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Visualising Powerful Knowledge to Develop the Expert StudentA Knowledge Structures Perspective on Teaching and Learning at University
Ian M. KinchinUniversity of Surrey, UK
This book puts the structure and function of knowledge firmly in the driving seat of university curriculum development and teaching practice. Through the application of concept mapping, the structure of knowledge can be visualised to offer an explicit perspective on key issues such as curriculum design, student learning and assessment feedback. Structural visualisation allows a greater scrutiny of the qualitative characteristics of knowledge so that we can analyse students’ patterns of learning and match them to expert practice.
Based on nearly two decades of research and direct observations of university teaching by the author, this book aims to offer a scholarly account of teacher development. It focusses on elements that will be of immediate utility to academics who want to develop their teaching to a level of adaptive experts, offering them greater autonomy in their role and a powerful understanding of teaching to escape the repressive routines of the traditional classroom.
Rather than providing a comprehensive review of educational research, this book provides a route through selected theories that can be explored in practice by university teachers on their own or in groups. The book will help academics to identify the nature of powerful knowledge within their disciplines and consider ways that this may be used by students to become active and engaged learners through the manipulation and transformation of knowledge, and so become expert students.
Paperback US$43.00/€39.00 ISBN 978-94-6300-625-5Hardback US$99.00/€90.00 ISBN 978-94-6300-626-2P.T.O. FOR TABLE OF CONTENTS AND HOW TO ORDER
SensePublishersFor Wisdom and Awarenesswww.sensepublishers.comPeter de Liefde – [email protected] Michel Lokhorst – [email protected]
Acknowledgements
Chapter 1: The Framework: Linking Key Ideas
IntroductionUnderpinning PhilosophyA FrameworkMoving from Transmission Teaching & Rote LearningThe Current ContextTeaching as the Poor CousinA Scholarly Appetite for ChangeIn Conclusion
Chapter 2: Visualising Knowledge: Applying Concept Mapping
IntroductionConstructing MapsConstructing LinksExplanatory PowerIncreasing Complexity or ClarityMap TopographyConsistency in MappingIn Conclusion
Chapter 3: Patterns of Learning: Spokes, Chains, Nets and Disciplines
IntroductionLearning QualityOppositional BinariesLearning and ChangeSpokes, Chains & NetsDeveloping MorphologiesPersonal Learning JourneysIn Conclusion
Chapter 4: Presenting the Curriculum: Hiding the Discipline from View
IntroductionRevealing the DisciplineArranging Knowledge Structures in a CurriculumTextbook StructuresThe Persistence of ChainsLinear Amplifi cation with PowerPointStudent Engagement in a Non-Learning EnvironmentMapping Complementary Discourses in TeachingIn Conclusion
Chapter 5: The Expert Student: The Need to Manipulate Knowledge
IntroductionConsidering ExpertiseEducation for Expertise DevelopmentSetting ExpectationsMoving between Knowledge StructuresDeveloping Powerful KnowledgeIn Conclusion
Chapter 6: Embedding Wider Theory: Threshold Concepts, Semantic Gravity & Punctuated Learning
IntroductionVisualising Theory & Developing TheoryThe Nature of Threshold ConceptsThe Role of Threshold ConceptsFrom Consumption to Production & Transformation – An AnalogySemantic GravityLearning as ChangePunctuated LearningIn Conclusion
Chapter 7: Implications for Student Feedback: Changing the Game Introduction
Student Conceptions of FeedbackFeedback within a Knowledge StructureSemantic Profi lesFeedback on TeachingFeedback on LearningFeedback and Threshold ConceptsRecipienceIn Conclusion
Chapter 8: Repositioning Academic/Faculty Development of University Teachers: Adaptive Expertise, Pedagogic Frailty, and Exaptation
IntroductionAdaptive ExpertisePedagogic FrailtySeparation of Institutional and Individual GoalsExaptationResilienceIn Conclusion
TABLE OF CONTENTS
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