This paper reports an adaptation of a classroom-based, traditionally taught module to both facilitate field-based knowledge acquisition and contribute towards research. The module enabled students, through a combination of new research and co-learning, to achieve the original classroom-based learning outcomes. Students engaged enthusiastically with the research project, developing a deeper learning style as demonstrated by improved student performance and a sense of ownership of the learning experience. The study concludes that field-centred, inquiry-based learning draws heavily upon staff resources but is an effective means of facilitating teaching and research in tandem.View full textDownload full textKeywordsInquiry-based learning, glacial geomorphology, fieldwork, research-led teaching, undergraduateRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/03098265.2010.486851
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