Embedding Research in a Field-Based Module through Peer Review and Assessment for Learning

Autor/in	Nicholson, Dawn T.
Titel	Embedding Research in a Field-Based Module through Peer Review and Assessment for Learning
Quelle	In: Journal of Geography in Higher Education, 35 (2011) 4, S.529-549 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8265
DOI	10.1080/03098265.2011.552104
Schlagwörter	Foreign Countries; Feedback (Response); Personal Autonomy; Teaching Methods; Student Research; Research Methodology; Formative Evaluation; Peer Evaluation; Research Projects; Skill Development; Inquiry; Field Studies; Evidence; Assignments; Geography Instruction; Instructional Design; Student Evaluation; Evaluation Methods; Educational Strategies; College Students; College Instruction; Instructional Effectiveness; Field Instruction; Physical Geography; Case Studies; Norway; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Studentenforschung; Research method; Forschungsmethode; Forschungsvorhaben; Kompetenzentwicklung; Qualifikationsentwicklung; Praxisforschung; Evidenz; Assignment; Auftrag; Zuweisung; Geography education; Geography lessons; Geografieunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Schulnote; Studentische Bewertung; Lehrstrategie; Collegestudent; Hochschullehre; Unterrichtserfolg; Praxisklasse; Physische Geografie; Case study; Fallstudie; Case Study; Norwegen; Großbritannien
Abstract	A case study is presented of embedding research in a final year undergraduate, field-based, physical geography module. The approach is holistic, whereby research-based learning activities simulate the full life cycle of research from inception through to peer review and publication. The learning, teaching and assessment strategy emphasizes the progressive nature of knowledge and skills acquisition, facilitated through multiple opportunities for progressive, formative feedback. Students value the challenging yet rewarding nature of the module and engage with formative activities and peer review. The model presented demonstrates the value of peer review, fieldwork and research-based learning to facilitate progressive skills development and learner autonomy. (Contains 5 tables and 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10