Learning to do Discipline-based Pedagogic Research in Geography, Earth and Environmental Sciences
Contents
Project Members
Helen King (Project Leader)
Abstract
This article describes the experiences of participants involved in the LTSN GEES fieldwork pedagogic research programme, as researched using a grounded theory approach utilising questionnaires, interviews, focus groups and observations. Analysis of the participant responses and comments suggests that the programme has proved successful in the short-term at least, not only in beginning to develop the participants' capability to undertake pedagogic research but also in producing an enthusiastic practitioner network. The learning experiences that brought about this development came through actually undertaking pedagogic research and through opportunities for discussion and professional development. The participants were then able to build on their prior research experiences and construct a personally meaningful framework for their understanding of pedagogic research. This collection of small-scale and introductory research projects might be considered relatively basic by the standard of full-time educational researchers but collectively nevertheless they represent a much desired step forward for the GEES disciplines.
Methodology
In order to address the research question a "grounded theory" approach was taken to study the participants' experience. This is an emergent approach that is, rather than trying to prove or disprove a hypothesis, the data is allowed to 'speak for itself'. A variety of data sources were used to build up a profile of the participants before, during and towards the end of the pedagogic research programme. Some of the data were quantitative (pre- and post-programme skills audits) but most were qualitative (questionnaires, interviews focus groups, observations). The data were brought together to provide a broad representation of the perspectives of the participants. It should be noted that the information came from the particular perspective of this programme that involved a set of people who are demonstrably actively interested in discipline based pedagogic research. The findings, therefore, should not necessarily be generalised to the GEES disciplines and their staff as a whole.
Findings
Participants' Attitudes at the Outset of the Programme
The attitudes and perceptions of the participants towards discipline based pedagogic research at the beginning of the programme were studied through the first, written questionnaire completed around the time of the first development workshop in September 2001. Six structured interviews were also conducted and these served to backup the findings of the questionnaire and to provide additional information on the programme as a whole. The main interest of the participants in undertaking discipline-based pedagogic research was related to 'professionalism / scholarship'. This category (over 60% of the responses) included concern for enhancing student learning, providing an evidence base for curriculum development, and developing oneself as a teacher; for example:
" [ Pedagogic research] can only serve to improve [the] quality of [the] learning experience for our students. What is [the] 'best' approach, most fruitful etc. [It can help us] understand / [give] insight into the needs of students of different abilities."
"As I am actively involved in curriculum design and development, I would very much like to engage in research which could underpin and inform [the] curricula change myself and my colleagues undertake."
"[I am interested in pedagogic research in order] to become more aware of the pedagogic basis of teaching and learning through involvement rather than being passive. To improve my teaching."
The confidence of the respondents to undertake discipline-based pedagogic research was roughly divided into two categories: those who considered themselves 'OK' and those who admitted to being 'unsure'. All the respondents had had experience of research in their own discipline area and, hence, the two main reasons for those who were unsure appeared to be little experience / knowledge of pedagogic research and scepticism towards its 'social science' methodologies. There was no significant relationship between age (years teaching / researching) and confidence but there was a clear link between discipline and confidence with 73% of Geographers 'OK' compared to 31% of Earth & Environmental Scientists. This might reflect the nature of research undertaken within some parts of Geography that is more qualitative than that undertaken in other GEES subject areas. The concerns of the participants in under taking discipline-based pedagogic research were categorised into three areas: the status of pedagogic research, the methodologies, and 'personal' concerns (such as time constraints). The status of pedagogic research was regarded as low in relation to other (discipline) research priorities, particularly as it was not seen to be taken seriously by the RAE. It was suggested that this status issue may hold serious consequences for individuals interested in embarking on pedagogic research:
"pedagogic research does not carry much weight in the Research Assessment Exercise and as a result is not particularly encouraged by my institution."
"teaching is not as valued as research and younger staff should be concerned about the effects on their careers of researching new teaching."
Participants' Attitudes towards the End of the Programme
The participants undertook small-scale pedagogic research projects in teams over a period of approximately 16 months. During this time, they were given discipline-based and generic advice and support through mentors, and offered training and development workshops to help develop their project plans and analyse their data. At the end of this period, in January 2003, a second Questionnaire and Skills Audit was circulated to all members of the project teams. The participants were first asked what new skills they had learnt and what previously existing skills they had developed. The majority of responses indicated an enhancement of specific research methodologies particularly in the areas of data collection (e.g. focus groups, questionnaires, interviews) and data analysis (e.g. use of software). These responses were reinforced in the second Skills Audit and mirrored the methodologies used by the projects; in particular the use of focus groups had considerably increased. Dealing with qualitative data was also an important new skill for many respondents, and some mentioned the process of conducting research in a group as a new experience.
