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

Laird, Thomas F. Nelson; Shoup, Rick; Kuh, George D.; Schwarz, Michael

doi:10.1007/s11162-008-9088-5

Cited by 262 publications

(82 citation statements)

References 32 publications

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“…Esto es, el alumno, utiliza un enfoque profundo o superficial en su proceso de aprendizaje en función del significado y sentido que dé a los materiales que procesa y en función de lo que decide o no aprender. Lo que de nuevo nos devuelve a la corresponsabilidad entre docentes y alumnos (Nelson-Laird et al, 2008), y a la importancia de conocer los Sin embargo, algunos autores ponen en tela de juicio esta bifactorialidad del modelo y consideran que los enfoques de aprendizaje deberían ser estudiados en un continuum, de tal manera que el enfoque superficial coincide con uno de los extremos y el enfoque profundo con el otro; los alumnos utilizarían uno u otro en función de las característi-cas del proceso de enseñanza y de considerar las más adecuadas para cada contexto en el que aprenden, procesos que utiliza el estudiante para aprender (Siddiqui, 2006) y construir su propio conocimiento (Agramonte y Mena, 2006) con el objetivo de proponer intervenciones que faciliten dicho aprendizaje. De alguna forma, esto implica que definitivamente debemos devolver al alumno la responsabilidad y la confianza sobre su aprendizaje (García-Berbén, 2005).…”

Section: Resultsunclassified

“…Por otro lado, Ruiz-Lara et al (2011) señalan que la adopción de un enfoque profundo no siempre se relaciona con determinadas metas académicas, laborales y concepciones educativas. Por el contrario, Nelson-Laird et al (2008) indican que el hecho de que un alumno utilice el enfoque profundo, ya es en sí un compromiso a favor del aprendizaje integrado y reflexivo, y que este engagement le sirve al alumno para sentirse más comprometido con la titulación que cursa y por extensión con la universidad en la que lo hace.…”

Section: Relación De Los Enfoques De Aprendizaje Con Variables Del Counclassified

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Los enfoques de aprendizaje. Revisión conceptual y de investigación

Aguado¹,

Alonso²

2013

Rev.Colomb.Educ

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Enfoques de aprendizagem, revisão teórica, revisão de pesquisa, estudantes universitários, teoria SAL, Biggs. Palabras ClaveEnfoques de aprendizaje, revisión teórica, revisión de investigación, estudiantes universitarios, teoría SAL, Biggs. ResumenEste artículo examina la literatura sobre los enfoques de aprendizaje, desde la óptica de la teoría SAL (Students Approaches to Learning, enfoques de aprendizaje de los estudiantes), también conocida como teoría 3P. Se presentan sus fundamentos y su desarrollo desde sus inicios hasta su formulación actual. En la segunda parte se presentan los principales hallazgos de la investigación en este ámbito. En concreto se explora la investigación que relaciona los enfoques de aprendizaje con variables personales y del contexto educativo, con el rendimiento y con la fiabilidad y validez de los instrumentos de medida. Se concluye que la gran variabilidad de resultados hace necesario seguir investigando en este ámbito de estudio. AbstractThis article reviews the literature on learning approaches, from the standpoint of the SAL theory (Students Approaches to Learning), or the 3P theory. The first part presents the fundamentals of the theory and its development of it until its current form. The second part presents the main findings of the research in this area. The research specifically explores the relationship of learning approaches with personal variables, educational context, performance and the reliablity and validity of the measuring instruments. It was concluded that the great variability of the results makes it necessary to continue investigating in this field of study. ResumoEste artigo revisa a literatura sobre os enfoques de aprendizagem, desde a perspectiva da teoria SAL (Students Approaches to Learning, enfoques de aprendizagem dos estudantes), também conhecida como teoria 3P. Apresentam-se seus fundamentos e seu desenvolvimento desde seus inicios até sua formulação atual. Na segunda parte apresentam-se os principais descobrimentos da pesquisa neste âmbito. Em particular explora-se a pesquisa que relaciona os enfoques de aprendizagem com variáveis pessoais e do contexto educativo, com o rendimento e com a fiabilidade e validez dos instrumentos de medição. Conclui-se que a ampla variabilidade dos resultados, faz necessário continuar pesquisando neste campo de estudo.

