Öğretme ve araştırma arasındaki ilişki: Coğrafya eğitiminde araştırma-odaklı ve araştırma-tabanlı uygulama örnekleri
Yıl 2024,
Sayı: 85, 69 - 78, 30.06.2024
Mehmet Şeremet
Öz
Yükseköğretimde araştırma ve öğretme ilişkinin nasıl kavramsallaştırılacağı ve bu kavramsallaştırmadan çıkan çerçevenin nasıl uygulanabileceği yükseköğretim araştırmalarının son yıllarda tartıştığı en önemli konuların başında gelmektedir. Coğrafya programları özelinde bu konunun tartışılmasına yönelik teorik ve kavramsal boyutta önemli eksikler bulunmaktadır. Bu araştırmanın temel amacı, coğrafya disiplini sınırları içerisinde öğretim ve araştırma ilişkisi perspektifinin nasıl geliştirilebileceğini ortaya koymaktır. Bu kapsamda, yükseköğretim öğrencilerinin öğrenme deneyimlerinin kalitesinin artırılmasında araştırma tabanlı öğrenmenin nasıl bir katkı sağladığına ilişkin teorik ve kavramsal çerçeve sunularak, bu süreçlere ilişkin yurtdışından (İngiltere) ve Türkiye’den birer iyi uygulama örneği sunulması hedeflenmektedir. Sonuç olarak, araştırma tabanlı öğrenmeye ilişkin iyi uygulama örneklerine dayalı olarak ortaya konulan sonuçlar çerçevesinde coğrafya programlarında ve farklı disiplinlerde verilen coğrafya derslerinde öğretim elemanlarının araştırma tabanlı öğretim uygulamalarına katkı sunacağı düşünülmektedir. Bu araştırma aracılığıyla coğrafya bölümü müfredatlarının ve diğer müfredatlarda yer alan coğrafya alan derslerinde ise araştırma-odaklı ve araştırma-tabanlı uygulamalara yönelmek isteyen akademisyenlere bir yol göstericilik içermektedir.
Etik Beyan
Çalışma derleme bir makale niteliğindedir.
Destekleyen Kurum
Herhangi bir kurumdan destek alınmamıştır.
Teşekkür
Makalenin geliştirilmesi sürecinde çeşitli taslaklarını okuyarak geri bildirimde bulunarak akran değerlendirmesi yapan ve katkı sunan sayın Doç.Dr.Emine Cihangir’e teşekkürü bir borç bilirim.
Kaynakça
- Akdoğan, E., & Altınok, V. (2024). Türkiye’de yükseköğretimin misyonu ve etkililiği. Eğitim Yönetimi ve Politikaları Dergisi, 4(2), 16-31. https://dergipark.org.tr/en/pub/eypd
- Badley, G. (2002) A really useful link between teaching and research. Teaching in Higher Education, 7(4), 443-55. https://doi.org/10.1080/135625102760553937
- Barnett, R. (2003). Beyond all reason: Living with ideology in the university. Open University Press.
Bilgili, M. (2018). The lack of ınterdisciplinarity in undergraduate geography teaching in Turkey. Journal of Education and Training Studies, 6(2), 114-119.
https://doi.org/10.11114/jets.v6i2.2957
- Butler, R. (2006). The tourism area life cycle (Vol. 1). Channel view publications.
- Cihangir, E. & Şeremet, M. (2020). Education for Sustainable Development (ESD) in tourism-oriented vocational degree programmes in Turkey. In Pénzesné Kónya, E., Křeček, J., & Haigh, M. (Eds.), Environmental sustainability education for a changing world (pp.173-189). Springer. https://doi.org/10.1007/978-3-030-66384-1_11
- Coe, N. M., & Smyth, F. M. (2010). Students as tour guides: Innovation in fieldwork assessment. Journal of Geography in Higher Education, 34(1), 125-139.
https://doi.org/10.1080/03098260902954095
- Gottlieb, E. E., & Keith, B. (1997). The academic research-teaching nexus in eight advanced-industrialized countries. Higher Education, 34(3), 397-419.
https://link.springer.com/article/10.1023/A:1003028023964
- Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709-726. https://doi.org/10.1080/0307507042000287212
- Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507-542.
https://doi.org/10.3102/00346543066004507
- Healey, M. (2005a). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183-201.
https://doi.org/10.1080/03098260500130387
- Healey, M. (2005b). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning, in R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67-78). SRHE and Open University Press.
