Embedding Research in a Field-based Module through Peer Review and Assessment for Learning
Datos Bibliográficos
| ID | 11954832 |
|---|---|
| Autores | Dawn T Nicholson (0000-0001-8402-9481, Manchester Metropolitan University, autor de correspondencia) |
| Año | 2011 |
| Volumen | 35 |
| Número | 4 |
| Páginas | 529-549 |
| Fecha de publicación | 2011-07-09 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Journal of Geography in Higher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0309-8265 • E-ISSN: 1466-1845 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/03098265.2011.552104 |
| OpenAlex | W1971360420 |
| Idioma | EN |
| Citas recibidas | 12 |
| Referencias citadas | 36 |
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
Autonomy · Embedding · Field (mathematics · Formative assessment · Mathematics education · Pedagogy · Peer Assessment · Peer feedback · Political science · Value (mathematics · Computer Science · Educational Technology and Assessment · Geography Education and Pedagogy · Psychology · Student Assessment and Feedback · Artificial Intelligence
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Implementing Student Peer Review
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Activating the Classroom
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Group Project Work and Student-centred Active Learning
Training undergraduates for self‐directed field research projects in physical geography
Experimenting with Active Learning in Geography
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Life without Fieldwork
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The Importance of Direct Experience
Co-learning
Addressing the new agenda for fieldwork in higher education
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Problem‐based learning and fieldwork
Peer assessment and group work as vehicles for student empowerment
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Linking Teaching and Research
Enhancing teaching through constructive alignment
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| Obras citantes distintas | 12 |
|---|---|
| Citas por año | 0,8 |
| Intervalo de citas | 2011 - 2025 (15) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 12 |