Article

Teaching and learning cultures in higher education: a mismatch in conceptions

Taylor & Francis on behalf of the Higher Education Research and Development Society of Australasia
Higher Education Research & Development
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Abstract

Instructional approaches in higher education that foster learning based on internal values are required with the enrollment of wider and more diverse audiences. The current study explores this challenge with a focus on the relationship between students’ learning cultures and the way instructors’ view them. We interviewed 76 students and six instructors at an established academic institution. Data comprised of 210 students’ and 146 instructors’ utterances that were analyzed using mixed methods. Findings revealed a mismatch of instructors’ conceptions about the learning culture of the typical student, potentially leading to compromises in their teaching practices. We provide evidence that reciprocal relations exist between cultures of teaching and learning, contributing to the wicked challenges of rethinking the role of teachers in reinforcing passive learning cultures in undergraduate education. Adoption of internal-based values teaching approaches can help break this feedback loop.

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... We now know that there are a number of different pedagogical approaches that enable effective, inclusive teaching and encourage the participation of all learners. Examples include enquiry approaches (simulations, cooperative learning, case studies linked to reality, discovery learning, the flipped classroom, problem-based learning and project-based learning) and assessment initiatives with students as producers, coassessors and self-assessors (Debs et al., 2019;Evans et al., 2015;Sagy et al., 2019;Tombak & Altun, 2016). ...
... The participants in this study are convinced that, in order to be effective, teaching has to be student-centred (Cassidy & Ahmad, 2021), practical and based on cooperative learning, work and research projects, case studies and the flipped classroom, among others (Debs et al., 2019;Sagy et al., 2019). These same strategies promote not only greater student learning and motivation but also autonomous and lifelong learning, focused on the reality and development of their profession (Darling-Hammond & Oakes, 2019;Evans et al., 2015;Konstantinou & Miller, 2020). ...
... Sabemos que existen diversos enfoques pedagógicos que posibilitan una enseñanza inclusiva efectiva y que favorecen la participación de todos los estudiantes. Algunos ejemplos incluyen simulaciones, aprendizaje colaborativo, estudios de caso vinculados a la realidad, aprendizaje por descubrimiento, clase invertida, aprendizaje basado en problemas, aprendizaje basado en proyectos, o iniciativas de evaluación con los estudiantes como productores, coevaluadores y autoevaluadores (Debs et al., 2019;Evans et al., 2015;Sagy et al., 2019;Tombak & Altun, 2016). ...
Article
eprint link: https://www.tandfonline.com/eprint/SEM9CVXXF4BXXA7BX7H4/full?target=10.1080/11356405.2022.2031786 This paper explores the most effective methodological strategies used by inclusive faculty from different knowledge areas to ensure that all students learn and succeed in their courses. A qualitative study was carried out and interviews were held with 119 Spanish faculty members from arts and humanities, STEM, health sciences, social and legal sciences and education sciences. The results are presented by knowledge area, followed by an analysis of the differences and similarities between them. The findings reveal that, despite belonging to different disciplines, inclusive faculty members use similar methodological strategies that welcome all students and do not differentiate in their practice between students with and without disabilities. The findings also indicate that faculty use a variety of methodological strategies, with active and participatory ones being considered most effective. This study shows that the methodological strategies that are effective for students in general are also effective for those with disabilities.
... In order to ensure that the data from this first phase of the study emerged through dialogue, a semi-structured, in-depth interview script was used on the four dimensions of inclusive pedagogy: beliefs, knowledge, designs and actions. These dimensions are based on studies that have been carried out at both pre-university (Florian 2014;Rouse 2009) and HE (Gale, Mills, and Cross 2017) stages. Rouse (2009) noted that inclusion depended on what teachers 'know' (about theoretical, policy and legal issues), 'do' (moving from knowledge to action) and 'believe' (about their ability to teach all learners). ...
