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Students’ Reflective Essays as insights into Student Centred-Pedagogies within the Undergraduate Research Methods Curriculum

Hosein, Anesa and Rao, N (2016) Students’ Reflective Essays as insights into Student Centred-Pedagogies within the Undergraduate Research Methods Curriculum Teaching in Higher Education. pp. 1-17.

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In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed although undergraduate research itself is student-centred. Consequently, research methods students may believe becoming a researcher is about learning information rather than 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 on their research experience which were qualitatively analysed. Analysis indicated that students demonstrated an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as their metacognition of their competence. Pedagogical approaches which encourages ‘reflection on action’ in the research curriculum therefore helps students to articulate their researcher identity and build their research skills confidence and should be actively promoted.

Item Type: Article
Subjects : Higher Education
Divisions : Department of Higher Education
Authors :
Date : 22 August 2016
Identification Number : 10.1080/13562517.2016.1221804
Copyright Disclaimer : This is an Accepted Manuscript of an article published by Taylor & Francis in Teaching in Higher Education, in 2016, and is available online at:
Uncontrolled Keywords : student-centred approach, enquiry-based learning, research methods, reflective essays, curriculum
Depositing User : Symplectic Elements
Date Deposited : 03 Aug 2016 11:34
Last Modified : 31 Oct 2017 18:32

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