- Healey, M., & Jenkins, A. (2000). Kolb’s experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185-195.
https://doi.org/10.1080/00221340008978967
- Healey, M., Jordan, F., Pell, B. & Short, C. (2003, April 9-11). The student experience of research and consultancy, SEDA-Society for Research into Higher Educational Joint Conference on the Scholarship of Academic and Staff Development: Research, Evaluation and Changing Practice [Conference presentation], Bristol.
- Healey, M., Kneale, P., Bradbeer, J., & with other members of the INLT Learning Styles and Concepts Group. (2005). Learning styles among geography undergraduates: an international comparison. Area, 37(1), 30-42.
https://doi.org/10.1111/j.1475-4762.2005.00600.x
- Higgitt, M. (1996). Addressing the new agenda for fieldwork in higher education. Journal of Geography in Higher Education, 20(3), 391-398.
https://doi.org/10.1080/03098269608709382
- Jenkins, A. (2000). The relationship between Teaching and Research: where does geography stand and deliver?. Journal of Geography in Higher Education, 24(3), 325-351. https://doi.org/10.1080/713677414
- Jenkins, A., & Healey, M. (2010). Undergraduate research and international initiatives to link teaching and research. Council on Undergraduate Research Quarterly, 30(3), 36-42. https://go.gale.com/ps/i.do?id=GALE%7CA228908818&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=10725830&p=AONE&sw=w&userGroupName=anon%7Ec86d4fa9&aty=open-web-entry
- Kent, M., Gilbertson, D. D., & Hunt, C. O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. Journal of Geography in Higher Education, 21(3), 313-332.
https://doi.org/10.1080/03098269708725439
- Kropotkin, P. (1885). What geography ought to be. The Nineteenth Century, 18, 940-956. https://mirror.anarhija.net/lib.anarhija.net/mirror/p/pk/petr-kropotkin-what-geography-ought-to-be.pdf
Liburd, J. J. (2012). Tourism research 2.0. Annals of Tourism Research, 39(2), 883-907.
https://doi.org/10.1016/j.annals.2011.10.006
- Marvell, A. (2008). Student-led presentations in situ: The challenges to presenting on the edge of a volcano. Journal of Geography in Higher Education, 32(2), 321-335. https://doi.org/10.1080/03098260701514173
- Marvell, A., Simm, D., Schaaf, R., & Harper, R. (2013). Students as scholars: evaluating student-led learning and teaching during fieldwork. Journal of Geography in Higher Education, 37(4), 547-566.
https://doi.org/10.1080/03098265.2013.811638
- McEwen, L. (1996). Fieldwork in the undergraduate geography programme: Challenges and changes. Journal of Geography in Higher Education, 20(3), 379-384.
https://doi.org/10.1080/03098269608709380
- Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23(2), 159-171. https://doi.org/10.1007/BF00143643
- Pawson, E., Fournier, E., Haigh, M., Muniz, O., Trafford, J., & Vajoczki, S. (2013). Problem-based learning in geography: Towards a critical assessment of its purposes, benefits and risks, in M.Healey, E.Pawson, M.Solem (Eds.), Active Learning and Student Engagement (pp. 58-71). Routledge.
- Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
https://doi.org/10.1016/j.edurev.2015.02.003
- Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Routledge, https://doi.org/10.4324/9780203413937
- Robertson, J., & Blackler, G. (2006). Students’ experiences of learning in a research environment. Higher Education Research & Development, 25(3), 215-229.
https://doi.org/10.1080/07294360600792889
- Şeremet, M. & Cihangir, E. (2023). Fostering geocapabilities of students in Tourism Geography through Project-Based Learning (PBL) and volunteering approaches. In Karabatak, S. (Ed), Education & Science 2023IV (pp.177-200). Efe Academy Publishing. https://doi.org/10.59617/efepub202355
- Şeremet, M. (2015). Türkiye ve İngiltere yükseköğretimindeki uluslararasılaşma politikalarına karşılaştırmalı bir yaklaşım. Yükseköğretim ve Bilim Dergisi, 5(1), 27-31. https://doi.org/10.5961/jhes.2015.106
- Şeremet, M. (2016). Yükseköğretim’de öğrenme deneyiminin öğrenci görüşlerine göre değerlendirilmesi: Coğrafya eğitimi örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24, 1095-1120.
https://arastirmax.com/en/system/files/dergiler/58088/makaleler/8/24/arastirmax-yuksekogretimde-ogrenme-deneyiminin-ogrenci-goruslerine-gore-degerlendirilmesi-cografya-egitimi-ornegi.pdf
- Spronken-Smith, R. (2005). Implementing a problem-based learning approach for teaching research methods in geography. Journal of Geography in Higher Education, 29(2), 203-221. https://doi.org/10.1080/03098260500130403
- Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research?. Studies in Higher education, 35(6), 723-740. https://doi.org/10.1080/03075070903315502
- Spronken-Smith, R., Bullard, J. O., Ray, W., Roberts, C., & Keiffer, A. (2013). Where might sand dunes be on Mars? Engaging students through inquiry-based learning in geography, in M.Healey, E.Pawson, M.Solem (Eds.), Active learning and student engagement (pp. 72-87). Routledge.
- Van der Horst, D., Harrison, C., Staddon, S., & Wood, G. (2016). Improving energy literacy through student-led fieldwork–at home. Journal of Geography in Higher Education, 40(1), 67-76. https://doi.org/10.1080/03098265.2015.1089477
- Wagner, C., Garner, M., & Kawulich, B. (2011). The state of the art of teaching research methods in the social sciences: Towards a pedagogical culture. Studies in Higher Education, 36(1), 75-88.
https://doi.org/10.1080/03075070903452594
- Winlow, H., Simm, D., Marvell, A., & Schaaf, R. (2013). Using focus group research to support teaching and learning. Journal of Geography in Higher Education, 37(2), 292-303. https://doi.org/10.1080/03098265.2012.696595
Teaching and research nexus: Cases of research-based and research-led learning approaches in geographical education
Yıl 2024,
Sayı: 85, 69 - 78, 30.06.2024
Mehmet Şeremet
Öz
The central focus of current research in higher education has been on understanding and using the framework that comes from the conceptualization of the interaction between research and education in this context. The geography programs have notable deficiencies in their theoretical and conceptual aspects when it comes to discussing this subject. The primary aim of this research is to enhance the understanding of the connection between teaching and research in the field of Geography by providing examples from both the United Kingdom and Turkey. The objective here is to offer a theoretical and conceptual framework, together with practical examples, that demonstrate how researchbased learning enhances the quality of learning experiences for higher education students. This is achieved through studentfocused research projects. Consequently, it is hypothesized that implementing researchbased teaching methods in Geography programs and courses can enhance instructors' experiences and promote the adoption of effective educational practices.
Kaynakça
- Akdoğan, E., & Altınok, V. (2024). Türkiye’de yükseköğretimin misyonu ve etkililiği. Eğitim Yönetimi ve Politikaları Dergisi, 4(2), 16-31. https://dergipark.org.tr/en/pub/eypd
- Badley, G. (2002) A really useful link between teaching and research. Teaching in Higher Education, 7(4), 443-55. https://doi.org/10.1080/135625102760553937
- Barnett, R. (2003). Beyond all reason: Living with ideology in the university. Open University Press.
Bilgili, M. (2018). The lack of ınterdisciplinarity in undergraduate geography teaching in Turkey. Journal of Education and Training Studies, 6(2), 114-119.
https://doi.org/10.11114/jets.v6i2.2957
- Butler, R. (2006). The tourism area life cycle (Vol. 1). Channel view publications.
