48 research outputs found
Striving for a thorough understanding of the discipline::A commentary on the first four papers
Influences on personal understanding: Intentions, approaches to learning, perceptions of assessment, and a 'meeting of minds'.
Abordagens Ă aprendizagem no ensino superior â Approaches and Study Skills Inventory for Students (ASSIST) no contexto PortuguĂȘs
O presente estudo pretende validar o constructo de abordagens Ă aprendizagem com estudantes de ensino superior portuguĂȘs recorrendo ao ASSIST - Approaches and Study Skills Inventory for Students (Entwistle 2000; 2006). Para o efeito recorremos a uma amostra constituĂda por 562 estudantes do 1Âș e do 3Âș ano de cursos de Licenciatura da Universidade de Ăvora, sendo que 53.4% frequentam cursos de CiĂȘncias e Tecnologia e 46.6% de CiĂȘncias Sociais. De acordo com os resultados obtidos encontramos uma estrutura factorial idĂȘntica Ă do instrumento original no que se refere Ă s abordagens Ă aprendizagem (superficial, profunda e estratĂ©gica). Para alĂ©m de testar o constructo procurĂĄmos ainda identificar diferenças em relação Ă ĂĄrea cientĂfica dos cursos (CiĂȘncias e Tecnologia e CiĂȘncias Sociais), ano de frequĂȘncia e gĂ©nero. Os resultados indicaram apenas diferenças estatisticamente significativas em relação Ă ĂĄrea cientĂfica dos cursos e ao gĂ©nero. NĂŁo encontraram diferenças em relação ao ano de frequĂȘncia (1Âș e 3Âș).
Abstract
This study aims to validate the construct of approaches to learning in higher education with portuguese students using the ASSIST - Approaches and Study Skills Inventory for Students (Entwistle 2000; 2006). For this purpose we use a sample of 562 students of the 1st and 3rd year undergraduate courses at the University of Ăvora. 53.4% of students attending courses of Science and Technology and 46.6% attending courses of Social Sciences. According to the results we found identical factorial structure to the original instrument in relation to approaches to learning (surface, deep and strategic). Regarding variables of scientific area, year and genre we find statistically significant differences in relation to the scientific area (Science and Technology and Social Sciences) and in relation to gender. We did not find significant differences in relation to the year of attendance
Studentsâ Learning Characteristics, Perceptions of Small-Group University Teaching, and Understanding Through a âMeeting of Mindsâ
Previous research has described some of the main characteristics of university teachers who teach in different ways, using a variety of methods and conceptions. What is generally missing from previous research is the impact of contrasting teaching approaches on students with different learning characteristics. The present investigation builds on a previous case study that identified the potential influence of a âmeeting of mindsâ between tutors and students in developing personal understanding and also suggested contrasting perceptions of differing forms of teaching. Twenty-one in-depth interviews were used to identify distinctive perceived ways of teaching and groups of students with contrasting learning intentions, looking in particular at the perceptions of tutors who were seen to encourage a âmeeting of minds.â The main characteristics of these tutors were found be tolerating ambiguity, showing authenticity and empathy, which led to providing opportunities for discussion in breaks, and offering thinking spaces within class. The analyses identified contrasting perceptions of teaching among students who differed in their learning characteristics and suggested how cognitive and affective elements in studentsâ experiences of teaching might be intertwined in influencing the development of personal understanding
contrasting perspectives and levels of focus
This article looks at research into student learning and university teaching,
looking specifically at the differing perspectives and levels of focus typically adopted. The
perspectives are those of researchers, students, and teachers, while the differing levels of
focus are based on the individual studentsâ experiences of learning, the classroom context
and teaching-learning environment, and the institutional level and academicsâ perceptions of
teaching. These differences of perspective and focus are illustrated through three specific
studies carried out by the authors, and suggest the need to capitalize on the differing
perspectives to broaden the understanding of the multifarious influences on student learning.info:eu-repo/semantics/publishedVersio