FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2605125372> ?p ?o ?g. }

• W2605125372 abstract "Two case studies – Psychology and Sports Health and Exercise Science (SHES), investigated the influence of personal epistemology on teaching and learning in a higher education context. The investigation used the concept of a socialised habitus of academic personal epistemologies (SHAPE) on which to base the studies contained within the thesis. The theoretical underpinnings of SHAPE can be found in the work conducted on social practice theory (SPT), which includes Bourdieu (2000), Foucault (1984), Reckwitz (2002); and which draws on situated learning theory, activity systems theory, actor network theory, social learning theory (e.g. Bandura, 1977; Lave, 1988; Lave & Wenger, 1991; Vygotsky, 1978) as discussed in Trowler (2012). In addition, SHAPE draws on the work of Bourdieu (1977) and his theory of habitus; and the burgeoning research into personal epistemology (epistemological beliefs is also used in the literature before this term, so they will be used interchangeably). This branch of research began with the seminal work of William Perry culminating in his text entitled ‘Forms of intellectual and ethical development in the college years: A scheme’ (1970).The research was underpinned by an instrumentalist ethos (Dewey, 1930) and adopted a mixed methods research design. Phase One of the research process began with the confirmation of the reliability and validity of a quantitative measure of personal epistemology – The Discipline-focused Epistemological Belief Questionnaire (DEBQ, Hofer, 2000). In Phase One and Two, a shortened, more robust revised version of the DEBQ was then used to test for differences between participants at the group level in different modules of study, and for changes in personal epistemology over the duration of a semester of study. The Approaches to Teaching Inventory (Trigwell & Prosser, 2004) was used in both case studies, as was the DEBQ. The Approaches to Study Skills Inventory for Students (Entwistle, Tait & McCune, 2000) was used in the Psychology Case Study, which also included qualitative data captured via a series of interviews with fourteen students and two teachers from two psychology undergraduate year two modules; and a focus group involving three of the students who had participated in the interview phase. The different phases and methods of data collection allowed the author to make comparisons between the perceptions of, and approaches to, teaching and learning in the two case studies.3The analyses in Phase One resulted in a revised, abbreviated version of the DEBQ. The results from all four phases of the investigation suggest the utility of SHAPE as a concept on which to base future research. The findings from this series of studies suggest the personal epistemology of the teacher has the most profound effect on their students’ personal epistemologies as a group over a semester of study, whilst also recognising the contribution other elements of the teaching and learning context make. Variation within groups of students was also evident for dimensions of personal epistemology, and this influenced their perceptions of teaching, learning, and assessment; and how they approached their studies.The conclusions to be drawn are: SHAPE is a useful addition to the ‘tribes and territories’ (Trowler & Becher, 2001) discipline level of analysis and is a more nuanced, contextual unit of analysis as recognised and recommended in the text entitled ‘Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education’ (Trowler, Saunders & Bamber, 2012). The strength of SHAPE lies in its recognition of the epistemological, ontological, and axiological influences on the processes of teaching, learning, and assessment within a higher education context. As such, SHAPE has the potential to make a useful contribution in the changing horizon of higher education manifest in the modular, semester based curriculum, and the burgeoning of ‘interdisciplinarity’ and its challenge to the established academic disciplinary fields." @default.
• W2605125372 created "2017-04-14" @default.
• W2605125372 creator A5067088239 @default.
• W2605125372 date "2013-01-01" @default.
• W2605125372 modified "2023-09-27" @default.
• W2605125372 title "Personal Epistemology and its Influence on Teaching and Learning in Higher Education" @default.
• W2605125372 cites W102102540 @default.
• W2605125372 cites W110717877 @default.
• W2605125372 cites W12021778 @default.
• W2605125372 cites W128625345 @default.
• W2605125372 cites W131038430 @default.
• W2605125372 cites W147213654 @default.
• W2605125372 cites W1480877497 @default.
• W2605125372 cites W1484617543 @default.
• W2605125372 cites W1491401433 @default.
• W2605125372 cites W1491557264 @default.
