Journal Article Detail Page
written by Brian James and Kathryn Booth
Concern has been expressed that traditional higher education programmes are producing students with a surface approach to learning, rather than the desired deep approach. The aim of this study was to encourage Level 1 students (those taking the subject for the first time at higher education level) to develop such a deeper learning approach. Changes were made to both the teaching method and the form of examination paper for a Mechanics module taken by a cohort of 52 physics students. The cooperative learning approach was used to pose conceptual questions for interactive discussion. Preand post-module the students' conceptual understanding of mechanics was tested using the Force Concept Inventory (FCI) and they also completed a Contrasted Groups Learning Styles questionnaire so that we could assign a 'deep learning index'. Additionally the students completed the Learning Styles Inventory to gain a picture of the distribution of learning styles in the class. Qualitative information concerning the reaction of both the lecturer and students to the changes was also collected using a focus group enquiry, module evaluative questionnaires and reflective comments from the lecturer. Analysis of the quantitative data showed that there was no discernible overall change in either the deep learning index or the FCI score of the students. Analysis of the qualitative data, however, showed that experience of the module by both students and lecturer had been greatly improved by the changes.
International Journal of Science Education: Volume 23, Issue 9, Pages 955-967
ComPADRE is beta testing Citation Styles!
Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.
The APA Style presented is based on information from APA Style.org: Electronic References.
The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.
The MLA Style presented is based on information from the MLA FAQ.