A phenomenographic study of academics' conceptions of science learning and teaching
Dados Bibliográficos
| ID | 23317249 |
|---|---|
| Autores | Michael Prosser (0000-0002-4974-7776, La Trobe University, autor correspondente), Keith Trigwell (University of Technology Sydney), Philip Taylor (0009-0006-1736-8137), Philip H Taylor (0000-0002-0521-0934, Australian National University) |
| Ano | 1994 |
| Volume | 4 |
| Fascículo | 3 |
| Páginas | 217-231 |
| Data de publicação | 1994-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Learning and Instruction (JOURNAL) |
| Identificadores do periódico | ISSN: 0959-4752 • E-ISSN: 1873-3263 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/0959-4752(94)90024-8 |
| OpenAlex | W2078323191 |
| Idioma | EN |
| Citações recebidas | 79 |
| Referências citadas | 14 |
Concept learning · Conceptual change · Epistemology · Mathematics education · Pedagogy · Phenomenography · Qualitative research · Relation (database) · Social science · Sociology · Computer Science · Evaluation of Teaching Practices · Innovative Teaching Methods · Online and Blended Learning · Philosophy · Psychology
Investigación fenomenográfica
Challenging Frameworks for Understanding Teaching Practices in Higher Education
The impact of Emotional Intelligence on models of teaching approaches
Teacher conceptions of blended learning, blended teaching and associations with approaches to design
Exploring in-service preschool teachers’ conceptions of and approaches to online education
Impact of a spanish Higher Education teacher development programme on approaches to teaching. Psychometric properties of the S-ATI-20 scale
Classroom learning environments and dropout prevention in Hungary
Developing understanding about learning to teach in a university–schools partnership in England
Identifying and assessing the conceptions of teaching of secondary school physics teachers in China
The regulation of constructive learning processes
Učenje in poučevanje v visokem šolstvu
Metacognitive, cognitive and affective aspects of learning styles and strategies
Congruence and friction between learning and teaching
Science Education
Teachers’ beliefs and intentions concerning teaching in higher education
Relations between teachers' approaches to teaching and students' approaches to learning
Revisiting academics' beliefs about teaching and learning
Relations between teachers’ emotions in teaching and their approaches to teaching in higher education
A reconceptualisation of the research into university academics' conceptions of teaching
Facilitating change in undergraduate STEM instructional practices
Telling Half the Story
Vietnamese higher education instructors’ positioning toward student-oriented teaching
Tracing Pedagogical Shifts
Optimizing Student-Driven Learning (SdL) through a Framework Designed for Tailoring Personal Student Paths
A View of Teacher Education’s Frontier
Views of Moroccan University Teachers on Plant Taxonomy and Its Teaching and Learning Challenges
Examining academics’ changing approaches to teaching in response to the pandemic disruption
Learning to focus on students
Approaches and Conceptions of Teaching and Learning
A new sustainable change theoretical framework for the professional disciplines
Developing a Phenomenographic Argument for Science Teacher Educators’ Conceptions Regarding Question-Asking
In-service teachers' conceptions of mobile technology-integrated instruction
Relationships between undergraduate instructors' conceptions of how students learn and their instructional practices
Reported pedagogical practices of faculty in higher education in the UAE
University lecturers’ conceptions of online teaching in distance education courses in Vietnamese higher education
Students’ Conceptions—and Misconceptions—of Social Research
Integrating language‐and‐culture teaching
The foreign language and intercultural competence teacher
Phenomenography
Proving the pudding
What is the Use of Fieldwork? Conceptions of Students and Staff in Geography and Geology
Barriers to Interdisciplinarity
The effects of a teaching development institute for early career researchers on their intended teaching strategies, course design, beliefs about instructors’ and students’ knowledge, and instructional self-efficacy
An embedded fuzzy analytic hierarchy process for evaluating lecturers’ conceptions of teaching and learning
Understanding how a case-based assessment instrument influences student teachers’ learning approaches
The effect of pedagogical training on teaching in higher education
Student teachers' development of learning-focused conceptions
University teacher approaches to design and teaching and concepts of learning technologies
Joined up thinking? Evaluating the use of concept‐mapping to develop complex system learning
Evaluating University Teaching
Students’ conceptions of good teaching in three different disciplines
Personal understanding of assessment and the link to assessment practice
Qualitative differences in academics’ conceptions of e-assessment
A cross-lagged panel model analysis between academics’ conceptions of teaching and their teaching approaches
An anatomy of feedback
Reading to learn
Teacher educators' conceptions of learning to teach and related teaching strategies
Change in knowledge of learning and teaching through journal writing
Variation in education doctoral students’ conceptions of university teaching
Student Teachers’ Beliefs about Creativity
Big brother or harbinger of best practice
Making Sense of Persistence in Scientific Purgatory
Beliefs about Knowledge and the Process of Teaching and Learning as a Factor in Adjusting to Study in Higher Education
The Approaches to Teaching Inventory
Consonance and dissonance in descriptions of teaching of university teachers
Learning and conceptions of understanding in history and science
The challenges for new academics in adopting student-centred approaches to teaching
What do university teachers think eLearning is good for in their teaching
Zones
Changing approaches to teaching
The impact of academics' learning and teaching preferences on their teaching practices
Controversy and Consensus on the Scholarship of Teaching
Emotions and confidence within teaching in higher education
Dissonance between Conceptions of Learning and Ways of Learning for Indigenous Australian University Students
Communities and scholarship in supporting early-career academics at the University of the Witwatersrand
Instructional dialogue
How approaches to teaching are affected by discipline and teaching context
Influence of Teacher Educators on the Development of Prospective Teachers' Personal Epistemology and Tolerance
Australian Technical Teachers' Experience of Technology Integration in Teaching
Higher education as a filter
Accommodation of a scientific conception
Conceptions of teaching held by academic teachers
Symposium
Phenomenography ? Describing conceptions of the world around us
The Relationship Between Learning Conception, Study Strategy and Learning Outcome
On Qualitative Differences in Learning
Relating Approaches to Study and Quality of Learning Outcomes at the Course Level
Personal theories of teaching
Improving teaching and learning in higher education
| Obras citantes distintas | 79 |
|---|---|
| Citações por ano | 2,63 |
| Intervalo de citações | 1996 - 2026 (31) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 69 |