... These dimensions are based on studies that have been carried out at both pre-university (Florian 2014;Rouse 2009) and HE (Gale, Mills, and Cross 2017) stages. Rouse (2009) noted that inclusion depended on what teachers 'know' (about theoretical, policy and legal issues), 'do' (moving from knowledge to action) and 'believe' (about their ability to teach all learners). In this regard, Florian (2014) proposed an inclusive pedagogy model focusing on what, how and why teachers decide to carry out an inclusive pedagogy (beliefs, knowledge and actions). ...
... The results of this study emerge from larger research on inclusive pedagogy at different educational stages. In this paper, the results arise from the planning and action dimension of inclusive pedagogy at the HE stage (Rouse 2009;Florian 2014;Gale, Mills, and Cross 2017) and are organised within the framework of learning ecologies (Barron 2006;Jackson 2013). It shows the activities carried out by inclusive faculty members according to the students, the resources they use to support the learning of all learners and the relationships they establish with their students. ...
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This qualitative study draws from learning ecologies as a framework of analysis in order to explore the activities, resources and relationships practised by 25 Spanish faculty members who teach in the area of Education. Their students nominated them as inclusive faculty. Individual, semi-structured, in-depth interviews were conducted. The results show that the activities, resources and relationships are multiple, diverse and learner-centred. This paper concludes that teaching student teachers involve being consistent and acting as a role model, by being coherent and an inclusive faculty in the university classes. These faculty voices provide recommendations on how universities should teach with a view to promote lifelong learning in which all students feel welcome. Free eprints: https://www.tandfonline.com/eprint/7TBYA5M5GTTD6KK4BCR5/full?target=10.1080/13603116.2021.2015629
... Conceptions of 'student excellence' are part of the broader conceptions of students and their learning that teachers have. These conceptions have an impact on the way they teach (e.g., Sagy et al., 2018;Trigwell et al., 1999), and are part of specific teaching and learning cultures (Sagy et al., 2019;Wood & Su, 2017). Therefore, we will explore conceptions of 'student excellence' in the context of teaching and learning cultures in higher education (Sagy et al., 2018(Sagy et al., , 2019. ...
... These conceptions have an impact on the way they teach (e.g., Sagy et al., 2018;Trigwell et al., 1999), and are part of specific teaching and learning cultures (Sagy et al., 2019;Wood & Su, 2017). Therefore, we will explore conceptions of 'student excellence' in the context of teaching and learning cultures in higher education (Sagy et al., 2018(Sagy et al., , 2019. ...
... Also, in line with what others have argued (Dixon & Pilkington, 2017;Wood & Su, 2017), FACE can be used to analyze differences between stakeholders (teachers, students, and managers) within an educational institution. This could lead to a better understanding of the meaning of 'student excellence' between various groups that together form teaching and learning cultures, in order to avoid miscommunication or mismatch (Sagy et al., 2019). ...
Article
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Honors programs and similar initiatives aimed at evoking excellence of students are increasingly promoted in higher education. However, there is a lack of conceptual clarity with regard to the concept of ‘student excellence’. The purpose of this article is to present a conceptual framework, called FACE (Framework for Analyzing Conceptions of Excellence), which provides a reflective tool for analyzing ideas on who is excellent, what is student excellence, why is student excellence important, and how is excellence taught. The content of FACE is based on literature on giftedness, motivation and excellence in higher education. FACE consists of a horizontal axis with inclusive and exclusive views at the extremes, and vertically distinguishes between possible answers to the ‘who’-, ‘what’-, ‘why’- and ‘how’-questions. FACE as a reflective tool can facilitate constructive debate among teachers that work together to develop educational programs aimed at evoking excellence of students.
