Embedding Research-Based Learning Early in the Undergraduate Geography Curriculum
This article considers 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. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill
development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.
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Document Type: Research Article
Department of Anthropology and Geography,Oxford Brookes University, UK
School of Physical, Environmental and Mathematical Sciences, University of New South Wales, Australia
Department of Geography,University of North Alabama, USA
Department of Geography,Texas A&M University, USA
Department of Geography,State University of New York College at Cortland, USA
Fenner School of Environment and Society, The Australian National University, Australia
Department of Geography and Development Studies,University of Chester, UK
Publication date: 2011-08-01
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