Article2007

Commonly known, commonly not known, totally unknown: a framework for students becoming researchers

356 citations0/0 files storedHigher Education Research & Development

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Higher Education Practises and Engagement Higher Education Research Studies Educational Research and Methods

Abstract

Providing undergraduate students with research experience has been asserted as a way of reinventing university education. This assertion lacks both substantial empirical evidence and a coherent theoretical framework. In this paper, the authors consider both research and theory relating to undergraduate research and present the Research Skill Development framework, which can be used to both chart and monitor students’ research skill development. An example is given of the practical application of this framework, together with associated preliminary research findings. Further related research directions are also suggested. I am neither especially clever nor especially gifted. I am only very, very curious. – Albert Einstein

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References

1994Situated Learning: Legitimate Peripheral Participation.2002A Revision of Bloom's Taxonomy: An Overview 1992Scholarship Reconsidered: Priorities of the Professoriate 2012The Taxonomy of Educational Objectives 2004Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three‐year study 2004Survey of Undergraduate Research Experiences (SURE): First Findings 1997Scholarship Assessed: Evaluation of the Professoriate 2004Knowledge production and the research–teaching nexus: the case of the built environment disciplines

Cited by

2011Scaffolding critical thinking in the zone of proximal development 2013Understanding the scope of undergraduate research: a framework for curricular and pedagogical decision-making 2019Making sense of research-based learning in teacher education 2010Development of a ‘universal’ rubric for assessing undergraduates' scientific reasoning skills using scientific writing 2017Academics’ perceptions of the challenges and barriers to implementing research-based experiences for undergraduates

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