What Do Inventories of Students' Learning Processes Really Measure? A Theoretical Review and Clarification  

Oleh:

Biggs, John B.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 63 (Feb. 1993), page 3-19.
Topik: LEARNING; learning; students' approaches to learning; information processing; student learning; teaching

Ketersediaan

Perpustakaan PKPM Nomor Panggil: B13 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

Lihat Detail Induk

Isi artikel

Research into student learning has been based on two main theoretical sources: information processing (IP), and contextually based work on students' approaches to learning (SAL). The cross-fertilisation has been valuable, but it has led to ambiguities and mis understandings, evident in the recent literature, about constructs, methodology, and of particular concern here, the development and interpretation of inventories of learning / study processes. The basic issue revolves around a conception of student learning as taking place within the student, as IP models appear to assume, or withinthe-teaching / learning-context, as the SAL tradition emphasises. It is suggested that student learning is best construed within a teaching / learning context that functions as an 'open system', a model that brings some clarity to the use and interpretation of study process inventories, and that locates their value in yielding functionally useful data to researchers, teachers, and staff developers.

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