Understanding of Understanding: Implications for Learning and Teaching  

Oleh:

Burns, Janet ; Clift, John ; Duncan, James

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: British Journal of Educational Psychology vol. 61 no. 03 (Nov. 1991), page 276.
Topik: Understanding of Understanding; Implications for Learning and Teaching; Chemistry; coherence orientation; knowledge orientation

Isi artikel

This study investigates sixth form students' understanding of "understanding" in the context of learning in chemistry. Thirty-nine randomly selected students of low, average, and high school achievement and their six chemistry teachers were interviewed and their classes were observed. Two orientations toward understanding, the recognition of order within the subject matter (a coherence orientation) and the ability to recall relevant information (knowledge orientation) formed the extremes of a continuum. A coherence orientation was linked with intrinsic assesment of understanding, which occurred when students recognised understanding for themselves. A knowledge orientation was linked with extrinsic assesment , inwhich students used feedback from tests or teacher. It is argued that a coherence-intrinsic approach leads to understanding and could be taught. But an appropriate learning environment incorporating less teacjer-direction, more opportunity for student research and student-student and student-teacher discussion and a less competitive atmosphere would be necessary.

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