Student learning and academic understanding: a research perspective with implications for teaching
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
London, United Kingdom ; San Diego, CA, United States
Academic Press, an imprint of Elsevier
[2018]
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| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Includes bibliographical references and indexes |
| Beschreibung: | x, 387 Seiten Illustrationen 23 cm |
| ISBN: | 9780128053591 0128053593 |
Internformat
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| 245 | 1 | 0 | |a Student learning and academic understanding |b a research perspective with implications for teaching |c Noel Entwistle, Professor Emeritus of Education, The University of Edinburgh, Scotland, United Kingdom |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
Acknowledgments ix
PART 1 Introduction
1. Researching Student Learning 3
Introduction and overview 3
Influences on my research perspective 4
Initial experiences of conducting research 5
The role of educational research 6
Research methods in student learning research 7
The structure of the book 10
2. Evolving Ideas About Human Learning 13
Behaviorism 13
Information processing 14
Individual differences 17
Learning processes 20
Levels of thinking and outcomes of learning 22
Experiential learning 24
Varying perspectives on the nature of human learning 25
PART 2 Student Learning and Studying
3. Predicting Academic Performance at University 29
Predicting academic performance from psychological measures 29
Characteristics of successful students across disciplines 33
Implications for learning and teaching 42
4. Learning From the Student s Perspective 45
Focusing on alienation from a sociological perspective 45
Focusing on the integration of contrasting aspects of personality 46
Focusing on the transition from dualism to relativism 48
Learning from the student s perspective 51
Influences on approaches to learning 56
Students contrasting ways of learning and seeking understanding 61
v
vi Contents
5. Approaches to Learning in Everyday Studying 65
A questionnaire relating to reading an academic article 66
Personality correlates of approaches and styles 67
Interviews related to everyday studying and experiences of teaching
and assessment 69
Building on the Gothenburg findings 76
6. Measuring Approaches to Learning and Studying 79
Developing an inventory 80
Developing the Approaches to Studying Inventory 83
Development of a revised Approaches to Studying Inventory 90
The disposition to understand for oneself 99
Evaluating and modifying approaches to studying inventories 103
Beyond the deep approach 105
PART 3 The Nature of Academic Understanding
7. Experiences of Personal Academic Understanding 109
Experiences of understanding during preparation for final examinations 110
Individual variations in understanding 114
Visualizing an understanding 120
Developing a knowledge object in preparation for an essay 124
Knowledge objects experienced in other circumstances 127
Knowledge objects and concept maps 129
Summary and conclusion 133
8. Thinking Processes in Academic Understanding 137
Developing mind maps while reading academic articles 137
Interanimation when exploring the meaning of theories 140
Understanding specific academic content 142
Troublesome knowledge and academic discourse 149
Student reactions to difficulty in understanding 150
Conversational theory 153
Metaphors and understanding 154
Summary and conclusion 155
9. Disciplinary Ways of Thinking 157
General learning processes used to develop understanding 157
Describing thinking processes across disciplines 159
Ways of thinking and practicing in academic disciplines 161
Summary and conclusion 171
Contents viï
PART 4 Influences on Academie Understanding
10, Research Into University Teaching 175
Information processing, personality, and styles 175
Differing conceptions of teaching and approaches to it 178
Good teaching in schools 181
Good teaching at university 184
Developmental aspects in academics conceptions of teaching and (earning 187
The influence of learning relationships between teachers and students 191
Summary and conclusion 196
1 ^. Effects of Teaching-Learning Environments on
Student Learning 199
Early work on the influence of academic contexts on student learning 199
Study orchestration and disintegrated perceptions of the learning environment 202
More recent work on the influence of academic contexts on student learning 207
Mapping teaching-learning environments and student characteristics 208
Enhancing teaching-learning environments in undergraduate courses 213
The inner-logic of the discipline and its pedagogy 230
Path analysis model derived from the ETL scales 231
Summary and conclusion 233
PART 5 Integrative Overview
12. Student Learning, Understanding, and Implications
forTeaching 237
Research methodology 238
Describing student characteristics related to learning and studying 238
