Embedding research-based learning early in the undergraduate geography curriculum

Hdl Handle:
http://hdl.handle.net/10034/227991
Title:
Embedding research-based learning early in the undergraduate geography curriculum
Authors:
Walkington, Helen; Griffin, Amy L.; Keys-Mathews, Lisa; Metoyer, Sandra K.; Miller, Wendy E.; Baker, Richard; France, Derek
Abstract:
This article discusses 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.
Affiliation:
Oxford Brookes University ; University of New South Wales ; University of North Alabama ; Texas A&M University ; State University of New York College at Cortland ; The Australian National University ; University of Chester
Citation:
Journal of Geography in Higher Education, 2011, 35(3), pp. 315-330
Publisher:
Routledge
Journal:
Journal of Geography in Higher Education
Publication Date:
Aug-2011
URI:
http://hdl.handle.net/10034/227991
DOI:
10.1080/03098265.2011.563377
Additional Links:
http://www.tandf.co.uk/journals/titles/03098265.asp
Type:
Article
Language:
en
Description:
This article is not available through ChesterRep
ISSN:
03098265; 14661845
Appears in Collections:
Geography and Development Studies

Full metadata record

DC FieldValue Language
dc.contributor.authorWalkington, Helenen_GB
dc.contributor.authorGriffin, Amy L.en_GB
dc.contributor.authorKeys-Mathews, Lisaen_GB
dc.contributor.authorMetoyer, Sandra K.en_GB
dc.contributor.authorMiller, Wendy E.en_GB
dc.contributor.authorBaker, Richarden_GB
dc.contributor.authorFrance, Dereken_GB
dc.date.accessioned2012-06-08T07:44:22Zen
dc.date.available2012-06-08T07:44:22Zen
dc.date.issued2011-08en
dc.identifier.citationJournal of Geography in Higher Education, 2011, 35(3), pp. 315-330en_GB
dc.identifier.issn03098265en
dc.identifier.issn14661845en
dc.identifier.doi10.1080/03098265.2011.563377en
dc.identifier.urihttp://hdl.handle.net/10034/227991en
dc.descriptionThis article is not available through ChesterRepen_GB
dc.description.abstractThis article discusses 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.en_GB
dc.language.isoenen
dc.publisherRoutledgeen_GB
dc.relation.urlhttp://www.tandf.co.uk/journals/titles/03098265.aspen_GB
dc.rightsArchived with thanks to Journal of Geography in Higher Educationen_GB
dc.subjectresearch skillsen_GB
dc.subjectundergraduate researchen_GB
dc.subjectcurriculumen_GB
dc.titleEmbedding research-based learning early in the undergraduate geography curriculumen
dc.typeArticleen
dc.contributor.departmentOxford Brookes University ; University of New South Wales ; University of North Alabama ; Texas A&M University ; State University of New York College at Cortland ; The Australian National University ; University of Chesteren_GB
dc.identifier.journalJournal of Geography in Higher Educationen_GB
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