Embedding research-based learning early in the undergraduate geography curriculum
dc.contributor.author | Walkington, Helen | * |
dc.contributor.author | Griffin, Amy L. | * |
dc.contributor.author | Keys-Mathews, Lisa | * |
dc.contributor.author | Metoyer, Sandra K. | * |
dc.contributor.author | Miller, Wendy E. | * |
dc.contributor.author | Baker, Richard | * |
dc.contributor.author | France, Derek | * |
dc.date.accessioned | 2012-06-08T07:44:22Z | en |
dc.date.available | 2012-06-08T07:44:22Z | en |
dc.date.issued | 2011-05-16 | en |
dc.identifier.citation | Walkington, H., Griffin, A. L., Keys-Mathews, L., Metoyer, S. K., Miller, W. E., Baker, R., & France, D. (2011). Embedding research-based learning early in the undergraduate geography curriculum. Journal of Geography in Higher Education, 35(3), 315-330. https://doi.org/10.1080/03098265.2011.563377 | en_GB |
dc.identifier.issn | 0309-8265 | en |
dc.identifier.doi | 10.1080/03098265.2011.563377 | en |
dc.identifier.uri | http://hdl.handle.net/10034/227991 | en |
dc.description | This article is not available through ChesterRep | en_GB |
dc.description.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. | |
dc.language.iso | en | en |
dc.publisher | Taylor & Francis | en_GB |
dc.relation.url | http://www.tandf.co.uk/journals/titles/03098265.asp | en_GB |
dc.rights | Archived with thanks to Journal of Geography in Higher Education | en_GB |
dc.subject | research skills | en_GB |
dc.subject | undergraduate research | en_GB |
dc.subject | curriculum | en_GB |
dc.title | Embedding research-based learning early in the undergraduate geography curriculum | en |
dc.type | Article | en |
dc.identifier.eissn | 1466-1845 | |
dc.contributor.department | 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 | en_GB |
dc.identifier.journal | Journal of Geography in Higher Education | en_GB |
html.description.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. |