How students learn 241
Developing personal academic understanding (Chapters 7 and 8) 244
Influences of teaching and learning environments on the quality
of learning 248
Summary and conclusion 266
APPENDICES A Inventories and Their Development
Appendix A1 Issues Relating to Designing and Revising
• Approaches to Studying Inventories 271
Appendix A2 Short Revised Experiences ofTeaching
and Learning Questionnaire 279
Appendix A3 Full Heuristic Model of Influences
on Student Learning 289
viii
Contents
APPENDICES B Extracts From Related Material
Appendix B1 Complementary Paradigms for Research
and Development Work in Higher Education 293
Noel Entwist/e, University of Edinburgh, Scotland
Appendix B2 Contrasting Research Methods and Methodologies 301
Noel Entwistle, University of Edinburgh, Scotland
Appendix B3 What Does it Take to Learn? 307
Ference Marton, University of Gothenburg, Sweden
Appendix B4 Ideas Made Personal : Visualising and Explaining
Understanding Through Dialogical Concept Mapping 319
David Hay, King s College London, UK
Appendix B5 Words and Deeds: A Psychological Perspective on the Active
Nature of Learning and Understanding in Higher Education 327
Hazel Francis, University College London, UK
Appendix B6 Deriving a Theory of Academic Understanding From a
Common Entailment of Metaphors: Food forThought 335
Colin Smith, University of Edinburgh, Scotland
Appendix B7 Academic Language and the Nature of Understanding 349
Lennart Svensson, University of Lund, Sweden
Appendix B8 Reflecting on the Nature of Academic Understanding 355
Elisa Chaieta, University ofFvora, Portugal
References 361
Author Index 377
Subject Index 381
Student Learning and
Academic Understanding
A Research Perspective with Implications for Teaching
Noel Entwistle
The research described in Student Learning and Academic Understanding had its
origins in the pioneering work of Ausubel, Bruner, and McKeachie and followed two
complementary lines of development. The first line extended the ideas of Marton on
approaches to learning through an inventory designed to assess these approaches
among large samples of students and using in-depth interviews with students about
their experiences of academic understanding. The second line drew on a range of
studies to explore the influences of university teaching and the whole teaching-
learning environment on the quality of student learning. Taking the research as
a whole shows the value of complementary research approaches to describing
student learning, while the findings brought together in the final chapter suggest
ways of supporting deep approaches and the development of personal academic
understanding among students.
Student Learning and Academic Understanding covers a wide range of concepts
that have emerged from interviews in which students use their own experiences
to describe how they study and what they find most useful in developing an
academic understanding of their own. These concepts differ from the traditional
psychological concepts by being focused on the specific contexts of university and
college, although they are also relevant to the later stages of school education.
Key Features:
• Explains the origins, meanings, and relevance of deep and surface
approaches to learning.
• Introduces an array of concepts derived from the specific contexts
of university education.
• Illustrates how in-depth interviewing can be used to explore students’
ways of thinking.
• Provides a series of heuristic models to guide thinking about the influences
on student learning.
• Includes an inventory on approaches to studying and experiences
of teaching for use by teachers.
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| title | Student learning and academic understanding a research perspective with implications for teaching |
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| title_full | Student learning and academic understanding a research perspective with implications for teaching Noel Entwistle, Professor Emeritus of Education, The University of Edinburgh, Scotland, United Kingdom |
| title_fullStr | Student learning and academic understanding a research perspective with implications for teaching Noel Entwistle, Professor Emeritus of Education, The University of Edinburgh, Scotland, United Kingdom |
| title_full_unstemmed | Student learning and academic understanding a research perspective with implications for teaching Noel Entwistle, Professor Emeritus of Education, The University of Edinburgh, Scotland, United Kingdom |
| title_short | Student learning and academic understanding |
| title_sort | student learning and academic understanding a research perspective with implications for teaching |
| title_sub | a research perspective with implications for teaching |
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| topic_facet | Hochschulunterricht Lernpsychologie Unterrichtspsychologie |
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