Graduate students’ conceptions of university teaching and learning: formation for change

The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The courses were taught by three different instructors. Data were obtained from 88 doctoral students before and after the course using four questions pertaining to the meaning of effective teaching, effective learning, role of the teacher, and role of the learner. Using an open coding procedure, four conceptions were identified. These were transmitting knowledge, preparing context/managing instruction, promoting course learning, and promoting life-long learning. The generalized linear model procedure was used to conduct within and between group pre and post course comparisons. Overall, there was a significant change in response frequency ratios in all four categories across all courses, indicating a decrease in the responses in the first two categories and an increase in the frequency of responses in the last two categories. No significant differences were attributed to course type or instructor.     

University students’ and teachers’ conceptions of teaching and learning in the biosciences

In this study we compare university teachers’ and first-year students’ conceptions of teaching and learning at the Faculty of Environmental and Biological Sciences. The conceptions were analysed using data from open-ended questionnaires. The results showed that at the beginning of studies the gap between teachers’ and students’ conceptions of teaching and learning is substantial. This finding has important implications for the educational process. In order to enhance successful studying from the beginning of students’ university careers, it is important for teachers to become aware of the differences between students’ and teachers’ conceptions of learning.     

The influence of teachers’ conceptions of teaching and learning on their technology acceptance

Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers’ conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers’ demographic variables including age, gender, teaching experience, teaching level, and technology experience were tested. Our findings demonstrated that incorporating CoTL could provide a richer and more nuanced understanding of technology acceptance, although no moderating effects on any demographic variables were found.     

Students’ conceptions and the learning of science

This introductory article to the Special Issue of the International Journal of Science Education attempts to review the theoretical contexts for research into children's conceptions in science and to identify future directions for research programmes in this field.     

An integrated analysis of secondary school students’ conceptions and beliefs about learning

Students’ conceptions and beliefs about learning are constructs that have been proposed in two independent lines of research, phenomenographic and metacognitive, and analysed using qualitative and quantitative methodologies, respectively. The present research examines and integrates in a single study both constructs and methodologies. Data were collected through an open-ended task (Tynjäla, 1997) and an epistemological questionnaire (Schommer, 1990), administered to a sample of 1,200 secondary students. Three major statistically significant findings emerged. First, students’ conceptions of learning and epistemological beliefs changed from simplistic to more complex as they progressed through school. Second, the two constructs were linked to each other. The most advanced category on the ‘dimension of depth’ of learning conceptions corresponded to the highest scores at the complex pole of the belief system. Third, learning conceptions as well as epistemological beliefs were predictors of academic performance. The more capable students were of constructing meaning, the better their academic achievement appeared to be. Theoretical and educational implications are discussed with regard to further research, classroom instruction, and the value of combining both research methodologies in order to deepen our understanding of students’ learning experience.     

A phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani context

While there are many studies exploring the phenomenon of lecturers’ use of learning technology within teaching practices in western higher education contexts, currently we know little about this phenomenon within less developed countries. In the paper, we discuss the findings from a phenomenographic study of lecturers’ conceptions of using learning technology in a Pakistani university context. We describe how lecturers’ use of learning technology is underpinned by their pedagogical understanding. Furthermore, we show that prevailing contextual socio-economic and technological limitations affect lecturers’ daily pedagogical practices and use of learning technology. The results of the study demonstrate the importance and influence of lecturers’ pedagogical understandings and of contextual limitations within daily teaching practices on their experiences of using learning technology. The findings have wider implications for our understanding of the variation in ways learning technology is understood and used within pedagogical practice in other developing and more developed contexts.     

Science teachers’ conceptions of teaching: Implications for teacher education

An analysis of recent science education research on student conceptions of natural phenomena, on science teaching and on science teacher planning carries implications for science teacher education. This suggests that the development of appropriate conceptions of teaching should be an important goal of science teacher education. Drawing the analogy between conceptions of natural phenomena and conceptions of teaching suggests guidelines for designing instruction in science teacher education courses. The importance of these guidelines is enhanced because teachers are likely to hold conceptions of teaching which are in conflict with those considered appropriate.

Activities in science teacher education which have attempted to identify and influence conceptions of science teaching are described and analysed. While these activities must be regarded as preliminary, they point to a powerful approach to thinking about the education of science teachers.     

