Embedding research-based learning early in the undergraduate geography curriculum

Helen Walkington; Amy L. Griffin; Lisa Keys-Mathews; Sandra K. Metoyer; Wendy E. Miller; Richard Baker; Derek France

doi:10.1080/03098265.2011.563377

Embedding research-based learning early in the undergraduate geography curriculum

Helen Walkington^*, Amy L. Griffin, Lisa Keys-Mathews, Sandra K. Metoyer, Wendy E. Miller, Richard Baker, Derek France

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

60 Citations (Scopus)

Abstract

This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.

Original language	English
Pages (from-to)	315-330
Number of pages	16
Journal	Journal of Geography in Higher Education
Volume	35
Issue number	3
DOIs	https://doi.org/10.1080/03098265.2011.563377
Publication status	Published - Aug 2011

Access to Document

10.1080/03098265.2011.563377

Cite this

@article{084a3ad94fb441e9b5641566ab768108,

title = "Embedding research-based learning early in the undergraduate geography curriculum",

abstract = "This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.",

keywords = "Curriculum, Enquiry skills, Research skills, Undergraduate research",

author = "Helen Walkington and Griffin, {Amy L.} and Lisa Keys-Mathews and Metoyer, {Sandra K.} and Miller, {Wendy E.} and Richard Baker and Derek France",

year = "2011",

month = aug,

doi = "10.1080/03098265.2011.563377",

language = "English",

volume = "35",

pages = "315--330",

journal = "Journal of Geography in Higher Education",

issn = "0309-8265",

publisher = "Routledge",

number = "3",

}

TY - JOUR

T1 - Embedding research-based learning early in the undergraduate geography curriculum

AU - Walkington, Helen

AU - Griffin, Amy L.

AU - Keys-Mathews, Lisa

AU - Metoyer, Sandra K.

AU - Miller, Wendy E.

AU - Baker, Richard

AU - France, Derek

PY - 2011/8

Y1 - 2011/8

N2 - This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.

AB - This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.

KW - Curriculum

KW - Enquiry skills

KW - Research skills

KW - Undergraduate research

UR - http://www.scopus.com/inward/record.url?scp=79960766979&partnerID=8YFLogxK

U2 - 10.1080/03098265.2011.563377

DO - 10.1080/03098265.2011.563377

M3 - Article

SN - 0309-8265

VL - 35

SP - 315

EP - 330

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

IS - 3

ER -

Embedding research-based learning early in the undergraduate geography curriculum

Abstract

Access to Document

Other files and links

Fingerprint

Cite this