A Research-Led, Inquiry-Based Learning Experiment: Classic Landforms of Deglaciation, Glen Etive, Scottish Highlands

Autor/inn/en	Harris, Tim; Tweed, Fiona
Titel	A Research-Led, Inquiry-Based Learning Experiment: Classic Landforms of Deglaciation, Glen Etive, Scottish Highlands
Quelle	In: Journal of Geography in Higher Education, 34 (2010) 4, S.511-528 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
Schlagwörter	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; United Kingdom (Scotland) + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lesson concept; Lessonplan; Unterrichtsentwurf; Eigentum; Aktives Lernen; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Ausland; Geografie; Geography education; Geography lessons; Geografieunterricht; Programme evaluation; Programmevaluation
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.) (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10