The "No Problem" Discourse Model: Exploring an Alternative Way of Researching Student Learning

Autor/inn/en	Case, Jennifer M.; Marshall, Delia
Titel	The "No Problem" Discourse Model: Exploring an Alternative Way of Researching Student Learning
Quelle	In: International Journal of Educational Research, 47 (2008) 3, S.200-207 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2008.01.008
Schlagwörter	Student Evaluation; Learning Experience; Learning Processes; Social Environment; Social Cognition; Self Concept; Learning Theories; Engineering Education; College Students; Discourse Analysis; Models; Student Attitudes; Educational Assessment; Student Problems; Defense Mechanisms + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Lernerfahrung; Learning process; Lernprozess; Soziales Umfeld; Soziale Kognition; Selbstkonzept; Learning theory; Lerntheorie; Ingenieurausbildung; Collegestudent; Diskursanalyse; Analogiemodell; Schülerverhalten; Education; assessment; Bewertungssystem; Studienproblem; Abwehrverhalten
Abstract	In this paper we explore an alternative way of characterising the student learning experience, drawing on sociocultural perspectives on learning. Here, learning is not merely the application of an approach to a cognitive task, but a social process of identity formation. In particular, we draw on Gee's concept of Discourse models to identify the implicit theories students use to make sense of their learning and assessment experiences. From interviews with third year engineering students, we identified what we termed the "no problem Discourse model", in which students construct an upbeat portrayal of their experience of a course, despite experiencing crises induced by assessment events. Through a process of justification the seriousness of the crisis is denied. This Discourse model appears to have its roots in a popular Discourse of self-actualization. There was evidence of co-construction of this model during the student learning interviews. This suggests implications for the roles that teachers can play in either maintaining or challenging the Discourse models that are adopted by students. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10