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A developmental questionnaire on knowing and learning
Jönköping University, School of Health Science, HHJ. Ageing - living conditions and health. Jönköping University, School of Health Science, HHJ, Institute of Gerontology.
Lunds tekniska högskola.
International Baccalaureate.
Twente University.
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2014 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Are students and teachers up to the developmental challenge of teaching and learning the exceptional capabilities needed to address the complex issues of our time? Issues such as moving towards a sustainable development of society are typically quite complex and ill-structured. In order for higher education to provide opportunities for intellectual growth and development among students, a key issue besides complex thinking is to acknowledge the different epistemological beliefs of teachers and students, such as conceptions of teaching and learning, that may influence the teaching and learning experience and so the quality of the learning outcome.

 

We will present a newly constructed epistemological beliefs questionnaire, concerning views on knowledge and learning. The questionnaire consists of 6 domains (a good study book, discussions, application of knowledge, responsibility for learning, understanding, good teaching), with 6 items in each domain, which are rated and ranked. The questionnaire is based on adult developmental theory (e.g. van Rossum & Hamer, 2010), where the developmental trajectory goes from a view of knowledge as being true or false and provided by the teacher as authority, to a view that emphasizes the constructed and contextual nature of knowledge – allowing teachers to adapt the teaching to the context and the student’s developmental level.

 

In the spring of 2014, this questionnaire and a previously developed value system questionnaire will be sent to all teachers at Jönköping University (JU). The epistemological beliefs questionnaire is to be analysed with multivariate methods such as a multivariate pattern recognition method and factor analysis. Previous analyses of the value system questionnaire, using corresponding methods, have resulted in an identification of several developmental stages of values, and the epistemological beliefs questionnaire is expected to yield a similar result. Results from the two questionnaires will be compared in order to investigate the relationship between values and epistemological assumptions.

Place, publisher, year, edition, pages
2014.
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:hj:diva-25593OAI: oai:DiVA.org:hj-25593DiVA, id: diva2:779459
Conference
European Society for Research in Adult Development (ESRAD) IV Symposium, Helsinki, May 21-23, 2014
Available from: 2015-01-12 Created: 2015-01-12 Last updated: 2015-06-24Bibliographically approved

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Kjellström, SofiaAlmers, Ellen

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HHJ. Ageing - living conditions and healthHHJ, Institute of GerontologySustainable Development and Science education
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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf