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The significance of knowledge in learning : a psychologically informed analysis of higher education students' perceptions

Maclellan, Effie and Soden, Rebecca (2007) The significance of knowledge in learning : a psychologically informed analysis of higher education students' perceptions. International Journal for the Scholarship of Teaching and Learning, 1 (1). ISSN 1931-4744

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    Abstract

    The emergence of what is increasingly becoming known as the knowledge age implies that higher education should prepare students to be, primarily, knowledge workers. This proposition triggered a small scale study in which structured interviews were carried out with 25 second-year undergraduates registered for a psychology module on motivational theory. The purpose of the interview was to discern students’ views on the features of dialogue/talk and of student study behaviour that help them to develop usable knowledge. The dominant finding was that students did not perceive their learning to be facilitated through being required to be cognitively active in processing new information. Rather, they perceived their learning to be most effective when new knowledge was made available to them. The findings are discussed in terms of the complexity of the prior knowledge base on which the success of constructivist approaches depends.

    Item type: Article
    ID code: 33401
    Keywords: knowledge, learning, education, higher education, Theory and practice of education
    Subjects: Education > Theory and practice of education
    Department: Faculty of Education > Educational and Professional Studies
    Related URLs:
    Depositing user: Pure Administrator
    Date Deposited: 30 Sep 2011 10:01
    Last modified: 19 Dec 2012 09:32
    URI: http://strathprints.strath.ac.uk/id/eprint/33401

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