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dc.contributor.authorHarmer, Nichola
dc.contributor.authorStokes, Alison
dc.date.accessioned2016-06-16T11:45:18Z
dc.date.issued2016-04-20
dc.identifier.issn0309-8265
dc.identifier.issn1466-1845
dc.identifier.urihttp://hdl.handle.net/10026.1/4913
dc.description.abstract

Project-based learning (PjBL) is argued to foster a more democratic approach to education, particularly through increasing students’ autonomy over their learning. This article presents the findings of research into students’ views relating to autonomy over topic choice and group constitution during a series of trial interdisciplinary PjBL activities with first-year geography, earth and environmental sciences (GEES) undergraduates in a UK university. Semi-structured interviews with participating students and tutors, in addition to audio-recordings of staff–student discussion during student-led presentation sessions, formed the data set analysed for this article. Findings suggest that while some degree of autonomy was welcomed, participants largely favoured prescription regarding research question and group membership. This has implications for the implementation of PjBL and its potential to foster democratization within the GEES disciplines.

dc.format.extent531-545
dc.languageen
dc.language.isoen
dc.publisherTaylor & Francis (Routledge)
dc.subjectProject-based learning
dc.subjectdemocracy
dc.subjectGEES disciplines
dc.title“Choice may not necessarily be a good thing”: student attitudes to autonomy in interdisciplinary project-based learning in GEES disciplines
dc.typejournal-article
dc.typeJournal Article
plymouth.author-urlhttps://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000385957900003&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=11bb513d99f797142bcfeffcc58ea008
plymouth.issue4
plymouth.volume40
plymouth.publication-statusPublished
plymouth.journalJournal of Geography in Higher Education
dc.identifier.doi10.1080/03098265.2016.1174817
plymouth.organisational-group/Plymouth
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering
plymouth.organisational-group/Plymouth/Faculty of Science and Engineering/School of Geography, Earth and Environmental Sciences
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA14 Geography and Environmental Studies
plymouth.organisational-group/Plymouth/REF 2021 Researchers by UoA/UoA23 Education
plymouth.organisational-group/Plymouth/Research Groups
plymouth.organisational-group/Plymouth/Research Groups/Centre for Research in Environment and Society (CeRES)
plymouth.organisational-group/Plymouth/Research Groups/Centre for Research in Environment and Society (CeRES)/CeRES (Reporting)
plymouth.organisational-group/Plymouth/Users by role
plymouth.organisational-group/Plymouth/Users by role/Academics
dcterms.dateAccepted2016-02-03
dc.rights.embargodate2017-4-20
dc.identifier.eissn1466-1845
dc.rights.embargoperiod12 months
rioxxterms.versionofrecord10.1080/03098265.2016.1174817
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved
rioxxterms.licenseref.startdate2016-04-20
rioxxterms.typeJournal Article/Review


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