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Journals / Türk Coğrafya Dergisi / 2026 / Sayı: 85

Teaching and research nexus: Cases of research-based and research-led learning approaches in geographical education

Öğretme ve araştırma arasındaki ilişki: Coğrafya eğitiminde araştırma-odaklı ve araştırma-tabanlı uygulama örnekleri

Mehmet Şeremet(Van Yüzüncü Yıl University)0000-0003-3416-4794
Pages
69–78
Publication Date
2024-06-30
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Consequently, it is hypothesized that implementing researchbased teaching methods in Geography programs and courses can enhance instructors' experiences and promote the adoption of effective educational practices.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The central focus of current research in higher education has been on understanding and using the framework that comes from the conceptualization of the interaction between research and education in this context.
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Key Findings & Data:The objective here is to offer a theoretical and conceptual framework, together with practical examples, that demonstrate how researchbased learning enhances the quality of learning experiences for higher education students.
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Conclusion & Impact:Consequently, it is hypothesized that implementing researchbased teaching methods in Geography programs and courses can enhance instructors' experiences and promote the adoption of effective educational practices.
🔬Design:Derleme
📍Scope:Comprehensive Sample
⚙️Variables:Coğrafya eğitimi · araştırma destekli · araştırma-odaklı teaching

Abstract

The central focus of current research in higher education has been on understanding and using the framework that comes from the conceptualization of the interaction between research and education in this context. The geography programs have notable deficiencies in their theoretical and conceptual aspects when it comes to discussing this subject. The primary aim of this research is to enhance the understanding of the connection between teaching and research in the field of Geography by providing examples from both the United Kingdom and Turkey. The objective here is to offer a theoretical and conceptual framework, together with practical examples, that demonstrate how researchbased learning enhances the quality of learning experiences for higher education students. This is achieved through studentfocused research projects. Consequently, it is hypothesized that implementing researchbased teaching methods in Geography programs and courses can enhance instructors' experiences and promote the adoption of effective educational practices.

Özet

Yükseköğretimde araştırma ve öğretme ilişkinin nasıl kavramsallaştırılacağı ve bu kavramsallaştırmadan çıkan çerçevenin nasıl uygulanabileceği yükseköğretim araştırmalarının son yıllarda tartıştığı en önemli konuların başında gelmektedir. Coğrafya programları özelinde bu konunun tartışılmasına yönelik teorik ve kavramsal boyutta önemli eksikler bulunmaktadır. Bu araştırmanın temel amacı, coğrafya disiplini sınırları içerisinde öğretim ve araştırma ilişkisi perspektifinin nasıl geliştirilebileceğini ortaya koymaktır. Bu kapsamda, yükseköğretim öğrencilerinin öğrenme deneyimlerinin kalitesinin artırılmasında araştırma tabanlı öğrenmenin nasıl bir katkı sağladığına ilişkin teorik ve kavramsal çerçeve sunularak, bu süreçlere ilişkin yurtdışından (İngiltere) ve Türkiye’den birer iyi uygulama örneği sunulması hedeflenmektedir. Sonuç olarak, araştırma tabanlı öğrenmeye ilişkin iyi uygulama örneklerine dayalı olarak ortaya konulan sonuçlar çerçevesinde coğrafya programlarında ve farklı disiplinlerde verilen coğrafya derslerinde öğretim elemanlarının araştırma tabanlı öğretim uygulamalarına katkı sunacağı düşünülmektedir. Bu araştırma aracılığıyla coğrafya bölümü müfredatlarının ve diğer müfredatlarda yer alan coğrafya alan derslerinde ise araştırma-odaklı ve araştırma-tabanlı uygulamalara yönelmek isteyen akademisyenlere bir yol göstericilik içermektedir.

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Cite This Article

Şeremet, M. (2024). Teaching and research nexus: Cases of research-based and research-led learning approaches in geographical education. Türk Coğrafya Dergisi, Sayı: 85, 69–78. https://doi.org/10.17211/tcd.1497250

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