are considered by higher education institutions as
essential skills for graduate students to start their careers as researchers.
This is an evidence-based practice study focuses on the use of concept mapping
to facilitate self-directed learning and enhance research proposal writing in
teacher education. An action mixed methods research design was used in this
study with quantitative and qualitative data. Participants were 29 graduate
students who were enrolled in a core course aimed to provide learners with an
in-depth understanding of research methods. All students, at the beginning of
the course, were asked to write a research proposal and complete the
Self-Directed Learning Readiness Scale (SDLRS). They then were given training
in the use of concept mapping technique throughout the course to develop
research proposals. Students’ scores prior to and after the intervention were
compared. Results indicate that students developed significantly more concrete
research proposals, and displayed higher scores at post-intervention
assessment. Findings of this study value and support the use of concept mapping
to provide students with a comprehensive understanding of the knowledge of
their area of study as they reflect on every element of their proposals.