By Erik Jan Van Rossum, Rebecca Hamer

ISBN-10: 9460912508

ISBN-13: 9789460912504

ISBN-10: 9460912516

ISBN-13: 9789460912511

ISBN-10: 9460912524

ISBN-13: 9789460912528

ISBN-10: 9460912532

ISBN-13: 9789460912535

The that means of studying and figuring out, co-authored by means of Erik Jan van Rossum and Rebecca Hamer, brings jointly empirical reports on epistemology, scholar pondering, instructor pondering, academic coverage and employees improvement forging an exceptional and functional starting place for academic innovation. because the Eighties they constructed and released a few six-stage developmental version describing the qualitatively alternative ways scholars and lecturers view studying and stable educating. A version with a ways achieving effects for schooling, academic innovation and democratic society. Their complete evaluate of study from many disciplines underpins the empirical facts of over 650 scholars and lecturers. all the six worldviews leads to a different manner of which means making. those six methods of understanding, or Orders of cognizance, are characterized by way of expanding complexity of pondering, with fourth point pondering - or self-authorship - representing the most typical espoused aim of upper schooling. abundant facts is gifted that larger schooling isn't reaching its personal espoused pursuits. One rationalization will be that many academics in better schooling haven't themselves reached the minimal required manner of figuring out, fighting them from developing a developmental direction for his or her scholars. Van Rossum and Hamer's epistemological version presents transparent signposts at the developmental schooling street and has confirmed its worthy as an device for curriculum layout, dimension of epistemological improvement and as a device for workers improvement.

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Reproduction is the product, while the process is memorising. Like the previous conception, learning is seen in quantitative terms: learning more is being able to reproduce more. … To learn… yes, that’s... you have to cram up your homework and learn a little bit of this and that by heart… well that’s about it … (Säljö, 1979a, p. 14) … Well, it’s to learn what’s in the books. In principle it means to learn in order to be able to answer the questions which the teacher gives you … (Säljö, 1979a, p.

In metaphor, learning here is seen as a journey, with the learner as ‘traveller’, accompanied by companions (teachers and peers) who examine and enjoy the local scenery with him along the way. Together, the travellers try to widen their horizon through this journey. In educational terms one could interpret this as the teacher and students seeking new ways to look at things together, finding different perspectives to come to a ‘better’ understanding of the world around them. The product here is seeing things differently: being able to transform the way of seeing things by changing perspectives.

We include these three sets of conceptions because they form an integral part of the outcome space of the models discussed in chapters 3 and 4. Introducing these conceptions here increases the fullness of our comparison. Finally, in chapter 6 these concepts return in descriptions of ‘signature’ or key features of responses to our learning and teaching questions and so they are used to categorise data. The paragraphs below supply the background for the inclusion of these conceptions in our data analysis and categorisations.

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The meaning of learning and knowing by Erik Jan Van Rossum, Rebecca Hamer

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