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- OPEN ACCESS
- Gwyneth A. MacMillan,
- Marianne Falardeau,
- Catherine Girard,
- Sophie Dufour-Beauséjour,
- Justine Lacombe-Bergeron,
- Allyson K. Menzies, and
- Dominique A. Henri
For decades, Indigenous voices have called for more collaborative and inclusive research practices. Interest in community-collaborative research is consequently growing among university-based researchers in Canada. However, many researchers receive little formal training on how to collaboratively conduct research with Indigenous communities. This is particularly problematic for early-career researchers (ECRs) whose fieldwork often involves interacting with communities. To address this lack of training, two peer-led workshops for Canadian ECRs were organized in 2016 and 2017 with the following objectives: (i) to cultivate awareness about Indigenous cultures, histories, and languages; (ii) to promote sharing of Indigenous and non-Indigenous ways of knowing; and (iii) to foster approaches and explore tools for conducting community-collaborative research. Here we present these peer-led Intercultural Indigenous Workshops and discuss workshop outcomes according to five themes: scope and interdisciplinarity, Indigenous representation, workshop environment, skillful moderation, and workshop outcomes. Although workshops cannot replace the invaluable experience gained through working directly with Indigenous communities, we show that peer-led workshops can be an effective way for ECRs to develop key skills for conducting meaningful collaborative research. Peer-led workshops are therefore an important but insufficient step toward more inclusive research paradigms in Canada. - OPEN ACCESSComputational methods, coding, and software are important tools for conducting research. In both academic and industry data analytics, open-source software (OSS) has gained massive popularity. Collaborative source code allows students to interact with researchers, code developers, and users from a variety of disciplines. Based on the authors’ experiences as graduate students and coding instructors, this paper provides a unique overview of the obstacles that graduate students face in obtaining the knowledge and skills required to complete their research and in transitioning from an OSS user to a contributor: psychological, practical, and cultural barriers and challenges specific to graduate students including cognitive load in graduate school, the importance of a knowledgeable mentor, seeking help from both the online and local communities, and the ongoing campaign to recognize software as research output in career and degree progression. Specific and practical steps are recommended to provide a foundation for graduate students, supervisors, administrators, and members of the OSS community to help overcome these obstacles. In conclusion, the objective of these recommendations is to describe a possible framework that individuals from across the scientific community can adapt to their needs and facilitate a sustainable feedback loop between graduate students and OSS.
- OPEN ACCESS
- Hilary Sadowsky,
- Nicolas D. Brunet,
- Alex Anaviapik,
- Abraham Kublu,
- Cara Killiktee, and
- Dominique A. Henri
Community leadership in Arctic environmental research is increasingly recognized as one of many pathways to Indigenous self-determination in Nunavut, Canada. While experienced Inuit hunters, trappers, and other recognized environmental knowledge experts are commonly included in research, similar opportunities for Inuit youth to meaningfully engage in environmental research remain limited. Finding ways to increase scientific literacy, particularly among Inuit youth, has been identified as an important step in the continuation of high-quality Arctic environmental research. This paper examines community perspectives on the roles and contributions of Inuit youth in environmental research in Nunavut, barriers that Inuit youth face in becoming meaningfully engaged in field-based environmental research, and strategies for enhancing Inuit youth engagement. Our study was conducted in Pond Inlet, Nunavut, and used interviews, workshops, and observation to gather stories and knowledge from community members about field- and land-based experiential learning pathways. This study found that a complex set of barriers, including a lack of credentials and support systems, among others, may inhibit meaningful Inuit youth engagement in environmental research. Key findings from the study support the view that collaborative land-based research activities can be an effective and meaningful method of enhancing scientific literacy among Inuit youth. - OPEN ACCESSResearch integrity (RI) has been a focus of society in recent years as a means to create and to keep trust in science. Higher education institutions (HEIs) play a key role in promoting a culture of RI and responsible conduct of research (RCR). The understanding and practice of RI can vary across cultures. This article aims to outline initial insights into university students’ RI mindsets based on five RI facets: understanding, importance, value–action gap, enforcement approaches, and training. A qualitative exploratory cross-cultural study was conducted with participants from Germany and Bulgaria via semi-structured guided group interviews. An explicit transcultural agreement regarding the significance of RI was categorically indicated. Intercultural differences between the two European countries were revealed and discussed in reference to understanding RI, the value–action gap, enforcement approaches, and training preferences.
- OPEN ACCESSOrganisations in Europe differ significantly in how they promote research integrity (RI). Higher education institutions play a pivotal role in disseminating a culture of RI and responsible conduct of research (RCR). Adhering and strengthening mentoring systems, implementing codes of conduct, and raising awareness are just a few initiatives among many to enhance students’ training in RCR. This article describes the Path2Integrity Learning Card (P2LIC) programme, a proactive training programme to foster RI. This programme was further developed in 2020 and the updated feedback loops took place in four countries (Germany, Denmark, Spain, and Poland). We outline the P2ILC development and final design, the trainer feedback on the programme from the second year of operation, and suggest future considerations for RCR training to strengthen research integrity.