A Learning-to-learn Program in a First-year Chemistry Class

Zeegers, Petrus J.; Martin, Lisa

doi:10.1080/07924360120043630

Cited by 35 publications

(17 citation statements)

References 17 publications

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“…To some degree, these findings corroborate previous research showing that students majoring in fields such as engineering and the physical sciences use deep approaches to learning less frequently than students from other fields (Eley 1992;Meyer et al 1990;Felder and Brent 2005;Zeegers and Martin 2001;Prosser and Millar 1989) as well as findings regarding faculty use of practices that encourage deep-like approaches to learning (e.g., analysis, synthesis, and active learning) (Braxton and Hargens 1996;Braxton and Nordvall 1985;Braxton et al 1998;Gaff and Wilson 1971;Lattuca and Stark 1994;Neumann et al 2002;Smart and Ethington 1995).…”

Section: Discussionsupporting

confidence: 88%

“…That particular size fits almost nobody: it violates virtually every principle of effective instruction established by modern cognitive science and educational psychology'' (p. 57). Additionally, studies have examined deep learning in fields such as chemistry (Eley 1992;Zeegers and Martin 2001), geography (Hill and Woodland 2002), health sciences (Newble and Clarke 1985), and physics (Prosser and Millar 1989). While much of this work lacks disciplinary comparisons and no studies have samples of students from a wide range of disciplinary areas, when comparisons are made, the results suggest that deep learning is used more frequently by students in ''soft'' disciplinary areas and less frequently in ''hard'' fields of study (the implications for Biglan's other dimensions are difficult to discern).…”

Section: Understanding Disciplinary Effectsmentioning

confidence: 99%

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The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes

et al. 2008

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Deep learning'' represents student engagement in approaches to learning that emphasize integration, synthesis, and reflection. Because learning is a shared responsibility between students and faculty, it is important to determine whether faculty members emphasize deep approaches to learning and to assess how much students employ these approaches. This study examines the effect of discipline on student use of and faculty members' emphasis on deep approaches to learning as well as on the relationships between deep approaches to learning and selected educational outcomes. Using data from over 80,000 seniors and 10,000 faculty members we found that deep approaches to learning were more prevalent in Biglan's soft, pure, and life fields compared to their counterparts. The differences were largest between soft and hard fields. We also found that seniors who engage more frequently in deep learning behaviors report greater educational gains, higher grades, and greater satisfaction with college, and that the strength of these relationships is relatively consistent across disciplinary categories.

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Section: Discussionsupporting

confidence: 88%

Section: Understanding Disciplinary Effectsmentioning

confidence: 99%

The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes

et al. 2008

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“…Complicating the range of Discourses involved in tertiary education is the recognition that student profiles have undergone huge changes throughout the world (Zeegers & Martin, 2001;Priestly, 2002), and acutely so in South Africa (Council for Higher Education, 2001). In South Africa the change in student profile adds the challenges of eleven official languages, and a range of cultural and social influences that are in many cases vastly different to those which have informed the world of the university, resulting in the need to respond to widely disparate 'Primary Discourses' (Gee, 1989a).…”

mentioning

confidence: 99%

Lecturer and first year student (mis)understandings of assessment task verbs:‘Mind the gap’

Williams¹

2005

Teaching in Higher Education

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In no case can knowledge or language be treated as if they existed outside the social context. (Andrew Sayer, 1984, p. 20) This paper examines the way in which a cohort of first year Chemistry students interpreted commonly used assessment task verbs and compared these responses with their lecturers' usage of these terms. The results of the research suggest that the gap between the understandings held by students new to university, and those held by lecturers, is of sufficient a nature to indicate that changes in practice are needed to contribute to fair assessment practices. The paper argues that understanding assessment as a Discourse, which exists alongside (but also independent of) general and discipline-specific academic Discourse, will help explain the substantial gap between student understandings and lecturer usage of assessment terms. Students must become members of this Discourse community in order to gain mastery within it. This requires deliberate exposure to the language, values and practices of academic assessment through examples used in every-day teaching practice and through scaffolded formative assessment.

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“…Additionally, students can often fail to engage with 'bolt-on' courses as they feel that they lack relevance to their own specific pathway (Durkin and Main 2002). Indeed, there is a body of work (Zeegers and Martin 2001;Durkin and Main 2002;Appleton 2005) which would argue that teaching students how to study within their own discipline area is likely to prove far more successful. Wingate (2006) has also been critical of the use of instructional text, arguing that this method is not consistent with experiential learning theories, and pointing out that for the development of effective learning, students need to be given the experience of dealing with academic tasks, and feedback on this experience in order to encourage reflection.…”

Section: Introductionmentioning

confidence: 94%