... Acorde a este nuevo contexto, la educación universitaria actual ha sido testigo de constantes avances propios de cada momento histórico (Álvarez-Arregui, 2019), asociados a la integración de técnicas innovadoras en el proceso de enseñanza-apren-dizaje, con la finalidad de contribuir al aseguramiento de la calidad y al acoplamiento de este nuevo actor (Chanal, 2019;Crosling, Heagney y Thomas, 2009;Leicester y Sharpe, 2018;Sagy, Hod y Kali, 2018), como protagonista en la construcción de su identidad (Quintano y Denegri, 2021) y de su aprendizaje (Arias-Gago y Rodríguez-García, 2020). ...
... Uno de los factores que posee un mayor impacto en la retención del estudiantado, desde la perspectiva de la enseñanza y el aprendizaje, es su experiencia universitaria (Coffman y Gilligan, 2002;Najeeb y otros, 2014;Wilkins y otros, 2018). Diversas investigaciones afirman que una enseñanza en modalidad de conferencia contradice las prácticas de una enseñanza efectiva donde el estudiante posee un rol activo y moviliza sus conocimientos previos (Sagy, Hod y Kali, 2018). En este escenario surge la presencia del ayudante de aprendizaje como un par que aporta tanto con conocimientos como con experiencias en los procesos de aprendizaje de los estudiantes, considerándolo como centro de su propio aprendizaje (Topping, 2015). ...
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Una estrategia de enseñanza y aprendizaje centrada en el estudiante, que lo involucra de forma activa, es el aprendizaje entre pares. No obstante, no se dispone de un instrumento que mida el nivel de satisfacción hacia el rol del ayudante en estudiantes universitarios. El objetivo de esta investigación fue diseñar y validar la estructura interna de la escala de satisfacción de los estudiantes hacia el rol del ayudante de aprendizaje en estudiantes de la Universidad Católica de Temuco. Con un total de 1.106 estudiantes, se llevó a cabo un análisis factorial exploratorio y confirmatorio, a través de ecuaciones estructurales, que arrojó como resultado un correcto ajuste de la escala y una estructura compuesta por los factores de mediación del aprendizaje e integración de Tecnologías de la Información y las Comunicaciones (TIC). Finalmente, se considera que la validación psicométrica permite viabilizar la cuantificación de procesos de enseñanza y de aprendizaje que consideren al estudiante como centro del aprendizaje.
... The limitations of the lecture method and the relative advantages of alternative pedagogical approaches have been highlighted by many authors (e.g., Bartholomay 2018;Clark and Foster 2017;Coll-Serrano et al. 2018;Eglitis et al. 2016;Ilter 2014;Larmer 2015;Lazonder and Harmsen 2016;Pedaste et al. 2015;Wijnen et al. 2017). These analysts criticize the one-way flow of information from lecturer to student and its production of low levels of student engagement in lecture-based teaching systems, manifested in poor attendance or lack of attention during class (Huggins and Stamatel 2015;Sagy et al. 2019). ...
... The students' reports of their learning experiences support the claim made by Trigwell and Prosser (2004) and others (e.g., (e.g., Bartholomay 2018;Huggins and Stamatel 2015;Sagy et al. 2019) that the lecture-based approach to teaching in higher education is linked to surface approaches to learning and negatively associated with deeper learning. The findings also support the claim that projectbased learning has the potential to counteract these tendencies by building direct links between sociological inquiries and students' real-life experiences (Eglitis et al. 2016) and to increase students' interest in social science (Markle 2017). ...
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To date, little empirical qualitative research has examined students’ perspectives on faculties’ pedagogical strategies in research methods classes in higher education institutions and how these affect their learning. This case study examined how a newly implemented project-based learning system (PjBL) was experienced by the students and how their views on the system evolved over time. The case study collected data from students through qualitative interviews and content-analyzed the transcriptions. The findings show that the students valued the switch from traditional teacher-centered teaching to project-based learning and that this kind of learning system has strong potential to attract students' interest and to engage them more actively and genuinely in the learning process. The study also identified negative student experiences with PjBL, especially increased workload and project-related anxiety. However, the study found that even the more reluctant students can eventually find the model attractive and valuable, as they become accustomed and attracted to it over time. The paper discusses the implications of the findings for the pedagogy of research methods in higher education.
