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dc.contributor.authorNewton, D.
dc.contributor.authorNewton, L.
dc.contributor.authorOberski, Iddo
dc.date.accessioned2018-06-29T21:48:57Z
dc.date.available2018-06-29T21:48:57Z
dc.date.issued1998
dc.identifierER611
dc.identifier.citationNewton, D., Newton, L. & Oberski, I. (1998) Learning and conceptions of understanding in history and science: Lecturers and new graduates compared, Studies in Higher Education, vol. 23, , pp. 43-58,
dc.identifier.issn3075079
dc.identifier.urihttp://dx.doi.org/10.1080/03075079812331380482
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/611
dc.description.abstractUnderstanding is greatly valued in higher education. It is more likely to be achieved when lecturers and students agree on what counts as understanding. History and science lecturers' conceptions of understanding were compared with recent history and science graduates' conceptions of understanding. Whilst there was some agreement amongst students and lecturers about the nature of understanding in these subjects, there was the potential for a mismatch of conceptions which could reduce the effectiveness of teaching and the quality of learning. What lecturers and recent graduates saw as support for and evidence of understanding is also described. Clarification of what is to count as understanding in a given context should be amongst the principles for supporting students' learning. Some suggestions are made which could reduce the likelihood of an unnoticed mismatch of conceptions of understanding.
dc.format.extent43-58
dc.publisherRoutledge, part of the Taylor & Francis Group
dc.relation.ispartofStudies in Higher Education
dc.titleLearning and conceptions of understanding in history and science: Lecturers and new graduates compared
dc.typearticle
dcterms.accessRightsrestricted
dc.description.facultysch_pod
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dc.description.volume23
dc.identifier.doihttp://doi:10.1080/03075079812331380482
dc.description.ispublishedpub
dc.description.eprintid611
rioxxterms.typearticle
qmu.authorOberski, Iddo
dc.description.statuspub
dc.description.number1


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