Undergraduate students' knowledge outcomes and how these relate to their educational experiences: a longitudinal study of chemistry in two countries
Undergraduate students' knowledge outcomes and how these relate to their educational experiences: a longitudinal study of chemistry in two countries
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本科生的知识成果及其与他们的教育经历的关系：两国化学的纵向研究
DOI：
10.1007/s10734-022-00962-1
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发表时间：
2022
期刊：
影响因子：
5
通讯作者：
Ashwin P
中科院分区：
文献类型：
--
作者：
Ashwin P
学生通过高等教育发展的与世界接触的方式是否与他们所学习的知识体系有关？在这篇文章中，我们研究了学生的帐户的化学学科在英格兰和南非的变化，在他们的本科学位的三年。基于纵向的现象学分析的105个访谈33个化学专业的学生在他们的本科学位的过程中，在四个机构，我们构成了五个定性不同的方式来描述化学。这些解释从化学是在实验室中混合物质时发生的事情，到一个更具包容性的解释，描述化学能够解释不熟悉环境中的分子相互作用。大多数学生表示，他们的学位结束时，化学更具包容性的帐户和变化的水平似乎与他们的教育经历。与强调高等教育的一般学生成果的方法相反，这些研究结果强调了认识到学生从参与特定学科知识中获得的独特成果的重要性。它进一步强调了学生理解他们的学位作为一种教育体验的重要性，这要求他们致力于参与这些知识体系。
Are the ways of engaging with the world that students develop through higher education particular to bodies of knowledge they study? In this article, we examine how students’ accounts of the discipline of chemistry in England and South Africa changed over the three years of their undergraduate degrees. Based on a longitudinal phenomenographic analysis of 105 interviews with 33 chemistry students over the course of their undergraduate degrees in four institutions, we constituted five qualitatively different ways of describing chemistry. These ranged from chemistry as something that happens when things are mixed in a laboratory to a more inclusive account that described chemistry as being able to explain molecular interactions in unfamiliar environments. Most students expressed more inclusive accounts of chemistry by the end of their degrees and the level of change appeared to be related to their educational experiences. In contrast to approaches that emphasise the generic student outcomes from higher education, these findings highlight the importance of recognising the distinctive outcomes that students gain from their engagement with particular bodies of disciplinary knowledge. It further highlights the importance of students understanding their degrees as an educational experience that requires them to commit to engaging with these bodies of knowledge.