Commonly Known, Commonly Not Known, Totally Unknown: A Framework for Students becoming Researchers
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| Title: | Commonly Known, Commonly Not Known, Totally Unknown: A Framework for Students becoming Researchers |
|---|---|
| Language: | English |
| Authors: | Willison, John, O'Regan, Kerry |
| Source: | Higher Education Research and Development. Dec 2007 26(4):393-409. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 17 |
| Publication Date: | 2007 |
| Document Type: | Information Analyses Journal Articles |
| Education Level: | Higher Education |
| Descriptors: | Undergraduate Students, Research Skills, Internet, Skill Development, Student Research, Theories, Theory Practice Relationship |
| DOI: | 10.1080/07294360701658609 |
| ISSN: | 0729-4360 |
| Abstract: | Providing undergraduate students with research experience has been asserted as a way of reinventing university education. This assertion lacks both substantial empirical evidence and a coherent theoretical framework. In this paper, the authors consider both research and theory relating to undergraduate research and present the Research Skill Development framework, which can be used to both chart and monitor students' research skill development. An example is given of the practical application of this framework, together with associated preliminary research findings. Further related research directions are also suggested. (Contains 1 figure.) |
| Abstractor: | Author |
| Number of References: | 52 |
| Entry Date: | 2007 |
| Accession Number: | EJ778291 |
| Database: | ERIC |
| Abstract: | Providing undergraduate students with research experience has been asserted as a way of reinventing university education. This assertion lacks both substantial empirical evidence and a coherent theoretical framework. In this paper, the authors consider both research and theory relating to undergraduate research and present the Research Skill Development framework, which can be used to both chart and monitor students' research skill development. An example is given of the practical application of this framework, together with associated preliminary research findings. Further related research directions are also suggested. (Contains 1 figure.) |
|---|---|
| ISSN: | 0729-4360 |
| DOI: | 10.1080/07294360701658609 |
