Intersecting epistemologies: first-year students’ knowledge discourses in a Political Science module

Niven, Penelope

doi:10.1080/13562517.2011.560375

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…Nonetheless, several researchers highlight the need to include the background and learning experiences that students bring with them to the classroom in order to understand the challenges that students face when entering institutions of higher education (North 2005;Niven 2011). A similar argument is made by Northedge (2003b), who emphasises that students' lack of familiarity with the terms of a specific academic discourse must be addressed in order to understand the conditions under which students can successfully engage with academic discourse.…”

Section: Previous Researchmentioning

confidence: 93%

Learning dilemmas in undergraduate student independent essays

Wendt

Åse

2014

Studies in Higher Education

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Essay-writing is generally viewed as the primary learning activity to foster independence and analytical thinking. In this article, we show that independent research projects do not necessarily lead to critical thinking. University-level education on conducting independent projects can, in several respects, counteract enhanced analytical skills. The purpose of this study is to advance knowledge on the difficulties students experience in acquiring analytical skills. A group of undergraduate political science students were interviewed while they attended an independent research course. They were also asked to record their reflections. The digital diaries provide access to the students' perceptions regarding the assignment and their struggles as they handle scientific problems. We argue that the students are caught up in different learning dilemmas when asked to perform independent academic research. One result is that ambiguous and contradictory understandings of science affect the learning processes and thus affect the students' possibilities for developing analytical thinking.

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Section: Previous Researchmentioning

confidence: 93%

Learning dilemmas in undergraduate student independent essays

Wendt

Åse

2014

Studies in Higher Education

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“…These signify entrenched study habits from their school background, which students acknowledge are difficult to change, especially since it brought them success previously. Several studies have shown how prior educational practices can make students less predisposed towards acquiring the coding orientations of a new context (see Hoadley 2007;Chen 2010;Niven 2011;Pearce et al 2015). In LCT terms when students use a code inappropriate to a new context this represents a code clash.…”

Section: Recognition Realisation and Knower Dispositions For Accessmentioning

confidence: 99%

A code theory perspective on science access: Clashes and conflicts

Ellery

2017

SAJHE

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Quantitative measures of student performance fail to provide insight into underpinning constraints and enablements to access in science in higher education. This case study of a science foundation course uses Legitimation Code Theory as a theoretical frame and acquisition of recognition and realisation rules as an analytical frame to provide a depth empirical account of student access and success. Results indicate that access to the powerful science knowledge in the production (science) context is dependent on students recognising and realising the knower code of the learning context, which requires of them to be independent and autonomous learners. Such access is not afforded when students prior (school) learning-context relativist code clashes with the required university learning-context knower code. It is argued that a focus on the learning context could be key in enabling access to students whose educational background does not align well with that of the higher education context.

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Intersecting epistemologies: first-year students’ knowledge discourses in a Political Science module

Cited by 2 publications

References 6 publications

Learning dilemmas in undergraduate student independent essays

Learning dilemmas in undergraduate student independent essays

A code theory perspective on science access: Clashes and conflicts

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