... This case focuses on a DBR study conducted in the context a large-scale undergraduate level, semester-long course in biology. In addition to a quick summary of the story already told (described in detail in Sagy et al., 2019;Tsaushu et al., 2012), the following sections present the story behind the scenes of this DBR study. Specifically, it illustrates how the back-and-forth movements within the abstraction-particularization curve enabled the DBR team to reach higher degrees of methodological alignment, calibrating between the two modes of inquiry, and how this eventually brought to their transformative learning, and the development of PPK (Fig. 3). ...
... While interview data seemed to hint at deeper learning as the intervention advanced, the processes that supported student learning (mediating processes, in Sandoval's, 2014 terminology) were not clear, nor were the design features supporting them. Eventually, further back-and-forth movements within the abstractionparticularization curve enabled identification of a gap between the values that guided students in their learning process, and the instructors' perceptions about these values (Sagy et al., 2019). ...
Preprint
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Design-based research (DBR) methods are an important cornerstone in the methodological repertoire of the learning sciences, and they play a particularly important role in CSCL research and development. In this chapter, we first lay out some basic definitions of what DBR is and is not, and discuss some history of how this concept came to be part of the CSCL research landscape. We then attempt to describe the state-of-the-art by unpacking the contributions of DBR to both epistemology and ontology of CSCL. We describe a tension between two modes of inquiry-scientific and design-which we view as inherent to DBR, and explain why this has provoked ongoing critique of DBR as a methodology, and debates regarding the type of knowledge DBR should produce. Finally, we present a renewed approach for conducting a more methodologically-coherent DBR, which calibrates between these two modes of inquiry in CSCL research. Definition & Scope DBR is one of a cluster of terms used to describe various intersections between design and research, especially in the realm of academic research in either education or in human-computer interaction. In this section, we attempt to define what we mean by design-based research and contrast it with other definitions. DBR methods were originally defined (Design-Based Research Collective [DBRC], 2003; Hoadley, 2002), like the earlier concept of design experiments (Brown, 1992; Collins, 1990,1992), as a research method or related methodology which used a blended form of design activities and research activities to produce design-relevant, empirically supported knowledge. Designed interventions in DBR are tested iteratively in a context of use, and the iterations become settings to collect data that support or refute inferences about underlying theoretical claims. At the same time, the iterations are used for increasing the fit between the theory, the design, and the enactment or implementation so as to best test the theoretical conjectures. Unlike earlier definitions associated with design experiments (notably Brown's, 1992), DBR methods were claimed to be not merely related to hypothesis generation, but a scientific enterprise in their own right. This approach stemmed from a very practical problem described earlier by Simon (1969) in his seminal book-The Sciences of the Artificial-namely, that
... It is therefore necessary to raise awareness of the role of community members in helping PhD students to learn about teaching and become fully integrated into the university community. As university community members, by their words and actions, introduce both the university culture and the teaching culture norms to PhD students, including beliefs, values, traditions and practices (Sagy, Hod, and Kali 2019;Tierney and Rhoads 1993;Trowler and Cooper 2002), they need to acknowledge that newcomers may make valuable contributions and accept their socialisation as a bidirectional process. One of the key experiences reported by participants was that their thesis supervisors did not assist with their integration into the academic community. ...
... The prerequisites skills of future graduates should be fostered in the educational setting, as it will help the graduates to meet the needs of industry for IR4.0 and beyond. The obvious gap, mismatch [17] and silo mentality among the HEIs and employers in Malaysia have pressured HEIs to adopt a different pedagogical method [18], utilizing educational technology tools as a platform to aid in the process of information transmission based on up-to-date graduate attributes across all stakeholders [19] [21]. ...
