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

Show simple item record Ruuskanen, Taina Vehkamäki, Hanna Riuttanen, Laura Lauri, Antti 2018-08-07T10:26:01Z 2018-08-07T10:26:01Z 2018-05-01
dc.identifier.citation Ruuskanen , T , Vehkamäki , H , Riuttanen , L & Lauri , A 2018 , ' An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences ' , Sustainability , vol. 10 , no. 5 , 1385 .
dc.identifier.other PURE: 114974614
dc.identifier.other PURE UUID: f86f7fa2-c734-4951-9abe-168ba8d9364e
dc.identifier.other Bibtex: urn:569251aadc89437506d9452125041919
dc.identifier.other Scopus: 85046650229
dc.identifier.other ORCID: /0000-0001-8655-0246/work/47218547
dc.identifier.other ORCID: /0000-0002-5018-1255/work/47220103
dc.identifier.other ORCID: /0000-0001-9549-6739/work/47223266
dc.identifier.other WOS: 000435587100081
dc.description.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. fi
dc.format.extent 20
dc.language.iso eng
dc.relation.ispartof Sustainability
dc.rights cc_by
dc.rights.uri info:eu-repo/semantics/openAccess
dc.subject 114 Physical sciences
dc.subject 516 Educational sciences
dc.subject transferable skills
dc.subject data-analyzing skills
dc.subject multidisciplinary
dc.subject intensive course
dc.subject EDUCATION
dc.subject KNOWLEDGE
dc.subject STUDENTS
dc.title An Exploratory Study of the Learning of Transferable Skills in a Research-Oriented Intensive Course in Atmospheric Sciences en
dc.type Article
dc.contributor.organization INAR Physics
dc.contributor.organization Institute for Atmospheric and Earth System Research (INAR)
dc.contributor.organization Teachers' Academy
dc.description.reviewstatus Peer reviewed
dc.relation.issn 2071-1050
dc.rights.accesslevel openAccess
dc.type.version publishedVersion

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