What is included with this book?
List of Figures and Tables | p. ix |
Series Editors' Preface | p. xi |
Author's Preface | p. xii |
Acknowledgements for Tables and Figures | p. xiv |
Teaching for Understanding in a Complex World | p. 1 |
Some initial propositions | p. 3 |
The relationship between teaching and learning | p. 3 |
The nature of educational research | p. 4 |
The structure of the book | p. 6 |
How Students Learn | p. 9 |
Educational Psychology and Student Learning | p. 11 |
Learning and the Influences on It | p. 13 |
Fundamental processes of learning | p. 13 |
Practice and feedback | p. 13 |
Attention and memory | p. 14 |
Conceptual development | p. 14 |
Rote and meaningful learning | p. 16 |
Learning processes in studying | p. 16 |
Influences on learning | p. 18 |
Previous knowledge and experience | p. 18 |
Abilities and learning styles | p. 19 |
Personality and motivation | p. 20 |
Thinking dispositions | p. 21 |
An alternative research paradigm | p. 22 |
Concluding summary | p. 23 |
The Impact of Approaches to Learning | p. 25 |
How Students Learn and Study | p. 28 |
Concepts describing student learning | p. 28 |
Identity and self-confidence | p. 28 |
Personal and vocational aspirations | p. 30 |
Conceptions of knowledge and learning | p. 30 |
Approaches to learning | p. 33 |
Organized effort | p. 37 |
Cultural differences in learning and studying | p. 39 |
Students with disabilities | p. 40 |
Concluding summary | p. 40 |
What is Learned | p. 43 |
Understanding Understanding - Or Do We? | p. 45 |
The Nature of Academic Understanding | p. 48 |
Personal understanding | p. 48 |
Experience of developing and reaching an understanding | p. 49 |
The disposition to understand for oneself | p. 50 |
The construction and use of knowledge objects | p. 52 |
Making understanding visible through concepts maps | p. 54 |
Integrative personal understandings | p. 56 |
Target understanding across the disciplines | p. 57 |
Electronic engineering | p. 59 |
Biological sciences | p. 60 |
Economics | p. 61 |
History | p. 62 |
Media and communication studies | p. 63 |
Threshold concepts | p. 65 |
Concluding summary | p. 66 |
How Academics Teach | p. 69 |
Evolving Approaches to Teaching | p. 71 |
Ideas about Teaching and Learning | p. 74 |
Understanding pedagogy | p. 74 |
Contrasting beliefs and approaches | p. 74 |
The role of the university teacher | p. 78 |
What makes a good university teacher? | p. 78 |
Coping with contrasting roles and working within constraints | p. 81 |
Students' experiences of teaching | p. 82 |
Perceptions of lecturing | p. 82 |
Perceptions of discussion classes | p. 84 |
Perceptions of set work and assessment | p. 85 |
National reviews of teaching quality | p. 87 |
Concluding summary | p. 87 |
Teaching for Personal Understanding | p. 90 |
Research into Teaching for Understanding | p. 92 |
The inner logic of the subject and its pedagogy | p. 92 |
Examples of subject-specific teaching focused on understanding | p. 95 |
Encouraging a deep approach to problem solving in electronic engineering | p. 95 |
Establishing the critical features of a concept in computer studies | p. 96 |
Helping students to understand threshold concepts in economics | p. 97 |
Using concept maps to develop integrative understanding in history | p. 99 |
The teaching-learning environment as a whole | p. 101 |
Congruence within a teaching-learning environment | p. 103 |
Examples of whole teaching-learning environments supporting understanding | p. 103 |
Teaching for understanding | p. 103 |
Powerful learning environments | p. 105 |
Designing a whole curriculum to encourage deep approaches | p. 106 |
Concluding summary | p. 107 |
Providing Teaching and Assessment to Support Learning | p. 111 |
A Heuristic Model of Teaching and Learning | p. 113 |
Research Guiding Teaching | p. 117 |
Student characteristics influencing learning | p. 117 |
Subject content and how it is taught | p. 118 |
Planning a course | p. 120 |
Beliefs about the role of the teacher | p. 120 |
Thinking about the subject and its pedagogy | p. 121 |
Target understanding and throughlines | p. 122 |
Selection and organization of course content | p. 124 |
Teaching that encourages thinking and understanding | p. 125 |
Giving an overview and monitoring delivery | p. 125 |
Arousing interest, explaining terms and encouraging understanding | p. 127 |
Exemplifying ways of thinking and practising | p. 131 |
Emphasizing critical features and patterns of variation | p. 132 |
Encouraging individual reflection and group discussion | p. 134 |
Being alert while teaching and showing empathy with students | p. 135 |
Technological aids, e-learning and blended learning | p. 137 |
Concluding summary | p. 139 |
Assessment the driver, but in which Direction? | p. 144 |
Influences of the Learning Environment | p. 147 |
Institutional and departmental influences | p. 147 |
Teaching and learning cultures within course teams | p. 150 |
Course structure, organization and management | p. 151 |
Allocation of set work and feedback on it | p. 153 |
Formative and summative assessment | p. 157 |
Varieties of assessment | p. 159 |
Effects of assessment of study strategies | p. 161 |
Support for individual learning and studying | p. 161 |
Concluding summary | p. 162 |
Monitoring the Effectiveness of Teaching | p. 167 |
Measuring Students' Approaches and Perceptions | p. 169 |
Monitoring and Developing Teaching | p. 172 |
An evaluation questionnaire to monitor teaching | p. 172 |
Interviews to explore student learning | p. 174 |
Investigating the effectiveness of teaching | p. 177 |
Encouraging teaching development | p. 181 |
The scholarship of teaching | p. 184 |
Appendices | p. 188 |
Index | p. 200 |
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