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... Engaging in PSE without understanding the importance of attaining specific learning out- comes represents an incomplete representation of the nature of engagement. Learning out- comes represent the change that happens to a person as a result of a learning experience (Watson, 2002), or what a student is expected to be able to do as a result of a learning experi- ence (Gogus, 2012). In the current paper, the learning experience was defined through engagement in POS in the context of inquiry. ...
... The self-efficacy for applying knowledge included applying prior knowledge to new concepts and applying new knowledge to future experiences. Although applying knowledge is considered a high-level cognitive educational objective (Gogus, 2012), developing interpretive knowledge (Broudy, 1977;Schwartz, Bransford, & Sears, 2005) and conceptual understanding (Bransford, Brown, & Cocking, 1999) are essential for applying knowledge in more complex situ- ations. Undergraduate students in the natural sciences in our study did not rate their self- efficacy for conceptual understanding or metacognition as highly as their self-efficacy for applying knowledge. ...
ABSTRACTSociocognitive theory [Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall; Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175?1184. doi:10.1037/0003-066x.44.9.1175; Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248?287. doi:10.1016/0749-5978(91)90022-L] accords high importance to the mechanisms of human agency and how they are exercised through self-efficacy. In this paper, we developed and validated the McGill Self-Efficacy For Inquiry Engagement (McSELFIE) instrument with undergraduate students in natural science disciplines. We defined inquiry engagement as carrying out the practices of science (POS) that are supported by students? personality characteristics (SPCs) and that result in achieving inquiry-learning outcomes (ILOs). Based on these theoretical perspectives, the McSELFIE is a 60-item, learner-
... Music technology skills as 'learning outcomes': behaviourist perspectives Learning outcomes are "statements of what a successful learner is expected to be able to do at the end of the process of a learning experience" (Gogus, 2012(Gogus, , p. 2534. The increasing popularity of learning outcomes in education has been cited as evidence of a renewed influence of behaviourism (Murtonen et al., 2017). ...
This chapter explores how individuals acquire music technology skills in various settings. We consider this acquisition with reference to the psychological theories of behaviourism, constructivism and metacognition/metalearning. We also discuss what it means to learn, be creative and pursue a musical career within a fast-moving, technology-driven world. What do professional musicians, sound engineers and educators regard as key skills and competencies in music technology, how have priorities changed over time and what attributes are considered as essential for the future? We illustrate our key findings using a wide range of examples drawn from varied cultures, musical and educational settings.
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