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With the advancement of technology, there is an urgency to produce students equipped with the 21st Century skills to keep up with the Fourth Industrial Revolution. This is in line with the aspiration of the Malaysian government to develop holistic graduates and transform education as in the Malaysia Education Blueprint 2015-2025. Service learning pedagogy was explored in this paper by integrating the course content of UKQA2232-01 Drone Technology with the real context application. Thirty-one engineering undergraduates enrolled in the Drone Technology course participated in the Drone Tech for Edu 4IR project. The project consists of seminars, workshops, and racing activities. Document analysis of the course information, project reports, and students’ reflections were employed in this study to identify the learning process and skills gained by the students. Results show that the students went through 6 phases of service learning implementation. The service learning has enhanced the students’ learning, sense of responsibility, accountability, adaptability, management and international exposure. These are essential to develop good engineers in the future.
... They have highlighted that: (1) the simpler the online learning platform, the better it was regarded by students, and therefore the students were more likely to utilize it; (2) the ease of use and usefulness of online learning platforms were linked to the instructors' choice and their ability to create a good match between course design and platform navigation, and thus affecting students' learning outcomes and attitude toward usage; (3) students' perceived ease of use of online learning improved as a result of instructors' self-favorable attitudes toward teaching; and (4) teachers' attitudes toward, and desire to offer, online teaching were improved by family support, which is a significant source of support for instructors in online teaching during the pandemic. On the other hand, studies have also indicated that teaching and learning in higher education have often embroiled with mismatch between knowledge and practice (Sagy et al., 2019). For me, I am more concerned on this area, as my responsibility as an educator is to ensure that students are truly learning and developing their skills for the real work environment in the future. ...
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... The obvious gap, mismatch [17] and silo mentality among the HEIs and employers in Malaysia have pressured the HEIs to adopt a different pedagogical method [18], utilizing educational technology tools as a platform to aid in the process of information transmission based on updated graduate attributes across all stakeholders [19][20][21]. It is established that teaching pedagogy via service learning has positive impacts on students, community and industry. ...
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... In this perspective, teachers tend to adopt some approaches to teaching when these are consistent with beliefs about teaching. More recently, research has demonstrated that teachers' expertise influences the conceptions of and approaches to teaching (Englund, Olofsson, & Price, 2017;Sagy, Hod, & Kali, 2019); • Learning. The research focus here is on the expectation of the meanings that teachers and students make of the learning process, as well as on the attempts to explain how learners view knowledge and skills development (Entwistle, 1997;Marton & Säljö, 1976). ...
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This study endeavors to identify ways to promote a productive learning culture in higher education. Specifically, we sought to encourage development of internal values in students' culture of learning and examine how this can promote their understanding of scientific content. Set in a high enrolment undergraduate biology course, we designed a technology-enhanced learning-environment in which we gradually introduced features designed to promote this culture. These features included digital resources and socio-constructivist activities that reshaped students' and instructors' roles. In this paper we focus on the relation between this design and indications of internal values in students' learning processes. Data from 76 student interviews were analyzed phenomenographically using the Culture of Learning Continuum (CLC) conceptual framework developed in this study, which synthesizes perspectives from education, psychology and sociology. Findings indicate that the intervention succeeded in promoting an internal-value-based culture of learning, which enabled students to develop deeper understanding of scientific content.
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Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful imple-mentation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and a Master of Pharmacy programme at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should, therefore, be a central component of professional development activities if a more effective use of educational technology is to be achieved.
