Staking a Claim on Learning: What We Should Know about Learning in Higher Education and Why

Autor/in	Neumann, Anna
Titel	Staking a Claim on Learning: What We Should Know about Learning in Higher Education and Why
Quelle	In: Review of Higher Education, 37 (2014) 2, S.249-267 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-5748
DOI	10.1353/rhe.2014.0003
Schlagwörter	Stellungnahme; Higher Education; College Students; College Faculty; College Instruction; Prior Learning; Philosophy; Educational Policy; Credibility + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Fakultät; Hochschullehre; Vorkenntnisse; Philosophie; Politics of education; Bildungspolitik; Glaubwürdigkeit
Abstract	Researchers can deepen investigations of college teaching and learning by attention on how students construe a lesson's subject matter and on how teachers make sense of and respond to their students' subject-matter thinking in the moment. While it is possible to examine teaching and learning minus subject-matter depth, doing so obscures the dynamics that define education. My illustrative example captures teaching and learning about the idea of Cartesian doubt in an introductory philosophy class. I analyze students' struggles with this new (and to most, startling) idea in light of their prior knowledge. I also examine the instructor's efforts to grasp and respond to students' evolving conceptions of Cartesian doubt. (Contains 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10