- Cihangir, E. & Şeremet, M. (2020). Education for Sustainable Development (ESD) in tourism-oriented vocational degree programmes in Turkey. In Pénzesné Kónya, E., Křeček, J., & Haigh, M. (Eds.), Environmental sustainability education for a changing world (pp.173-189). Springer. https://doi.org/10.1007/978-3-030-66384-1_11
- Coe, N. M., & Smyth, F. M. (2010). Students as tour guides: Innovation in fieldwork assessment. Journal of Geography in Higher Education, 34(1), 125-139.
https://doi.org/10.1080/03098260902954095
- Gottlieb, E. E., & Keith, B. (1997). The academic research-teaching nexus in eight advanced-industrialized countries. Higher Education, 34(3), 397-419.
https://link.springer.com/article/10.1023/A:1003028023964
- Griffiths, R. (2004). Knowledge production and the research–teaching nexus: The case of the built environment disciplines. Studies in Higher Education, 29(6), 709-726. https://doi.org/10.1080/0307507042000287212
- Hattie, J., & Marsh, H. W. (1996). The relationship between research and teaching: A meta-analysis. Review of Educational Research, 66(4), 507-542.
https://doi.org/10.3102/00346543066004507
- Healey, M. (2005a). Linking research and teaching to benefit student learning. Journal of Geography in Higher Education, 29(2), 183-201.
https://doi.org/10.1080/03098260500130387
- Healey, M. (2005b). Linking research and teaching: Exploring disciplinary spaces and the role of inquiry-based learning, in R. Barnett (Ed.), Reshaping the university: New relationships between research, scholarship and teaching (pp. 67-78). SRHE and Open University Press.
- Healey, M., & Jenkins, A. (2000). Kolb’s experiential learning theory and its application in geography in higher education. Journal of Geography, 99(5), 185-195.
https://doi.org/10.1080/00221340008978967
- Healey, M., Jordan, F., Pell, B. & Short, C. (2003, April 9-11). The student experience of research and consultancy, SEDA-Society for Research into Higher Educational Joint Conference on the Scholarship of Academic and Staff Development: Research, Evaluation and Changing Practice [Conference presentation], Bristol.
- Healey, M., Kneale, P., Bradbeer, J., & with other members of the INLT Learning Styles and Concepts Group. (2005). Learning styles among geography undergraduates: an international comparison. Area, 37(1), 30-42.
https://doi.org/10.1111/j.1475-4762.2005.00600.x
- Higgitt, M. (1996). Addressing the new agenda for fieldwork in higher education. Journal of Geography in Higher Education, 20(3), 391-398.
https://doi.org/10.1080/03098269608709382
- Jenkins, A. (2000). The relationship between Teaching and Research: where does geography stand and deliver?. Journal of Geography in Higher Education, 24(3), 325-351. https://doi.org/10.1080/713677414
- Jenkins, A., & Healey, M. (2010). Undergraduate research and international initiatives to link teaching and research. Council on Undergraduate Research Quarterly, 30(3), 36-42. https://go.gale.com/ps/i.do?id=GALE%7CA228908818&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=10725830&p=AONE&sw=w&userGroupName=anon%7Ec86d4fa9&aty=open-web-entry
- Kent, M., Gilbertson, D. D., & Hunt, C. O. (1997). Fieldwork in geography teaching: A critical review of the literature and approaches. Journal of Geography in Higher Education, 21(3), 313-332.
https://doi.org/10.1080/03098269708725439
- Kropotkin, P. (1885). What geography ought to be. The Nineteenth Century, 18, 940-956. https://mirror.anarhija.net/lib.anarhija.net/mirror/p/pk/petr-kropotkin-what-geography-ought-to-be.pdf
Liburd, J. J. (2012). Tourism research 2.0. Annals of Tourism Research, 39(2), 883-907.
