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This article explores some of the synergetic relationships between research and teaching which can help shape geography undergraduate students' understandings of research. Through the experience of investigating students' attitudes towards, and engagement with, satellite navigation technologies, it considers ways in which learning can be achieved through dialogic processes in teaching and research. It presents an example of active student engagement with academic research praxis in a co-learning setting in which research is encountered and experienced as exploration of the new, processes of enquiry and ultimately, tangible research products.

The use of qualitative research techniques in a largely quantitative cartographic domain is opening up myriad ways to explore users' engagements technologies of navigation. This study draws on young UK-based students' real words and life experiences as they engage with Satellite Navigation and other wayfinding technologies during first-time visits to new places to reflect on the nature of the changing relationships between self, navigational object, space and place. [ABSTRACT FROM AUTHOR]