Abstract
In higher education, despite the emphasis on student-centred pedagogical approaches, undergraduate research methods pedagogy remains surprisingly teacher-directed although undergraduate research itself is student-centred. Consequently, research methods students may believe becoming a researcher is about learning information rather than a continuous developmental process. To combat this idea, a reflective student-centred pedagogical approach is evaluated for encouraging students’ development as researchers. In this study, undergraduate research methods students piloted a research method and produced a reflective essay on their research experience which were qualitatively analysed. Analysis indicated that students demonstrated an awareness of both their research skills such as choosing an appropriate research instrument and their researcher identity such as their metacognition of their competence. Pedagogical approaches which encourages ‘reflection on action’ in the research curriculum therefore helps students to articulate their researcher identity and build their research skills confidence and should be actively promoted.