A Research-Led, Inquiry-Based Learning Experiment: Classic Landforms of Deglaciation, Glen Etive, Scottish Highlands
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| Title: | A Research-Led, Inquiry-Based Learning Experiment: Classic Landforms of Deglaciation, Glen Etive, Scottish Highlands |
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| Language: | English |
| Authors: | Harris, Tim, Tweed, Fiona |
| Source: | Journal of Geography in Higher Education. Nov 2010 34(4):511-528. |
| 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 |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Cognitive Style, Instructional Design, Ownership, Inquiry, Active Learning, Learning Experience, Teaching Methods, Outcomes of Education, Foreign Countries, Student Improvement, Geography, Geography Instruction, Undergraduate Students, Program Descriptions, Program Evaluation |
| Geographic Terms: | United Kingdom (Scotland) |
| DOI: | 10.1080/03098265.2010.486851 |
| ISSN: | 0309-8265 |
| Abstract: | This paper reports an adaptation of a classroom-based, traditionally taught module to both facilitate field-based knowledge acquisition and contribute towards research. The module enabled students, through a combination of new research and co-learning, to achieve the original classroom-based learning outcomes. Students engaged enthusiastically with the research project, developing a deeper learning style as demonstrated by improved student performance and a sense of ownership of the learning experience. The study concludes that field-centred, inquiry-based learning draws heavily upon staff resources but is an effective means of facilitating teaching and research in tandem. (Contains 3 figures and 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2010 |
| Accession Number: | EJ904381 |
| Database: | ERIC |
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| Abstract: | This paper reports an adaptation of a classroom-based, traditionally taught module to both facilitate field-based knowledge acquisition and contribute towards research. The module enabled students, through a combination of new research and co-learning, to achieve the original classroom-based learning outcomes. Students engaged enthusiastically with the research project, developing a deeper learning style as demonstrated by improved student performance and a sense of ownership of the learning experience. The study concludes that field-centred, inquiry-based learning draws heavily upon staff resources but is an effective means of facilitating teaching and research in tandem. (Contains 3 figures and 1 table.) |
|---|---|
| ISSN: | 0309-8265 |
| DOI: | 10.1080/03098265.2010.486851 |
