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Simulating scientific thinking online: an example of research-led teaching


Holbrook, NJ and Devonshire, E, Simulating scientific thinking online: an example of research-led teaching, Higher Education Research and Development, 24, (3) pp. 201-213. ISSN 0729-4360 (2005) [Refereed Article]

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DOI: doi:10.1080/07294360500153844


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.

Item Details

Item Type:Refereed Article
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Other education and training
Objective Field:Other education and training not elsewhere classified
UTAS Author:Holbrook, NJ (Professor Neil Holbrook)
ID Code:52569
Year Published:2005
Deposited By:Geography and Environmental Studies
Deposited On:2008-08-01
Last Modified:2010-05-04
Downloads:1 View Download Statistics

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