• W2605125372 cites W1493117444 @default.
• W2605125372 cites W1495403436 @default.
• W2605125372 cites W1496312651 @default.
• W2605125372 cites W1503401743 @default.
• W2605125372 cites W1506150625 @default.
• W2605125372 cites W1507637484 @default.
• W2605125372 cites W1508056119 @default.
• W2605125372 cites W1510866211 @default.
• W2605125372 cites W1512850292 @default.
• W2605125372 cites W1515587369 @default.
• W2605125372 cites W1524955631 @default.
• W2605125372 cites W1527083879 @default.
• W2605125372 cites W1528022241 @default.
• W2605125372 cites W1528871119 @default.
• W2605125372 cites W1539384251 @default.
• W2605125372 cites W1540252555 @default.
• W2605125372 cites W1546593528 @default.
• W2605125372 cites W1547253197 @default.
• W2605125372 cites W1548236562 @default.
• W2605125372 cites W1548824918 @default.
• W2605125372 cites W1550621568 @default.
• W2605125372 cites W1552402927 @default.
• W2605125372 cites W1553243973 @default.
• W2605125372 cites W1553929307 @default.
• W2605125372 cites W1553958247 @default.
• W2605125372 cites W1556348243 @default.
• W2605125372 cites W1561346951 @default.
• W2605125372 cites W1565343065 @default.
• W2605125372 cites W1565688748 @default.
• W2605125372 cites W1565693361 @default.
• W2605125372 cites W1576466549 @default.
• W2605125372 cites W1579225106 @default.
• W2605125372 cites W1580558182 @default.
• W2605125372 cites W1581607910 @default.
• W2605125372 cites W1585818825 @default.
• W2605125372 cites W1586445282 @default.
• W2605125372 cites W1587513426 @default.
• W2605125372 cites W1588532793 @default.
• W2605125372 cites W1590714994 @default.
• W2605125372 cites W1591703727 @default.
• W2605125372 cites W1596637901 @default.
• W2605125372 cites W1598615889 @default.
• W2605125372 cites W1599268150 @default.
• W2605125372 cites W1606724597 @default.
• W2605125372 cites W1607406575 @default.
• W2605125372 cites W1607760763 @default.
• W2605125372 cites W1608289002 @default.
• W2605125372 cites W161024406 @default.
• W2605125372 cites W1640063185 @default.
• W2605125372 cites W1658636927 @default.
• W2605125372 cites W170299314 @default.
• W2605125372 cites W1728275924 @default.
• W2605125372 cites W1751769270 @default.
• W2605125372 cites W176388551 @default.
• W2605125372 cites W1766163487 @default.
• W2605125372 cites W1778685146 @default.
• W2605125372 cites W1780382453 @default.
• W2605125372 cites W1784089289 @default.
• W2605125372 cites W1792550766 @default.
• W2605125372 cites W1798054672 @default.
• W2605125372 cites W1867007387 @default.
• W2605125372 cites W1914972138 @default.
• W2605125372 cites W1924390454 @default.
• W2605125372 cites W1955959790 @default.
• W2605125372 cites W1964560776 @default.
• W2605125372 cites W1964995931 @default.
• W2605125372 cites W1966177401 @default.
• W2605125372 cites W1967288024 @default.
• W2605125372 cites W1967555382 @default.
• W2605125372 cites W1967586247 @default.
• W2605125372 cites W1968037883 @default.
• W2605125372 cites W1968059819 @default.
• W2605125372 cites W1968471910 @default.
• W2605125372 cites W1968959943 @default.
• W2605125372 cites W1969829335 @default.
• W2605125372 cites W1969842317 @default.
• W2605125372 cites W1972938649 @default.
• W2605125372 cites W1973139668 @default.
• W2605125372 cites W1973608912 @default.
• W2605125372 cites W1973807677 @default.
• W2605125372 cites W1974722912 @default.
• W2605125372 cites W1975796826 @default.
• W2605125372 cites W1975877325 @default.
• W2605125372 cites W1975912968 @default.

• next