Chapter
Higher education, initially small universities gathered around respected teachers, has always had two purposes: first, to provide an advanced education in the disciplines that support the existing order by maintaining existing knowledge and passing this knowledge on to succeeding generations; second, to offer opportunities for research, debate, and the extension of knowledge. There is a third purpose, which, although not so explicit, has become increasingly important, namely to provide a forum for the articulation and critique of the values of societies that proclaim themselves to be democratic. These – sometimes competing – roles of universities as guardians of established knowledge and as creators of new understandings through challenging existing beliefs have been central to their contributions to society. For example, in the late Middle Ages and the Renaissance, alongside educating those who sustained the two pillars of a stable society, universities were pivotal in the rediscovery of the intellectual achievements of Greece and Rome and, based on them, in the creation of new knowledge and values, particularly in the sciences. To a considerable degree, contemporary higher education is still assumed to have the first two functions of creating and stabilizing knowledge, which have allowed institutions of higher education to both shape and respond to the educational demands of the societies of which they are a part. However, in the past two centuries, there have been several specific changes in the ways higher education has been expected to perform its functions for the benefit of the larger society.
Book
What can Cultural Historical Activity Theory (CHAT) contribute to the solution of the problems facing higher education today? This edited volume brings together the work of an international group of scholars and researchers to address this important question. Drawing on contemporary interpretations of CHAT, the contributors take on a wide range of issues, ranging from pedagogy to administration and from teacher preparation to university outreach. An introduction presents the key principles of CHAT. Subsequent chapters address such issues as effective ways of teaching large undergraduate classes, providing support for struggling writers or for students with disabilities, opening up opportunities for students from historically underserved communities, preparing students for the professions, and building bridges between higher education and the wider community. Readers with an interest in higher education will encounter ideas in these chapters that will prompt them to rethink their role in preparing today's students for tomorrow's challenges.
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This article considers the application of phenomenography, as arguably the only research design (so far) to have been developed substantially within higher education research by higher education researchers. It considers its origins, meaning and application, and the issues and critiques that it has raised. It concludes that, while phenomenography has both acknowledged limitations and undoubted achievements, it still appears to have much to offer to higher education research, and its usage might be extended to other fields.
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This article investigates the coconstruction of student identity and engagement in the case of a 9th grader in a project-based algebra classroom that afforded students a great deal of autonomy. The focal student, Terrance, utilized classroom resources to serve both project-related and social functions as he interacted with his peers during multiweek projects. As a result, his positioning within his group and patterns of engagement in the mathematics projects shifted dramatically across the academic year. The article ends with a discussion of student autonomy as a potentially powerful feature of hybrid classrooms.
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This chapter examines active learning spaces as they have developed over the years. Consistently well-designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.
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Higher Education Research & Development (HERD) was established to address a perceived gap in higher education publishing: research of interest to practitioners that was engagingly written. After 30 years of contributing to the field, HERD has constructed a unique position for itself among higher education journals. This paper reviews the general patterns and tendencies demonstrated through the citation practices of authors in the first five years of HERD and it compares them with the ideas used to support arguments about higher education research in more recent articles published in the journal. By comparing the results of this review with citation practices in similar journals of higher education, the study suggests that HERD continues to attract practitioner researchers responding to the changing social and epistemological landscape of higher education. The paper concludes that HERD has been instrumental in consolidating the concepts of the field in a way that has accommodated a large number of authors who only occasionally engage in higher education research. This, in turn, has led to the emergence of a distinctive literature about higher education teaching and learning.
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This paper proposes a multi-level model of culture, consisting of structural and dynamic characteristics that explain the interplay between various levels of culture. The paper begins with a summary of existing models of culture and continues with the proposed multi-level model of culture. The structural dimension represents the nested structure of culture from the most macro level of a global culture, through national, organisational and team cultures, and down to the representation of culture at the individual level. The dynamic nature of culture conveys the top-down-bottom-up processes where one cultural level affects changes in other levels of culture. Specifically, the model proposes that globalisation, as the macro level of culture, affects, through top-down processes, behavioral changes of members in various cultures. Reciprocally, behavioral changes at the individual level, through bottom-up processes, become shared behavioral norms and values, modifying the culture of a macro level entity. The paper calls for a shift in the research focus on culture as stable, to culture as a dynamic entity and for a greater focus on the interplay between different levels of culture.
