The role of disciplinary thinking in research processes


A paradigm shift is needed to make the teaching of research processes what it needs to be. Central to such a shift will be an invitation to students to enter into our disciplines. Each discipline, as a combination of philosophy (epistemology), method and application, embodies one or more metanarratives, that is, explanations of why we do what we do. While experts understand their metanarratives well, students do not. In fact, lack of subject and research process expertise may well be a significant reason why students stay outside our disciplines, learning about but not actually participating in them. Students require a consistent model for the research processes they are learning ...

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