Based on the criteria of Ramsden (1992) of contextual factors that encourage a deep approach to learning, an independent, open-ended field-based activity for students of behavioural ecology was designed and implemented. The project was designed to create an authentic learning activity that allowed responsible choice in the method and content (animal species) of study; involved posing questions and problem solving; and modelled the process of conducting and publishing the results of research. The majority of the student cohort agreed that the learning context created through the activity encouraged probiem solving, provided appropriate feedback, had clear aims and goals and was constructed in a fashion that allowed flexibility and responsible choice. Students' perceptions of their orientation to learning were consistent with attributes of a deep-learning approach. Students agreed that the project encouraged learning for understanding, engagement, confidence and self-efficacy, and personal growth. To address the problems of obtaining insufficient feedback during the writing of a scientific manuscript based on the project, a peer assessment component was introduced modelling the publication process. Providing feedback to peers helped students critically reflect and identify the important attributes of a paper suitable for publication. Receiving written feedback from peers also allowed reflection and modification of writing and the interpretation of findings.
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