| |
| |
| List of Figures and Tables | |
| |
| |
| Series Editors' Preface | |
| |
| |
| Author's Preface | |
| |
| |
| Acknowledgements for Tables and Figures | |
| |
| |
| |
| Teaching for Understanding in a Complex World | |
| |
| |
| Some initial propositions | |
| |
| |
| The relationship between teaching and learning | |
| |
| |
| The nature of educational research | |
| |
| |
| The structure of the book | |
| |
| |
| |
| How Students Learn | |
| |
| |
| |
| Educational Psychology and Student Learning | |
| |
| |
| |
| Learning and the Influences on It | |
| |
| |
| Fundamental processes of learning | |
| |
| |
| Practice and feedback | |
| |
| |
| Attention and memory | |
| |
| |
| Conceptual development | |
| |
| |
| Rote and meaningful learning | |
| |
| |
| Learning processes in studying | |
| |
| |
| Influences on learning | |
| |
| |
| Previous knowledge and experience | |
| |
| |
| Abilities and learning styles | |
| |
| |
| Personality and motivation | |
| |
| |
| Thinking dispositions | |
| |
| |
| An alternative research paradigm | |
| |
| |
| Concluding summary | |
| |
| |
| |
| The Impact of Approaches to Learning | |
| |
| |
| |
| How Students Learn and Study | |
| |
| |
| Concepts describing student learning | |
| |
| |
| Identity and self-confidence | |
| |
| |
| Personal and vocational aspirations | |
| |
| |
| Conceptions of knowledge and learning | |
| |
| |
| Approaches to learning | |
| |
| |
| Organized effort | |
| |
| |
| Cultural differences in learning and studying | |
| |
| |
| Students with disabilities | |
| |
| |
| Concluding summary | |
| |
| |
| |
| What is Learned | |
| |
| |
| |
| Understanding Understanding - Or Do We? | |
| |
| |
| |
| The Nature of Academic Understanding | |
| |
| |
| Personal understanding | |
| |
| |
| Experience of developing and reaching an understanding | |
| |
| |
| The disposition to understand for oneself | |
| |
| |
| The construction and use of knowledge objects | |
| |
| |
| Making understanding visible through concepts maps | |
| |
| |
| Integrative personal understandings | |
| |
| |
| Target understanding across the disciplines | |
| |
| |
| Electronic engineering | |
| |
| |
| Biological sciences | |
| |
| |
| Economics | |
| |
| |
| History | |
| |
| |
| Media and communication studies | |
| |
| |
| Threshold concepts | |
| |
| |
| Concluding summary | |
| |
| |
| |
| How Academics Teach | |
| |
| |
| |
| Evolving Approaches to Teaching | |
| |
| |
| |
| Ideas about Teaching and Learning | |
| |
| |
| Understanding pedagogy | |
| |
| |
| Contrasting beliefs and approaches | |
| |
| |
| The role of the university teacher | |
| |
| |
| What makes a good university teacher? | |
| |
| |
| Coping with contrasting roles and working within constraints | |
| |
| |
| Students' experiences of teaching | |
| |
| |
| Perceptions of lecturing | |
| |
| |
| Perceptions of discussion classes | |
| |
| |
| Perceptions of set work and assessment | |
| |
| |
| National reviews of teaching quality | |
| |
| |
| Concluding summary | |
| |
| |
| |
| Teaching for Personal Understanding | |
| |
| |
| |
| Research into Teaching for Understanding | |
| |
| |
| The inner logic of the subject and its pedagogy | |
| |
| |
| Examples of subject-specific teaching focused on understanding | |
| |
| |
| Encouraging a deep approach to problem solving in electronic engineering | |
| |
| |
| Establishing the critical features of a concept in computer studies | |
| |
| |
| Helping students to understand threshold concepts in economics | |
| |
| |
| Using concept maps to develop integrative understanding in history | |
| |
| |
| The teaching-learning environment as a whole | |
| |
| |
| Congruence within a teaching-learning environment | |
| |
| |
| Examples of whole teaching-learning environments supporting understanding | |
| |
| |
| Teaching for understanding | |
| |
| |
| Powerful learning environments | |
| |
| |
| Designing a whole curriculum to encourage deep approaches | |
| |
| |
| Concluding summary | |
| |
| |
| |
| Providing Teaching and Assessment to Support Learning | |
| |
| |
| |
| A Heuristic Model of Teaching and Learning | |
| |
| |
| |
| Research Guiding Teaching | |
| |
| |
| Student characteristics influencing learning | |
| |
| |
| Subject content and how it is taught | |
| |
| |
| Planning a course | |
| |
| |
| Beliefs about the role of the teacher | |
| |
| |
| Thinking about the subject and its pedagogy | |
| |
| |
| Target understanding and throughlines | |
| |
| |
| Selection and organization of course content | |
| |
| |
| Teaching that encourages thinking and understanding | |
| |
| |
| Giving an overview and monitoring delivery | |
| |
| |
| Arousing interest, explaining terms and encouraging understanding | |
| |
| |
| Exemplifying ways of thinking and practising | |
| |
| |
| Emphasizing critical features and patterns of variation | |
| |
| |
| Encouraging individual reflection and group discussion | |
| |
| |
| Being alert while teaching and showing empathy with students | |
| |
| |
| Technological aids, e-learning and blended learning | |
| |
| |
| Concluding summary | |
| |
| |
| |
| Assessment the driver, but in which Direction? | |
| |
| |
| |
| Influences of the Learning Environment | |
| |
| |
| Institutional and departmental influences | |
| |
| |
| Teaching and learning cultures within course teams | |
| |
| |
| Course structure, organization and management | |
| |
| |
| Allocation of set work and feedback on it | |
| |
| |
| Formative and summative assessment | |
| |
| |
| Varieties of assessment | |
| |
| |
| Effects of assessment of study strategies | |
| |
| |
| Support for individual learning and studying | |
| |
| |
| Concluding summary | |
| |
| |
| |
| Monitoring the Effectiveness of Teaching | |
| |
| |
| |
| Measuring Students' Approaches and Perceptions | |
| |
| |
| |
| Monitoring and Developing Teaching | |
| |
| |
| An evaluation questionnaire to monitor teaching | |
| |
| |
| Interviews to explore student learning | |
| |
| |
| Investigating the effectiveness of teaching | |
| |
| |
| Encouraging teaching development | |
| |
| |
| The scholarship of teaching | |
| |
| |
| Appendices | |
| |
| |
| Index | |