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

by: John Willison, Kerry O’regan

Higher Education Research & Development, Vol. 26, No. 4. (2007), pp. 393-409.

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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. <blockquote>I am neither especially clever nor especially gifted. I am only very, very curious. – Albert Einstein </blockquote>

@article{citeulike:2150555, 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. <blockquote>I am neither especially clever nor especially gifted. I am only very, very curious. \– Albert Einstein </blockquote>}, author = {Willison, John and O\’regan, Kerry }, citeulike-article-id = {2150555}, doi = {http://dx.doi.org/10.1080/07294360701658609}, journal = {Higher Education Research \& Development}, keywords = {undergraduate\_research}, number = {4}, pages = {393--409}, posted-at = {2008-06-18 20:32:44}, priority = {0}, publisher = {Routledge}, title = {Commonly known, commonly not known, totally unknown: a framework for students becoming researchers}, url = {http://dx.doi.org/10.1080/07294360701658609}, volume = {26}, year = {2007} }

RIS record

TY - JOUR ID - citeulike:2150555 L3 - citeulike-article-id:2150555 TI - Commonly known, commonly not known, totally unknown: a framework for students becoming researchers JF - Higher Education Research & Development VL - 26 IS - 4 SP - 393 EP - 409 PB - Routledge N2 - 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. <blockquote>I am neither especially clever nor especially gifted. I am only very, very curious. – Albert Einstein </blockquote> KW - undergraduate_research AU - Willison, John AU - O’regan, Kerry PY - 2007/// UR - http://dx.doi.org/10.1080/07294360701658609 ER -

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