Students' Reflective Essays as Insights into Student Centred-Pedagogies within the Undergraduate Research Methods Curriculum

Autor/inn/en	Hosein, Anesa; Rao, Namrata
Titel	Students' Reflective Essays as Insights into Student Centred-Pedagogies within the Undergraduate Research Methods Curriculum
Quelle	In: Teaching in Higher Education, 22 (2017) 1, S.109-125 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2016.1221804
Schlagwörter	Student Centered Learning; Undergraduate Students; Research Methodology; Essays; Reflection; Research Skills; Curriculum Research; Curriculum Design; Active Learning; Inquiry; Student Research; Foreign Countries; Higher Education; Qualitative Research + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Research method; Forschungsmethode; Essay; Aufsatzunterricht; Forschungsleistung; Curriculum; Research; Curriculumreform; Lehrplan; Forschung; Lehrplangestaltung; Aktives Lernen; Studentenforschung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung
Abstract	In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed. Consequently, it may lead to research methods students assuming that becoming a researcher involves gathering information rather than it being a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students' development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay of their research experience. Qualitative analysis of the students' reflective essay demonstrated that students showed an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as the metacognition of their research competence. Pedagogical approaches that encourage "reflection on action" in the research curriculum can, therefore, help students to articulate their researcher identity and build their research skills confidence and should be actively promoted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01