Abstract
Outstanding young university undergraduates in geosciences can produce publishable research in their final-year projects and dissertations. Two nontraditional groups of undergraduates (adult learners and distance learners) are also capable of achieving exceptional levels during their dissertations and have been able to publish the results in international journals. However, both nontraditional groups may experience specific problems on their way to completing a piece of genuine scientific research, including in some cases a lack of scientific background and/or a lack of real-time interaction with their dissertation supervisors.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Podolsky, D. M. W., & Roberts, G. P. (2008). Growth of the volcano-flank Koa’e fault system, Hawaii. Journal of Structural Geology, 30, 1254–1263.
Spence, A., & Downes, H. (2011). A chemostratigraphic investigation of the prehistoric Vavalaci lava sequence on Mount Etna: Simulating borehole drilling. Lithos, 125, 423–433.
Strauch, B. (2010). The secret life of the grown-up brain. London: Penguin Books.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Downes, H. (2014). Teaching Geoscience Research to Adult Undergraduates and Distance Learners. In: Tong, V. (eds) Geoscience Research and Education. Innovations in Science Education and Technology, vol 20. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6946-5_9
Download citation
DOI: https://doi.org/10.1007/978-94-007-6946-5_9
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6945-8
Online ISBN: 978-94-007-6946-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)