Student Learning and Academic Understanding covers a wide range of concepts that have emerged from interviews in which students use their own experiences to describe how they study and what they find most useful in developing an academic understanding of their own. These concepts differ from the traditional psychological concepts by being focused on the specific contexts of university and college, although they are also relevant to the later stages of school education.
- Explains the origins, meanings, and relevance of "deep" and "surface" approaches to learning- Introduces an array of concepts derived from the specific contexts of university education- Illustrates how in-depth interviewing can be used to explore students' ways of thinking- Provides a series of heuristic models to guide thinking about the influences on student learning- Includes an inventory on approaches to studying and experiences of teaching for use by teachers
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2. Predicting academic performance using psychological measures
3. Using interviews to describe the development of students' learning
4. Approaches to learning and learning styles
5. Strategic approaches to studying
6. Forms of understanding and knowledge objects
7. Measuring approaches to learning and studying
8. Influences on approaches to learning and studying
9. Implications of the research findings
Appendix: Inventories used to assess different approaches, and a description of phenomenographic interviewing and analysis
Noel Entwistle, PhD, was the Bell Professor of Education in the University of Edinburgh from 1978 until 2005 and previously Professor of Educational Research in the University of Lancaster. With his original degree in physics, Dr. Entwistle taught physics for three years before moving into educational research at the University of Aberdeen where he obtained a PhD in educational psychology. Subsequently, Fellow of the British Psychological Society, the Society for Research into Higher Education an the Scottish Council for Resarch in Education with honary doctorates from Gothenburg and Turku. Editor of the British Journal of Educational Psychology and the international journal, Higher Education.