A Research-Led, Inquiry-Based Learning Experiment: Classic Landforms of Deglaciation, Glen Etive, Scottish Highlands

Abstract

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.

Keywords:

• Inquiry-based learning
• glacial geomorphology
• fieldwork
• research-led teaching
• undergraduate

Acknowledgements

We would like to thank Rosie Duncan for the preparation of some of the materials used in the project and to Sarah Verleysdonk (University of Bonn) who prepared the maps from GIS and assisted in the field. We thank Glenn Bradley, Chris Buckle, Simon Chaffey, Lee Giblin, Leisl Heath, Lydia Heath, Andy Radcliffe, Amanda Sipson and Kate Wilkes for participating in the project. This project was funded by the Academic Development Institute at Staffordshire University as part of an initiative to develop links between learning, teaching and research. We would also like to thank the four anonymous reviewers whose extremely helpful comments have greatly improved this paper.