1. Research as inquiry Models, approaches and conceptions Vicky Davies 1Based on a presentation by L Norton March 2013

2. Outline 1.Introduction: What is research? 2.The academics’ perspective – Conceptions of research, knowledge and scholarship – Approaches to learning and teaching 3.The students’ perspective – Conceptions of research 4.Why do we want our students to engage with research activity? 5.Research in the curriculum – Undergraduate research and inquiry-based learning – Healey’s (2005) framework 2

3. Activity: What do we understand by the term research Together create a mindmap by adding your own word or phrase RESEARCH 3

4. Workshop responses 4 Research Statistics Application of knowledge Inquiry based learning Curiosity Problem solving solutions Advancing knowledge Evidence based practice Decision making Filling knowledge gaps Critical thinking Areas of enquiry Judgements New thinking Research as practice Conceptual models Literature reviews questionssurveys

5. 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. 5

6. 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 learning- oriented): 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. 6

7. 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 7

8. 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 8

9. 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 9

10. Workshop responses 10 Knowledge To apply their knowledge & experience To understand basic principles & identify knowledge gaps To grow their own knowledge & understanding To get a sense that you can create knowledge Methodological skills To grow their critical thinking skills Develop skills for practice on the workplace Identifying the best solution to solve the problem Critical thinking Because it matters to civic life To evaluate own work & where it fits into the wider picture Evidence based practice To become independent thinkers Linking the results to research & developing recommendations Other Practice development First steps in developing a good CV Lifelong learning To move forward knowledge Question yourself & others Sense of self fulfilment

11. 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 research- informed, and taught and supervised by those engaged in research and/or scholarship. Is there evidence of this? 11

12. A conceptual framework of research in curriculum design Healey & Jenkins (2012 ) 1.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. 2.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. 3.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. 4.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 12

13. Healey’s 2005 model 13

14. 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? 14