NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1119431
Record Type: Journal
Publication Date: 2017
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1356-2517
Students' Reflective Essays as Insights into Student Centred-Pedagogies within the Undergraduate Research Methods Curriculum
Hosein, Anesa; Rao, Namrata
Teaching in Higher Education, v22 n1 p109-125 2017
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A