Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-22T21:50:38.492Z Has data issue: false hasContentIssue false

2 - Theory and Research on Undergraduate Research

An Introduction

from Part I - Theory and Research on Undergraduate Research

Published online by Cambridge University Press:  11 August 2022

By
Harald A. Mieg  and
Wolfgang Deicke
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
Get access

Summary

At the time of writing, there clearly is more research on undergraduate research than there are explicit efforts at formulating theory. However, any questionnaire designed to assess the effects of undergraduate research also contains theoretical assumptions; while these may not always become explicit, they can nonetheless contribute to theory-building.

This introduction has three parts. The first part will briefly introduce existing models of undergraduate research with theoretical significance, here in the context of the research–teaching nexus. The second part will introduce the four theoretical perspectives that provide the framework(s) for an understanding of undergraduate research in this handbook, namely: higher education policy, psychology, philosophy, and the sociocultural perspective. The third part will briefly discuss how we might develop a theory of undergraduate research.

Keywords

forms of researchundergraduate researchresearch–teaching nexusresearch-based learningdisciplinesepistemological beliefsinterest in knowledge
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 23 - 32
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aditomo, A., Goodyear, P., Bliuc, A. M., & Ellis, R. A. (2011). Inquiry-based learning in higher education: Principal forms, educational objectives, and disciplinary variations. Studies in Higher Education, 38(9), 1239–1258.Google Scholar
BAK Bundesassistentenkonferenz. (2009/1970). Forschendes Lernen – Wissenschaftliches Prüfen (Nachdruck der 2. Aufl.). Universitäts Verlag Webler.Google Scholar
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change (Nov/Dec), 13–25.Google Scholar
Biglan, A. (1973). The characteristics of subject matter. Journal of Applied Psychology, 57(3), 195–203.Google Scholar
Brew, A. (2006). Research and teaching: Beyond the divide (universities into the 21st century). Palgrave Macmillan.CrossRefGoogle Scholar
Brew, A. (2013). Teaching and research: New relationships and their implications for inquiry-based teaching and learning in higher education. Higher Education Research & Development, 31(1), 101–114.Google Scholar
Deicke, W., & Mieg, H. A. (2020). Undergraduate research in German higher education: Tradition, policy, and innovation. In Hensel, N. & Blessinger, P. (Eds.), International perspectives on undergraduate research: Policy and practice (pp. 219–235). Palgrave Macmillan.Google Scholar
Healey, M., & Jenkins, A. (2009). Developing undergraduate research and inquiry. The Higher Education Academy. www.heacademy.ac.uk/sites/default/files/developingundergraduate_final.pdfGoogle Scholar
Healey, M., Bovill, C., & Jenkins, A. (2015). Students as partners in learning. In Lea, J. (Ed.), Enhancing learning and teaching in higher education: Engaging with the dimensions of practice (pp. 141–163). Open University Press.Google Scholar
Levy, P., & Petrulis, R. (2012). How do first-year university students experience inquiry and research, and what are the implications for the practice of inquiry-based learning? Studies in Higher Education, 37(1), 85–101.CrossRefGoogle Scholar
Mieg, H. A. (2019a). Die Entwicklung forschungsnahen Lehren und Lernens und die Internationalisierungsperspektiven durch Forschendes Lernen / Undergraduate Research. Abschlussbericht zum Projekt “High Impact Learning” (Report on research-based learning for the Austrian Federal Ministry of Education, Science and Research, BMBWF).Google Scholar
Mieg, H. A. (2019b). Forms of research within strategies for implementing undergraduate research. ZfHE, 14(1), 79–94.Google Scholar
Mieg, H. A., & Dinter, J. (2017). Forschen im Forschenden Lernen: Der Einfluss von Forschungsform, Erkenntnisinteresse und Praxiskooperation. In Laitko, H., Mieg, H. A., & Parthey, H. (Eds.), Forschendes Lernen: Wissenschaftsforschung Jahrbuch 2016 (S. 29–50). Wissenschaftlicher Verlag Berlin.Google Scholar
Mieg, H. A., & Evetts, J. (2018). Professionalism, science, and expert roles: A social perspective. In Ericsson, K. A., Hoffman, R. R., Kozbelt, A., & Williams, A. M. (Eds.), The Cambridge handbook of expertise and expert performance (2nd ed., pp. 127–148). Cambridge University Press.Google Scholar
Mieg, H. A., & Lehmann, J. (Eds.). (2017). Forschendes Lernen: Wie die Lehre in Universität und Fachhochschule erneuert werden kann. Campus. English version: Mieg, H. A. (Ed.), Inquiry-based learning – Undergraduate research: The German multidisciplinary experience. Springer (open access). https://doi.org/10.1007/978-3-030-14223-0Google Scholar
Ouellette, D., Zottmann, J., Bolzer, M., Fischer, F., & Fischer, M. R. (2017). Investigating the interplay of epistemological beliefs and scientific reasoning and argumentation. In Laitko, H., Mieg, H., & Parthey, H. (Eds.), Forschendes Lernen: Wissenschaftsforschung Jahrbuch 2016 (pp. 71–86). Wissenschaftlicher Verlag Berlin.Google Scholar
Rueß, J., Gess, C., & Deicke, W. (2016). Forschendes Lernen und forschungsbezogene Lehre – Empirisch begründete Systematisierung des Forschungsbezugs hochschulischer Lehre. ZfHE, 11(2), 23–44.CrossRefGoogle Scholar
Stokes, D. E. (1997). Pasteur’s quadrant: Basic science and technological innovation. Brookings Institution Press.Google Scholar
Wissenschaftsrat. (2012). Empfehlungen zur Weiterentwicklung der wissenschaftlichen Informationsinfrastrukturen in Deutschland bis 2020. Wissenschaftsrat.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×