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Embedding research-based learning early in the undergraduate geography curriculum

Walkington, Helen
; 
Griffin, Amy L.
; 
Keys-Mathews, Lisa
; 
Metoyer, Sandra K.
; 
Miller, Wendy E.
; 
Baker, Richard
; 
France, Derek
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Affiliation
Oxford Brookes University; University of New South Wales; University of North Alabama; Texas A&M University; State University of New York College at Cortland; The Australian National University; University of Chester
EPub Date
Publication Date
2011-05-16
Submitted Date
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Geography and International Development
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Abstract
This article discusses 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.
Citation
Walkington, H., Griffin, A. L., Keys-Mathews, L., Metoyer, S. K., Miller, W. E., Baker, R., & France, D. (2011). Embedding research-based learning early in the undergraduate geography curriculum. Journal of Geography in Higher Education, 35(3), 315-330. https://doi.org/10.1080/03098265.2011.563377
Publisher
Taylor & Francis
Journal
Journal of Geography in Higher Education
Research Unit
URI
http://hdl.handle.net/10034/227991
DOI
10.1080/03098265.2011.563377
PubMed ID
PubMed Central ID
Type
Article
Language
en
Description
This article is not available through ChesterRep
Series/Report no.
ISSN
0309-8265
EISSN
1466-1845
ISBN
ISMN
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http://www.tandf.co.uk/journals/titles/03098265.asp