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Simulating scientific thinking online: an example of research-led teaching
Holbrook, NJ and Devonshire, E (2005) Simulating scientific thinking online: an example of research-led teaching. Higher Education Research and Development, 24 (3). pp. 201-213.
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In the contemporary higher education system there is growing interest in, and debate about, the need to strengthen and sustain the relationships between teaching and research. While there are multiple and varied explanations about these relationships, most acknowledge the importance of designing learning activities that explicitly develop the research–teaching nexus: a methodology known as research-led teaching. The paper illustrates the integration of a research-led teaching approach in an online context, using an ocean (climate) model simulation activity in two undergraduate units as a case study. The modelling activity draws on disciplinary research as the underpinning content and stimulus for learning, and incorporates tasks designed to simulate scientific thinking as well as facilitate understanding of abstract concepts about the ocean (and atmosphere) climate system. It also demonstrates a research-led teaching activity that has been successfully applied in different disciplinary contexts, physical geography (atmospheric science sub-discipline) and physics.
|Journal or Publication Title:||Higher Education Research and Development|
|Page Range:||pp. 201-213|
|Identification Number - DOI:||10.1080/07294360500153844|
|Additional Information:||The definitive version is available online at http://www.informaworld.com/|
|Date Deposited:||05 Jul 2008 06:39|
|Last Modified:||18 Nov 2014 03:44|
|Item Statistics:||View statistics for this item|
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