Relational perspectives on higher education teaching and learning in the sciences

Studies in Science Education

Volumn 33, Issue 1, 1999, Pages 31-60

  Prosser, Michael ^a   Trigwell, Keith ^b  

^a LA TROBE UNIVERSITY   (Australia)

^b UNIVERSITY OF TECHNOLOGY SYDNEY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85012499544     PISSN: 03057267     EISSN: 19408412     Source Type: Journal    
DOI: 10.1080/03057269908560135     Document Type: Note

References (58)

1. ABRANDT, M. (1997) Learning physiotherapy: the impact of formal education and professional experience. Linkping University, Studies in Education and Psychology, No. 50.
2. AUSUBEL, D.P., NOVAK, J.S. & HANESIAN, H. (1978) Educational psychology: a cognitive view. New York, Holt, Rinehart and Winston.
3. BIGGS, J.B. (1987) The study process questionnaire (spq) users' manual. Hawthorne, Victoria, Australian Council for Educational Research.
4. BIGGS, J.B. (1993) From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12, 73-85.
5. BIGGS, J.B. & COLLIS, K.F. (1982) Evaluating the quality of learning: The SOLO Taxonomy. New York, Academic Press.
6. BOOTH, S.A. (1992) Learning to program: a phenomenograpbic perspective. Goteborg, Acta Universitatis Gothoburgensis.
7. BOULTON-LEWIS, G.M., DART, B.C. (1994) Assessing students’ knowledge of learning: A comparison of data collection methods. In G. Gibbs (ed.) Improving student learning: theory and practice. Oxford, OCSD 263-277.
8. BOWDEN, J., DALL’ALBA, G., MARTIN, E., MASTERS, G., LAURILLARD, D., MARTON, F., RAMSDEN, R & STEPHANOU, A. (1992) Displacement, velocity and frames of reference: Phenomenographic studies of students’ understanding and some implications for teaching and assessment. American Journal of Physics, 60, 262-268.
9. BOWDEN, J.A. & WALSH, E. (eds) (1994) Phenomenographic research: variations in method. Melbourne, Royal Melbourne Institute of Technology.
10. CRAWFORD, K., GORDON, S., NICHOLAS, J. & PROSSER, M. (1994) Conceptions of mathematics and how it is learned: The perspectives of students entering university. Learning and Instruction, 4, 331-345.
11. DALL’ALBA, G. (1991) Foreshadowing conceptions of teaching. Research and Development in Higher Education, 13, 293-297.
12. DAVEY, J. (1995) Aseptic Technique: What and how students of nursing learn. Unpublished Master of Nursing Thesis. University of Sydney.
13. ENTWISTLE, N. & RAMSDEN, P. (1983) Understanding student learning. London, Croom Helm.
14. ENTWISTLE, N. (1998) Approaches to learning and forms of understanding. In G.M. Boulton- Lewis and B.C. Dart (eds) Teaching and Learning in Higher Education. Melbourne, Australian Council for Educational Research.
15. ENTWISTLE, N.J., MEYER, J.H.F. & TAIT, H. (1991) Student failure: disintegrated patterns of study strategies and perceptions of the learning environment. Higher Education, 21, 246-261.
16. GARDNER, H. (1987) The mind’s new science. New York, Basic Books.
17. GUNSTONE, R.F. & WHITE, R.T. (1981) Understanding gravity. Science Education, 65, 291-299.
18. HAZEL, E., PROSSER, M. & TRIGWELL, K. (1996) Student learning of biology concepts in different university contexts. Research and Development in Higher Education, 19, 323-326.
19. JOHANSSON, B., MARTON, F. & SVENSSON, L. (1985) An approach to describing learning as change between qualitatively different conceptions. In L.H.T. West & A.L. Pines (eds) Cognitive Structure and Conceptual Change. New York, Academic Press.
20. KEMBER, D. & GOW, L. (1994) Orientations to teaching and their effect on the quality of student learning. Journal of Higher Education, 65, 59-74.
21. KEOGH, L. (1991) Student conceptions of atomic structure: A phenomenographic study. Unpublished BSc(Hons) dissertation. University of Western Australia.
22. LINDER, C.J. & ERICKSON, G.L. (1989) A study of tertiary physics students’ conceptualization of sound. International Journal of Science Education, 11, 491-501.
23. LYBECK, L., MARTON, F., STROMDAHL, H. & TULLBERG, A. (1988) The phenomenography of the ‘Mole Concept’ in chemistry. In P. Ramsden (ed.) Improving learning: new perspectives. London, Kogan Page. 81-108.
24. MARTIN, E. & BALL A, M. (1991) Conceptions of teaching and implications for learning. Research and Development in Higher Education, 13, 298-304.
25. MARTIN, E. & RAMSDEN, P. (1993) An expanding awareness: how lecturers change their understanding of teaching. Research and Development in Higher Education, 15, 148-155.
26. MARTON, F. (1992) Phenomenography and ‘the art of teaching all things to all men’. Qualitative Studies in Education, 5, 253-267.
27. MARTON, F. & BOOTH, S. (1997) Learning and awareness. New Jersey, Lawrence Erlbaum Associates.
28. MARTON, F., DALL’ALBA, G, & TSE, L.K. (1996) Memorizing and understanding: The keys to the paradox? In D. Watkins & J.B. Biggs (eds). The Chinese Learner: Cultural, Psychological and Contextual Influences. Hong Kong, CERC and Melbourne, ACER.