In contrast to the beginning of the programme, rather than seeing pedagogic research as completely different, there was a general feeling that the research skills it required were comparable to those of 'traditional' discipline research, but in a different context. All the participants reported an increased confidence in undertaking discipline based pedagogic research ("because I have done it!"), though some qualified this, for example, "I became aware of what I didn't know."
The participants did not report any major difficulties whilst undertaking their research projects. Less than half the respondents had problems such as finding time, practical issues (e.g. experimental design, transcribing), and difficulties with negative attitudes from other staff. Three people stated that they had had no difficulties at all. The general tone of the responses appeared to be very positive: this may have reflected the atmosphere in which the questionnaires were completed (at the final debriefing workshop and, in some cases, in pairs).
The Participants' Experiences of being involved in the Programme
The above comments describe the development of the individual participants within the LTSN-GEES pedagogic research programme. However, data from the questionnaires, interviews and, particularly, the focus groups also provide information on the process of the programme as a whole. This information has been categorised into three areas: network approach, research process, and professional development.
Network approach: The network approach to the programme seemed to be a key feature in enhancing participants' confidence, skills, knowledge and understanding. The Focus Groups, in particular, highlighted the sense of isolation that many participants had felt prior to getting involved in the programme. This isolation appeared to be linked to the attitudes of the participants' colleagues, viz.:
- Lack of Support: Several participants experienced no support from departmental colleagues, some of whom were openly sceptical. Other colleagues "just let you get on with it" but felt that it was nothing to do with them. These colleagues, however, were helpful in questionnaire distributions and did not obstruct the pedagogic research in any way. There was also a sense that " …because of their scientific training they're very sceptical of any other (e.g.) qualitative methods and so if they don't really have a belief in those methods then they're not going to have a belief in the outcomes."
- Teaching Intuition: Some participants suggested that there was a perception that "good practice is intuitively felt" so there is no need to research it. Colleagues have built up their knowledge about teaching based on their experience: "they think I've taught for 15 years / 20 years so they pretty much know it".
- Other Research Priorities: There was a sense that colleagues felt that
pedagogic research takes you away from what you are supposed to be doing
(subject-based research), perhaps with the inference that this might effect
the department's RAE score. Several participants expressed "having
to do [pedagogic research] in
your spare time" and, through lack of support from the Head of Department "… basically it's an undercover activity".
There was a strong sense that this programme reduced feelings of isolation. From an individual point of view, the network approach gave them more confidence through collaboration. One project in particular experienced good group dynamics which clearly enhanced their experience. Several participants also recommended networking with academics both in the discipline and beyond in order to exchange information and get advice. Additionally, there was the perception that the network approach had enhanced the research itself. It was suggested that collaboration across the disciplines and institutions improved the quality of the research. Some participants felt that this national context for the research enhanced its credibility. It was also felt that the partnerships with expert educational researchers were crucial in order to provide deeper 'student learning' pedagogy to discipline-based knowledge. Research Process: Comments by some participants in the questionnaire suggested that the individual project planning stage of the programme may have been rushed and that, as a result, they may have initially been over- ambitious. There was also a sense that, perhaps because the contents of the research projects were new to most participants, the project plans started with the data collection methodologies (e.g. focus groups, questionnaires) in order to answer a research question, rather than starting with the question and then choosing the preferred methodology to answer it. However, these initial obstacles were overcome and the projects all proceeded successfully.
Professional Development: According to the first questionnaire, the majority of participants felt that undertaking discipline-based pedagogic research was an important component for enhancing student learning, providing an evidence base for curriculum development, and developing oneself as a teacher. This latter factor was extensively discussed by one focus group which noted the impact undertaking the research had had on their perceptions of pedagogic research and on their teaching:
- Their ideas about 'hard core' science versus social science had changed - they now accepted the value of qualitative evidence;
- Their involvement in the project enhanced their confidence in interacting with students (particularly in getting feedback from students) and engaging them in their own learning;
- They used a more scholarly approach to their own teaching - for example,
one participant said that the theory had provided a structure to match their
previously held philosophy.
Outputs
- Planet Article - Learning to do Discipline-based Pedagogic Research in GEES from Planet Special Edition 5 - Part B Pedagogic Research in Geography, Earth and Environmental Sciences
- Abstract of Learning to do Pedagogic Research in the Disciplines: A UK Partnership Approach from Paper Presented at the LTSN-GEES Residential Conference held Monday June 30th - Tuesday July 1st 2003