Transcript Research as inquiry

Research as inquiry
Models, approaches and
conceptions
Vicky Davies
Based on a presentation by L Norton March 2013
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Outline
1.
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Introduction: What is research?
The academics’ perspective
– Conceptions of research, knowledge and scholarship
– Approaches to learning and teaching
3.
The students’ perspective
– Conceptions of research
4.
5.
Why do we want our students to engage with research activity?
Research in the curriculum
– Undergraduate research and inquiry-based learning
– Healey’s (2005) framework
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Activity: What do we understand by
the term research
• Together create a mindmap by adding your own word or
phrase
RESEARCH
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Workshop
responses
Statistics
Inquiry
based
learning
questions
Application
of
knowledge
surveys
Curiosity
Literature
reviews
Problem
solving
solutions
Conceptual
models
Research
Research as
practice
New
thinking
Advancing
knowledge
Decision
making
Judgements
Evidence
based
practice
Critical
thinking
Areas of
enquiry
Filling
knowledge
gaps
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Academics’ views of knowledge and
scholarship (Brew 2001)
Where is the focus: External environment or internal analysis of
data?
External environment: academics who focus on this aspect of
research may view ‘research teaching’ as involving students in a
range of activities mirroring research conferences, journal
publication, presenting posters, engaging in teamwork and
networking.
Internal analysis : academics who focus on this aspect of the
analysis of data to develop an understanding, may see research as
inquiry teaching more as a process of engaging students in courses
on methodology, research skills, interpretation of data etc.
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Academics’ conceptions of teaching
Commonly found to fall into two main categories (Kember 1997):
1. Teaching as information transmission (teacher-centred or content –
oriented): knowing your subject & effectively imparting that knowledge
to your students.
2. Teaching as supporting students’ learning (student-centred or learningoriented): facilitating the process whereby students actively construct
meaning and knowledge for themselves to bring about conceptual
change.
• Information transmission links with a view of ‘research teaching’ as the
process of telling students about the academic’s research
• Supporting students’ learning links with a view of ‘research teaching’ to
engage students in doing research in some way.
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Research students’ conceptions of
research (Meyer et al, 2005, 2007)
• What do you think research means in your discipline or
subject?
• What do you think constitutes ‘good research in your
discipline or subject?
• Found 8 factors - subsequently refined in 2007 study to 5
factors:
1. Finding out the truth
2. An insightful process
3. Re-searching previous knowledge
4. Finding solutions to problems
5. Misconceptions
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Why do we want our students to
engage with research?
Slapcoff, Dobler & Tovar (2011) suggest knowledge, methodological skills and
advanced critical thinking skills:
1. knowledge: students need to develop an awareness that knowledge is dynamic,
not static.
2.
methodological skills: students need to become familiar with the methods used
to gather, organize, analyse, interpret, and evaluate data and source material.
3.
advanced critical thinking skills: students need to learn how to use discussion
and writing not only as mechanisms for reporting on work, but as processes to
help them develop and communicate their thinking.
…. But we can’t do all three in one course
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Activity: Why do we want to encourage
our students to do research?
1. Using post its write down as many reasons as you can think of
2. Use a separate post it for each reason
3. Compare your reasons with your next door neighbour
4. Together place post its on the relevant sheet:
Knowledge Methodological skills Critical thinking Other
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Workshop
responses
Knowledge
Methodological
skills
Critical thinking
Other
To apply their
knowledge &
experience
To grow their
critical thinking
skills
Because it matters
to civic life
Practice
development
To understand basic
principles & identify
knowledge gaps
Develop skills for
practice on the
workplace
To evaluate own
work & where it fits
into the wider
picture
First steps in
developing a good
CV
To grow their own
knowledge &
understanding
Identifying the best
solution to solve
the problem
Evidence based
practice
Lifelong learning
To become
independent
thinkers
To move forward
knowledge
To get a sense that
you can create
knowledge
Linking the results
to research &
developing
recommendations
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Question yourself & others
Sense of self fulfilment
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The Ulster context
Research/Scholarship
informed curriculum and
teaching
The Teaching and Learning
Strategy states that the
University aims to provide
courses which are
scholarship-informed and
where appropriate researchinformed, and taught and
supervised by those engaged
in research and/or
scholarship. Is there evidence
of this?
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A conceptual framework of research in
curriculum design Healey & Jenkins (2012)
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Research-led, involving learning about current research in the discipline.
Curriculum focus ensures what students learn clearly reflects current and
ongoing research in the discipline. May include research done by staff
teaching them.
Research-oriented, developing students’ research skills and techniques.
Focus on developing students’ knowledge of and ability to carry out the
research methodologies and methods appropriate to their discipline.
Research-based, requiring students to undertake research and inquiry.
Focus is ensures that, as much as possible, students learn in research or
inquiry mode. Ie students become producers of knowledge not just
consumers.
Research-tutored, engaging students in research discussions. Focus on
students and staff critically discussing research in the discipline e.g in
many seminar-based subjects
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Healey’s 2005 model
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Some questions to ponder
1. Should we aim for a balance between all four activities?
2. If so, how???
3. Should the balance change as students go through their
degrees?
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