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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: PDF
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
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  Data: 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
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  Data: 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.)
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