Embedding research-based learning early in the undergraduate geography curriculum
Griffin, Amy L.
Metoyer, Sandra K.
Miller, Wendy E.
AffiliationOxford 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
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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.
CitationJournal of Geography in Higher Education, 2011, 35(3), pp. 315-330
DescriptionThis article is not available through ChesterRep