29. MARTON, F. & SALJO, R. (1997) Approaches to Learning. In F. Marton, D. Hounsell & N.J. Entwistle (eds) The experience of learning: implications for teaching and studying in higher education. (2nd edition). Edinburgh, Scottish Academic Press, 39-58.
30. MARTON, F., WATKINS, D. & TANG, C. (1995) Discontinuities and continuities in the experience of learning: an interview study of high school students in Hong Kong. Paper presented at the 6th European Conference for Research on Learning and Instruction, August 26-31, Nijmegen, The Netherlands.
31. MCCRACKEN, J. & LAURILLARD, D. (1994) A study of conceptions in visual representations: A phenomenographic investigation of learning about geological maps. Paper presented at the Ed-Media World Conference in Educational Multimedia and Hypermedia, Vancouver, Canada.
32. MEYER, J.H.F., PARSONS, P. & DUNNE, T.T. (1990) Individual study orchestrations and their association with learning outcome. Higher Education, 20, 67-89.
33. MILLAR, R., PROSSER, M. & SEFTON, I. (1989) Relationship between approach and development in student learning. Research and Development in Higher Education, 11, 49-53.
34. PROSSER, M. & MILLAR, R. (1989). The ‘how’ and ‘what’ of learning physics. The European Journal of Psychology of Education, 4, 513-528.
35. PROSSER, M. & TRIGWELL, K. (1997) Perceptions of the teaching environment and its relationship to approaches to teaching. British Journal of Educational Psychology, 67, 25¬35.
36. PROSSER, M. (1994) A phenomenographic study of students’ intuitive and conceptual understanding of certain electrical phenomena. Instructional Science, 22, 189-205.
37. PROSSER, M., HAZEL, E., TRIGWELL, K. & LYONS, F. (1996) Qualitative and quantitative indicators of students’ understanding of physics concepts. Research and Development in Higher Education, 19, 670-675.
38. PROSSER, M., HAZEL, E., TRIGWELL, K. & LYONS, F. (1997) Students’ experiences of studying physics concepts: the effects of disintegrated perceptions and approaches. Paper presented at the 7th European Conference for Research on Learning and Instruction, Athens.
39. PROSSER, M. & TRIGWELL, K. (1999) Understanding learning and teaching: the experience in higher education. Buckingham, Open University Press
40. PROSSER, M., TRIGWELL, K. & TAYLOR, P. (1994) A phenomenographic study of academics' conceptions of science learning and teaching. Learning and Instruction, 4, 217-231.
41. RAMSDEN, P. (1979) Student learning and perceptions of the academic environment. Higher Education, 8, 411-428.
42. RAMSDEN, P. (1991) A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16, 129-150.
43. RAMSDEN, P. (1992) Learning to teach in higher education. London, Routledge.
44. RAMSDEN, P., PROSSER, M., TRIGWELL, K. & MARTIN, E. (1997) Perceptions of academic leadership and the effectiveness of university teaching. Paper presented the Annual Conference of the Australian Association for Research in Education, Brisbane, Australia.
45. RENSTROM, L., ANDERSSON, B. & MARTON, F. (1990) Students’ conceptions of matter. Journal of Educational Psychology, 82, 555-569.
46. SAMUELOWICZ, K. & BAIN, J.D. (1992) Conceptions of teaching held by teachers. Higher Education, 24, 93-112.
47. TANG, K.C.C. (1991) Effects of different assessment methods on tertiary students’ approaches to study. Unpublished PhD dissertation, University of Hong Kong.
48. TRIGWELL, K. (1997) Phenomenography: An approach to research. In J. Higgs (ed.) Qualitative research: discourse on methodologies, Sydney, Hampton Press, 39-47.
49. TRIGWELL, K. & PROSSER, M. (1996a) Congruence between intention and strategy in science teachers' approach to teaching. Higher Education, 32, 77-87.
50. TRIGWELL, K. & PROSSER, M. (1996b) Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21, 275-284.
51. TRIGWELL, K., PROSSER, M. & TAYLOR, P. (1994) Qualitative differences in approaches to teaching first year university science. Higher Education, 27, 75-84.
52. TRIGWELL, K., PROSSER, M. & WATERHOUSE, F. (1999) Relations between teacher’s approaches to teaching and students’ approaches to learning. Higher Education, 37, 57-70.
53. TRIGWELL, K.R. & SLEET, R.J. (1990) Improving the relationship between assessment results and student understanding. Assessment and Evaluation in Higher Education, 13, 290-297.
54. VON GLASERSFELD, E. (1995) Radical constructivism: a way of knowing and learning. London, Falmer Press.
55. WATKINS, D. & BIGGS, J.B. (eds) (1996) The Chinese Learner: Cultural, Psychological, and Contextual Influences. Hong Kong, CERC and Melbourne, ACER
56. WERTSCH, J.V. (1985) Vygotsky and the social formation of mind. Cambridge, MA, Harvard University Press.
57. WEST, L.H.T. & PINES, A.L. (eds) (1985) Cognitive structure and conceptual change. New York, Academic Press.
58. WEST, L.H.T. (1988) Implications of recent research for improving secondary school science learning. In P. Ramsden (ed.) Improving learning: new perspectives. London, Kogan Page 51-68.