Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- 2 Theory and Research on Undergraduate Research
- 3 Undergraduate Research
- 4 Undergraduate Research
- 5 Undergraduate Research
- 6 Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
5 - Undergraduate Research
Sociocultural Perspectives
from Part I - Theory and Research on Undergraduate Research
Published online by Cambridge University Press: 11 August 2022
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- 2 Theory and Research on Undergraduate Research
- 3 Undergraduate Research
- 4 Undergraduate Research
- 5 Undergraduate Research
- 6 Undergraduate Research
- Part II Implementation, Approaches, Methods
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
Summary
Sociocultural approaches form a theoretical tradition that explains learning, identity development, and knowledge creation not merely as cognitive or as purely internal psychic processes. Rather it understands these educational phenomena relationally as practices that belong simultaneously to the development of the individual as well as to the society and its cultural ways of life. Commencing from these ideas, this chapter argues that undergraduate research and inquiry-based learning can be investigated as ways of ensuring student participation in and engagement with practices of doing research. A sociocultural view on these practices raises awareness of the broader context in which education develops, and how such development is influenced by all kinds of cultural and material relations. Higher education is not only understood within the boundaries of the university or the college. It can also be studied as culturally shaped by professional practices and ethics, or by epistemic cultures that form different manners of knowing. The focus on practices is important because it is a key to the reconstruction of ‘how we know what we know’ as a resource for student learning.
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- Information
- The Cambridge Handbook of Undergraduate Research , pp. 59 - 71Publisher: Cambridge University PressPrint publication year: 2022