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How does acting as a research participant impact undergraduate students' experience(s) as researchers? A call for a national, comparative, study.

Rand, Jane (2015) How does acting as a research participant impact undergraduate students' experience(s) as researchers? A call for a national, comparative, study. In: Inspire: Sharing great practice in Social Science teaching and learning, 3-4 December 2015, The Studio, Manchester. (Unpublished)

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Abstract

This session reviews a small-scale qualitative research study that explored whether providing third year Education Studies dissertation students the opportunity to participate in a research study themselves helped them to nuance their identity as both students and also researchers. Much of what is published about undergraduate research students’ experiences is limited to the natural science or to STEM subjects; there are very few published accounts that focus solely on the social sciences. That which is published explores the particular challenges experienced by social science undergraduates; common amongst these is the notion of feeling ‘stuck’ at the boundaries of shifts in understanding. In this session I will outline the literature around discovery pedagogies, consider the characteristics of a social science research community learning environment through sharing the data from the study, and propose ways in which a particular type of talk can be used to powerfully improve social science undergraduate research. From this session I intend to plan and develop a larger comparative study.

Item Type: Conference or Workshop Item (Paper)
Status: Unpublished
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department: School of Education
URI: http://ray.yorksj.ac.uk/id/eprint/1031

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