How can you embed science and research
Answers
The Boyer Commission's (1998) call for greater undergraduate engagement in research has been heard by many university systems around the world. A body of literature has documented the advantages to students of engaging with research (McGuinness & Simm, 2003; Seymour et al., 2004; Healey, 2005a, 2005b; Healey & Jenkins, 2006, 2009; Findley et al., 2007; Garde-Hansen & Calvert, 2007; Hodge et al., 2007, 2008; Jenkins et al., 2007; Karukstis & Elgren, 2007; DeHaan, 2009; Elsen et al., 2009). There is a growing recognition that research skills are essential for all students because knowing how to critically evaluate information and to enquire is of increasing importance (Brew, 2006), and research skills are required for graduates to function effectively in an increasingly complex world (Bar-Yam, 2004; Harris, 2007; Mitchell, 2009). As Scott notes (2002, p. 13):
In a ‘knowledge society’ all students – certainly all graduates – have to be researchers. Not only are they engaged in the production of knowledge; they must also be educated to cope with the risks and uncertainties generated by the advance of science.
However, Harrison and Whalley (2008) have questioned the extent to which undergraduate students are equipped to engage in dissertation research as a result of their preceding years in undergraduate education, and Lovitts (2005) has even highlighted the lack of preparedness of postgraduate level students for thesis research. Students struggle with research when they do finally engage with it because no explicit attention was given in earlier years for developing the skills needed for success in research (Evans & Witkosky, 2004; DeHaan, 2009).
This article explores the skills which students need to become effective researchers, and provides case study examples of how skills teaching can be embedded into geography curricula before students are expected to engage in self-directed honours-level research. As the case studies we present highlight, research skills can take many forms and different universities have approached developing these skills in a range of ways, including building student skills in critiquing the research of others and communicating research findings to new audiences. These skills and practices are based on the broad definition of student research given by Willison and O'Regan (2007, p. 394) as:
a continuum of knowledge production, from knowledge new to the learner to knowledge new to humankind, moving from the commonly known, to the commonly not known, to the totally unknown.
This inclusive definition of research opens up pedagogic spaces to engage students in the research culture of our universities. Universities can offer transformative opportunities through increased student collaboration and dialogue (often enhanced by learning technologies), in the process of developing research skills.
For the purpose of integrating research and teaching, we advocate an alternative view of research as a lifelong-learning endeavour and as a continuum that ranges from developing research skills to the production of research (Willison & O'Regan, 2007). Awareness of the research process gained in undergraduate courses can enormously enhance student skills in critically evaluating the research of others. As one Australian student noted after undertaking field-based research in a second-year field course
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Answer:
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.
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