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Section: Resultsunclassified

Section: Relación De Los Enfoques De Aprendizaje Con Variables Del Counclassified

Los enfoques de aprendizaje. Revisión conceptual y de investigación

Aguado¹,

Alonso²

2013

Rev.Colomb.Educ

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“…Often, STEM subject content is interconnected between the same and different subjects, and such progression of content affects student learning experiences. Due to the differences in the learning expectations in STEM and non-STEM subjects, Laird, Shoup, Kuh, and Schwarz (2008) reported that STEM faculty use significantly different pedagogies than their counterparts teaching non-STEM subjects. The major differences cited in the teaching styles include encouraging integrative and reflective learning.…”

Section: Introductionmentioning

confidence: 99%

Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

Chiyaka

Kibirige

Sithole

et al. 2017

JETS

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School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers' pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers when it comes to participation in PD. Also, students in K-12 levels taking Science, Technology, Engineering, and Mathematics (STEM) and non-STEM subjects often report different learning experiences, most of which influence their decisions to enroll in STEM or non-STEM career-related programs in higher education. Understanding factors that influence the differential in teacher participation in PD is a critical step towards addressing student interest in STEM careers. Using the cross-sectional survey data from the Teaching and Learning International Survey of 2013, this study compared the participation of middle school STEM and non-STEM teachers in PD activities in the US. A bivariate analysis was used to compare STEM subject teachers versus non-STEM subject teachers' participation in PD activities, its impact, and challenges. The findings showed that PD participation was higher among teachers of STEM subjects, but not significantly different from those for non-STEM subjects. Out-field teaching (no formal training of subject taught) accounted for 10.3% of the survey participants. Further, conflict with one's work schedule was one of the major barriers to PD participation for teachers.

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“…Third, as a community we acknowledge that the ways of thinking learning and knowing may be different across discipline areas by the emergence of theories such as the Model of Domain Learning (Alexander et al, 1997;Langan and Athanasou, 2005) and studies demonstrating the need for understanding subject-related trends (Jacobs and Newstead, 2000;Laird and Garver, 2010). Laird and collegues clearly demonstrated disciplinary differences in the prevalence of deep approaches to learning (Laird et al, 2008). With these issues in mind it was decided to use the SPQ with minimal adaptation by the insertion of the word 'physics' into most items.…”

Section: Introductionmentioning

confidence: 99%

Approaches to Learning in First Year University Physics

Gholam¹

2012

Journal of Social Sciences

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Problem statement:In recent decades, discipline specific ways of thinking and knowing have gained increased recognition in understanding learning. However, there has been little empirical research examining student approaches to learning within specific disciplines or, even more specifically, within different streams of study or in response to different curriculum within a discipline. Approach: The aim of this study was to investigate student approaches to learning in physics. We explore whether different streams of study or exposure to different syllabi are associated with deep or surface approaches to learning. A total of 2,030 first year physics students at an Australian metropolitan university over three different year cohorts and three streams completed an adaptation of the Study Processes Questionnaire (SPQ) which produces measures of Deep and Surface approaches to learning. Students studied within 'Advanced', 'Regular' and 'Fundamentals' streams, based upon prior experience in physics study. Students within the three cohorts were exposed to different senior high school syllabi, as the exam board introduced a new and innovative syllabus. We make comparison on approaches to learning across streams and across the three year cohorts. Results: Findings show that the behavior of the mean scale scores for students in different streams in first year physics is in agreement with expectations; advanced streams reported higher levels of deep approaches while Fundamentals streams reported higher levels of surface approaches. Furthermore, different year cohort performance on the scales reflects changes in senior high school syllabus; with a new syllabus reflecting a shift toward more deep approaches to learning. Conclusion/Recommendations: It is promising to see that revision of syllabi has a direct impact upon student approaches learning. A challenge lies in ways to best harness this power and to address the trends seen in student approaches to learning across streams.

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

Cited by 262 publications

References 32 publications

Los enfoques de aprendizaje. Revisión conceptual y de investigación

Los enfoques de aprendizaje. Revisión conceptual y de investigación

Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

Approaches to Learning in First Year University Physics

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