Article
Arguments are put forward in this paper in favour of research which has as its aim the finding and systematizing of forms of thought in terms of which people interpret significant aspects of reality. The kind of research argued for is complementary to other kinds of research; it aims at description, analysis and understanding of experiences. The relatively distinct field of inquiry indicated by such an orientation is labelled phenomenography. A fundamental distinction is made between two perspectives. From the first-order perspective we aim at describing various aspects of the world and from the second-order perspective (for which a case is made in this paper) we aim at describing people's experience of various aspects of the world. Research in a variety of disciplines, sub-disciplines and “schools of thought” has provided us with experiential descriptions, that is, content-oriented and interpretative descriptions of the qualitatively different ways in which people perceive and understand their reality. It has, however, seldom been recognized that these various research efforts share a common perspective in their view of phenomena and a unifying scientific identity has in consequence not been attained. The focussing on the apprehended (experienced, conceptualized,) content as a point of departure for carrying out research and as a basis for integrating the findings is seen as the most distinctive feature of the domain indicated. Conceptions and ways of understanding are not seen as individual qualities. Conceptions of reality are considered rather as categories of description to be used in facilitating the grasp of concrete cases of human functioning. Since the same categories of description appear in different situations, the set of categories is thus stable and generalizable between the situations even if individuals move from one category to another on different occasions. The totality of such categories of description denotes a kind of collective intellect, an evolutionary tool in continual development.
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"Culture and personality" was a focus of anthropology and psychology in the first half of the 20th century. It was concerned with traditional and preliterate societies and drew many of its constructs from psychoanalysis. In this article, we note that taxonomies of personality traits and cultural values developed independently since 1980 have created new possibilities for exploring the topic. The Five-Factor Model of personality is a universally valid taxonomy of traits. The IBM study (conducted by Hofstede) dimensions of culture represent a well-validated operationalization of differences between cultures as manifested in dominant value systems. In reanalyses of recently reported data, mean personality scores from 33 countries were significantly and substantially correlated with culture dimension scores. We discuss environmental and temperamental explanations for these associations and suggest directions for future research, including replications, experimental simulations, acculturation studies, and research on the interaction of traits and culture in shaping human lives.
Chapter
The interdisciplinary field of the learning sciences encompasses educational psychology, cognitive science, computer science, and anthropology, among other disciplines. The Cambridge Handbook of the Learning Sciences is the definitive introduction to this innovative approach to teaching, learning, and educational technology. This dramatically revised second edition incorporates the latest research in the field, includes twenty new chapters on emerging areas of interest, and features contributors who reflect the increasingly international nature of the learning sciences. The authors address the best ways to design educational software, prepare effective teachers, organize classrooms, and use the internet to enhance student learning. They illustrate the importance of creating productive learning environments both inside and outside school, including after-school clubs, libraries, museums, and online learning environments. Accessible and engaging, the Handbook has proven to be an essential resource for graduate students, researchers, teachers, administrators, consultants, educational technology designers, and policy makers on a global scale.
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Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.
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This article provides one example of a method of analyzing qualitative data in an objective and quantifiable way. Although the application of the method is illustrated in the context of verbal data such as explanations, interviews, problem-solving protocols, and retrospective reports, in principle, the mechanics of the method can be adapted for coding other types of qualitative data such as gestures and videotapes. The mechanics of the method we outlined in 8 concrete step. Although verbal analyses can be used for many purposes, the main goal of the analyses discussed here is to formulate an understanding of the representation of the knowledge used in cognitive performances and how that representation changes with learning This can be contrasted with another method or analyzing verbal protocols, the goal of which is to validate the cognitive processes of human performance, often as embodied in a computational model
Cultivating a community of learners in K-12 classrooms
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Whose culture is it? Modeling the design of authentic learning environments and the cultures they mediate
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Self-determination theory: Basic psychological needs in motivation, development, and wellness
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