文章基本信息

标题：Research-based Residential Fieldwork Learning: Double Bonus?
本地全文：下载
作者：Javier G. P. Gamarra ; Joe E. Ironside ; Natasha de Vere 等
期刊名称：Higher Education Pedagogies
电子版ISSN：2375-2696
出版年度：2010
卷号：16
期号：1
页码：1-9
DOI：10.3108/beej.16.6
出版社：Taylor and Francis Ltd
摘要：In the current Higher Education climate, there is a pressing need to integrate research and teaching in the student learning experience. In order to create synergy between research and teaching activities, to the benefit of students and instructors, we provided students with the opportunity to participate in a high profile collaboration between two scientific institutions. We planned and developed an integrated module leading the student through all the steps necessary in a large-scale, collaborative research project. Student feedback resulting from the intervention showed impressive levels of improvement in general appreciation of the course. Students also suggested that they would have liked a longer module, despite the intensive workload they experienced. All areas explored (general knowledge, research-based evaluation criteria, group and individual work) showed improvements in student evaluation after the module. We conclude that a residential, integrated experience of scientific research, from initial data collection to presentation at a scientific conference, can produce significant positive, active learning experiences to the students. A double bonus comes from the benefits towards research, both by compilation of data and long-term collaboration opportunities.
关键词：barcoding ; ecology fieldwork ; institutional collaboration ; integrated fieldwork ; positive feedback