Learning for Everyday Life: Pupils’ conceptions of hearing and knowledge about tinnitus from a teaching–learning sequence

As a result of young people frequently exposing themselves to loud sounds, researchers are advocating education about the risks of contracting tinnitus. However, how pupils conceive of and learn about the biological aspects of hearing has not been extensively investigated. Consequently, the aim of the present study is to explore pupils’ learning about hearing and tinnitus. Pupils in Grades 4, 7, and 8 (aged 10–11, n = 48; aged 12–13, n = 71; aged 13–14, n = 80) were studied. The pupils’ learning was evaluated in connection with a teaching intervention based on a teaching–learning sequence (TLS) about sound, hearing, and health. In pre‐, post‐, and delayed post‐tests, pupils were asked to use drawing and writing to express their answer to the question: ‘What happens to a sound that has reached your ear?’ A questionnaire concerning tinnitus, experiences of tinnitus, and listening behaviour was also given. The results show that the pupils’ knowledge of hearing and tinnitus had increased as a result of the intervention and that this knowledge was well retained one year later. The pupils in Grade 4 learned just as much as the older pupils, although it was more difficult for them to understand cell structures and causal chains. To conclude, pupils are capable of learning about hearing and tinnitus already at the age of 10–11. Knowledge of hearing and tinnitus may be an important prerequisite for conceptualizing the risk of being exposed to loud sounds.     

What’s inside the suitcases? An investigation into the powerful resources students and lecturers bring to teaching and learning

The study presents a framework for investigating the powerful resources within learners’ educational biographies, which, from their own accounts, appear to influence their engagement with teaching and learning practices. The research framework stresses the material, social and cultural influences on a learner’s biography and the need for recognition as well as the redistribution of resources. It assumes that both socio‐cultural influences as well as individual, affective and agentic phenomena play a role in shaping a student’s career. This framework is discussed in relation to a study undertaken at a South African university, at which 164 students, lecturers and academic support staff participated in semi‐structured interviews. The main focus of the interview was the individual’s educational biography as narrated by the individual. The findings support the socio‐cultural perspective and show that the relationship between identity, identification and feeling ‘at home’ with engagement in deep teaching and learning, is both complex and uneven.     

Adolescents’ conceptions of learning and education about sex and relationships

Abstract

In order for adolescents to learn about sex and relationships, the education must be of significance and meet their needs and interests. The study investigated adolescents’ conceptions of learning and education about sex and relationships. A phenomenographic approach was used. Six focus group interviews were conducted with adolescents ages 18–19 in Sweden. The results showed that stable ground for learning implies select issues of importance, that is, values and prejudices, up-to-date knowledge, and practical skills. These issues should be dispersed throughout the school years in relation to the students’ own maturity. This seemed to enable internalization of different aspects of sex and relationships. Learning about sex and relationships can create meaning for youth and generate progress by fostering autonomy and identity, correcting misconceptions, counteract prejudices, not in isolation rather in society in a defined culture.     

An exploratory study into the complexity of relations between physics lecturers’ crafting of practice and students’ expectations of quality teaching

This study contributes to research that characterises the affective learning that is evoked and taken on by students in response to their perceptions of their contextual learning environments. Interview-discussions were held with lecturers of both introductory and higher-level physics courses (n = 3) concerning how they formulated their patterns of teaching in terms of a particular conceptual framing that they considered to best optimize making learning possible. Subsequently their students (n = 212) were asked with written questions, and some select follow-up interview-discussions, to describe what they expected from ‘a good physics lecturer’. The relationships between these two things—the lecturer’s crafting of practice and the students’ expectations of quality teaching—were investigated. Results show that students’ expectations tend to match their lecturers’ practice, indicating that students are strongly influenced by a contextually based appreciation of ‘good’ teaching.     

Teachers’ conceptions of effective teaching and their teaching practices: a mixed-method approach

This study investigated Iranian high school teachers’ conceptions of effective teaching and examined the relationship of those conceptions to their teaching practices. The authors tried to achieve the purpose through questionnaires, observation, and interview. These teachers identified ‘being student-focused’ and ‘being exam-oriented’ as the most important indicators of effectiveness. ‘Encouraging the students’ involvement in learning,’ ‘being exam-oriented,’ and ‘using the novelty of methods’ were identified as the most common teaching practices. A high consistency between the teachers’ conception of effective teaching and their corresponding teaching practices was observed. Interview and observation confirmed the results of the survey. Implications for teacher professional development, teaching standards, and teacher improvement are discussed.     

Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning

We examine pre-service teachers’ theoretical learning during one five-week training module, and their educators’ learning about better lecture design to foster student learning. The study is iterative: interventions (one per group) were implemented sequentially in student groups A–C, the results of the previous intervention serving as the baseline for the design developed for the next. These learning study participants, 79 students from year three of a teacher training programme, studied the variation theory (VT) of learning. Three lesson cycles were completed, each comprising four steps: (1) a pre-test, (2) a 15-min intervention discussing VT, (3) a post-test and (4) a delayed post-test conducted eight weeks later. The results indicated learning differences between groups; qualitative analysis identified three categories of student answers, i.e. emergent, premature and unaware, regarding their theoretical understanding. Group C had more students with emergent knowledge (36%) than did groups A (20%) or B (17%) at post-testing.     

Effects of learning physics using Augmented Reality on students’ self-efficacy and conceptions of learning

The Augmented Reality (AR)-based learning environment not only provides educators with novel ways to present learning materials but also give learners the opportunity to spontaneously interact with the material. Previous studies have shown that AR has many advantages in education; however, few focuses on the mechanisms behind promoting inquiry motivation, such as the effect of AR on learners’ self-efficacy and conceptions of learning. This study developed an AR-based wave-particle duality learning application, “AROSE,” to explore the effect of AR technology on students’ self-efficacy and conceptions of learning physics. A quasi-experimental study method was used, and 98 high school students aged between 16 and 18 were randomly assigned to experimental and control group. After a 4-week intervention, it was found that integrating AR technology into physics classrooms can (1) significantly enhance students’ physics learning self-efficacy, as indicated by understanding of concepts, higher-level cognitive skills, practice and communication; (2) guide students to be more inclined to higher-level conceptions of learning physics rather than lower ones; and (3) stimulates students’ motivation to learn more deeply.     

Teachers’ ability to assess students for teaching and supporting learning

Over the last decade, the pressure has increased for teachers to facilitate the best possible learning for all children. States collect much information to ensure that schools are accountable to all students. But is this information helping to improve provision for a diverse student population in inclusive settings? It is well established that teachers’ attitudes and beliefs influence students’ learning. Research evidence also shows that teachers seem to face particular difficulties in trying to understand students who have a disability or are performing poorly. Teacher education could contribute more substantially towards helping teachers to adequately understand those student characteristics most relevant to learning. This article presents a model to help understand the complex competency required to assess students adequately. It is suggested that introducing teachers to a functional language for describing disability could help teachers to focus on enabling learning and development rather than labelling.     

An analysis of teachers’ self-reported competencies for teaching metacognition

For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily for several reasons. This study, therefore, aimed to disseminate the phenomenon of teaching metacognition with an emphasis on teacher’s instrumental role during classroom learning. More specifically, it investigated language instructors’ metacognition and their self-reported competencies for teaching metacognition. It also examined whether and how self-reported competencies changed following a professional development (PD) module of teaching for metacognition. Utilising Metacognitive Awareness Inventory (MAI) and think aloud protocols for instructional planning, this study found most participants were either highly metacognitive or metacognitive individuals. It was also found that most participants were initially not knowledgeable about and/or competent in teaching metacognition. Following PD, highly metacognitive teachers developed authentic lesson plans manifesting metacognition instruction while metacognitive teachers adopted similar instructional designs presented during the PD. Besides, half of the participants appreciated teaching metacognitively following the PD. Finally, under the light of these findings, future research and policy adjustments were proposed.     

Jordan’s primary curriculum and its propensity for student-centred teaching and learning

This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of student-centred pedagogies, analysis of the selected texts reveals mixed messages where in some areas the curriculum exemplifies an integrated code and in others a collection code. The messages about classroom framing are also found to be contradictory. The paper argues that if Jordan is to fulfil its stated aspirations to embrace more progressive pedagogies, a full review of the curriculum is needed to ensure its classification and framing cohere better with a student-centred approach.