https://doi.org/10.1016/j.annals.2011.10.006
- Marvell, A. (2008). Student-led presentations in situ: The challenges to presenting on the edge of a volcano. Journal of Geography in Higher Education, 32(2), 321-335. https://doi.org/10.1080/03098260701514173
- Marvell, A., Simm, D., Schaaf, R., & Harper, R. (2013). Students as scholars: evaluating student-led learning and teaching during fieldwork. Journal of Geography in Higher Education, 37(4), 547-566.
https://doi.org/10.1080/03098265.2013.811638
- McEwen, L. (1996). Fieldwork in the undergraduate geography programme: Challenges and changes. Journal of Geography in Higher Education, 20(3), 379-384.
https://doi.org/10.1080/03098269608709380
- Neumann, R. (1992). Perceptions of the teaching-research nexus: A framework for analysis. Higher Education, 23(2), 159-171. https://doi.org/10.1007/BF00143643
- Pawson, E., Fournier, E., Haigh, M., Muniz, O., Trafford, J., & Vajoczki, S. (2013). Problem-based learning in geography: Towards a critical assessment of its purposes, benefits and risks, in M.Healey, E.Pawson, M.Solem (Eds.), Active Learning and Student Engagement (pp. 58-71). Routledge.
- Pedaste, M., Mäeots, M., Siiman, L. A., De Jong, T., Van Riesen, S. A., Kamp, E. T., ... & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61.
https://doi.org/10.1016/j.edurev.2015.02.003
- Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). Routledge, https://doi.org/10.4324/9780203413937
- Robertson, J., & Blackler, G. (2006). Students’ experiences of learning in a research environment. Higher Education Research & Development, 25(3), 215-229.
https://doi.org/10.1080/07294360600792889
- Şeremet, M. & Cihangir, E. (2023). Fostering geocapabilities of students in Tourism Geography through Project-Based Learning (PBL) and volunteering approaches. In Karabatak, S. (Ed), Education & Science 2023IV (pp.177-200). Efe Academy Publishing. https://doi.org/10.59617/efepub202355
- Şeremet, M. (2015). Türkiye ve İngiltere yükseköğretimindeki uluslararasılaşma politikalarına karşılaştırmalı bir yaklaşım. Yükseköğretim ve Bilim Dergisi, 5(1), 27-31. https://doi.org/10.5961/jhes.2015.106
- Şeremet, M. (2016). Yükseköğretim’de öğrenme deneyiminin öğrenci görüşlerine göre değerlendirilmesi: Coğrafya eğitimi örneği. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24, 1095-1120.
https://arastirmax.com/en/system/files/dergiler/58088/makaleler/8/24/arastirmax-yuksekogretimde-ogrenme-deneyiminin-ogrenci-goruslerine-gore-degerlendirilmesi-cografya-egitimi-ornegi.pdf
- Spronken-Smith, R. (2005). Implementing a problem-based learning approach for teaching research methods in geography. Journal of Geography in Higher Education, 29(2), 203-221. https://doi.org/10.1080/03098260500130403
- Spronken-Smith, R., & Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research?. Studies in Higher education, 35(6), 723-740. https://doi.org/10.1080/03075070903315502
- Spronken-Smith, R., Bullard, J. O., Ray, W., Roberts, C., & Keiffer, A. (2013). Where might sand dunes be on Mars? Engaging students through inquiry-based learning in geography, in M.Healey, E.Pawson, M.Solem (Eds.), Active learning and student engagement (pp. 72-87). Routledge.
- Van der Horst, D., Harrison, C., Staddon, S., & Wood, G. (2016). Improving energy literacy through student-led fieldwork–at home. Journal of Geography in Higher Education, 40(1), 67-76. https://doi.org/10.1080/03098265.2015.1089477
- Wagner, C., Garner, M., & Kawulich, B. (2011). The state of the art of teaching research methods in the social sciences: Towards a pedagogical culture. Studies in Higher Education, 36(1), 75-88.
https://doi.org/10.1080/03075070903452594
- Winlow, H., Simm, D., Marvell, A., & Schaaf, R. (2013). Using focus group research to support teaching and learning. Journal of Geography in Higher Education, 37(2), 292-303. https://doi.org/10.1080/03098265.2012.696595