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Назва: APPROACH TO RESEARCH-TEACHING NEXUS IN UNDERGRADUATE EDUCATION
Автори: AVSIUKEVICH, Y.S.
Ключові слова: кresearch-teaching nexus, research-led education, research-intensive environment, undergraduate programmes
Дата публікації: 14-лис-2017
Видавництво: УНІВЕРСИТЕТ імені АЛЬФРЕДА НОБЕЛЯ
Серія/номер: ПЕДАГОГІКА І ПСИХОЛОГІЯ;2(14)2017
Короткий огляд (реферат): This paper reports on the question of relationship of research to teaching and learning seeking to gain a clearer and deeper understanding of the main concepts within research-teaching nexus and their application in undergraduate education. The literature review conducted has been the basis for clarifying the terms in existing classification of teaching models focused on research such as research-led, researchoriented, research-based, research-tutored and research-informed education; and for suggesting a modification to it by introducing a conceptualizing root for the classification tree. In the result of careful investigation of current research, the author makes an attempt to model an approach to education in research-intensive environment that focuses on the development of students’ research culture, problem solving skills, independence of thinking and learning, intellectual capabilities and critical thinking skills. Having identified the goals and principles of learning in research-intensive environment, the ways to support such education have been introduced. The article points to the value and possibilities for further research in the area.
Опис: The paper seeks to develop an understanding of the ways in which research connects with teaching and learning aiming to provide practical implications of how research-teaching nexus can be applied in undergraduate education. The analysis of recent requirements in recruitment sector worldwide, main objectives of educational reforms in the UK, European Union and Ukraine as well as of new strategic vision set in the leading higher educational institutions has heightened the need for investigating the concepts within research-teaching nexus in education and clarifying the terms in existing classification of teaching models focused on research. The review of current studies has allowed the author to unravel the discussion over the frameworks for conceiving of research-led, research-based, research-oriented and research-informed teaching and, as the result, to expand the classification of teaching in research-intensive environment by suggesting a conceptualizing root to it, mainly, “research-driven” education. In addition, the review of the literature helped formulate clear goals for research-driven education and explore eight principles of its practical application. A number of ways to deploy these principles has been described to develop a range of high level skills of the students. The article also points to the evidence demonstrating the benefits of studying in research-intensive environment and identifies areas for further research.
URI (Уніфікований ідентифікатор ресурсу): http://ir.duan.edu.ua/handle/123456789/772
ISSN: ISSN 2522-4115 (print) ISSN 2522-9133 (online)
Розташовується у зібраннях:2017

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