Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education
Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education
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对知识的信念和教与学的过程是适应高等教育学习的一个因素
DOI：
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发表时间：
2001
期刊：
影响因子：
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通讯作者：
D. Kember
中科院分区：
文献类型：
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作者：
D. Kember
这项研究访问了53名在香港大学参加兼职课程的新手或有经验的学生。研究发现，对学习的态度和应对能力受到一套连贯的关于知识和教与学过程的信念的影响。这一信念集的特点是两个大方向：说教/生殖或促进/变革。持有说教/生殖信念的新手学生发现，如果教学不是说明性的，就很难适应高等教育，就像远程教育教程经常发生的那样。这些学生还经历了超越材料复制的作业问题，因为这与他们的认识论信仰不相容。结论是，课程的目的应该是帮助学生艰难地过渡到更有经验的学生的信仰取向，作为吸收学生进入高等教育的一种手段。
This study interviewed 53 novice or experienced students enrolled in part-time courses in Hong Kong universities. It was found that the attitudes to and ability to cope with study were influenced by a coherent set of beliefs about knowledge and the process of teaching and learning. This belief set was characterised in two broad orientations as didactic/reproductive or facilitative/ transformative. Novice students holding didactic/reproductive beliefs found it difficult to adjust to higher education if the teaching was not expository, as often happened with distance education tutorials. These students also experienced problems with assignments which went beyond the reproduction of material, since these were incompatible with their epistemological beliefs. The conclusion is that courses should aim to help students make the difficult transition to the belief orientation of the more experienced students as a means of assimilating students into higher education.