The first year university experience: using personal epistemology to understand effective learning and teaching in higher education
The first year university experience: using personal epistemology to understand effective learning and teaching in higher education
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DOI：
10.1007/s10734-009-9212-2
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发表时间：
2009-11-01
期刊：
影响因子：
5
通讯作者：
Pearce, Sharyn
中科院分区：
文献类型：
--
作者：
Brownlee, Jo;Walker, Sue;Pearce, Sharyn
个人认识论信念，或关于认识的信念，提供了一种在一系列教育背景下理解学习的方法，因为它们被认为是所有其他知识和信念的过滤器。特别是，他们提供了一个有用的框架，调查学习和教学的一年级学生在高等教育，谁通常被认为是持有不太复杂的认识论信念。本研究采用半结构式访谈的方法，调查了澳大利亚一所大型城市大学35名一年级教师教育和创意写作专业学生的认知和学习信念的性质。访谈分析表明，个体的核心知识信念与学习信念之间存在着一定的关系。这种关系对我们支持一年级学生学习的方式有影响，因为他们过渡到大学并通过他们的课程取得进展。
Personal epistemological beliefs, or beliefs about knowing, provide a way in which to understand learning in a range of educational contexts because they are considered to act as filters for all other knowledge and beliefs. In particular, they provide a useful framework for investigating learning and teaching for first year students in tertiary education, who are typically considered to hold less sophisticated epistemological beliefs. Using semi-structured interviews, this study investigated the nature of beliefs about knowing and learning of 35 first year teacher education and creative writing students at a large metropolitan university in Australia. The interview analysis indicated that a relationship existed between individuals' core beliefs about knowing and their beliefs about learning. This relationship has implications for the way in which we support first year students' learning as they transition into university and progress through their courses.