Evidence of authentic achievement: the extent of disciplined enquiry in student teachers' essay scripts

    Research output: Contribution to journalArticle

    4 Citations (Scopus)

    Abstract

    The purpose of this study was to describe the extent to which undergraduates engage in disciplined enquiry, as one means of operationalising critical thinking. Three hundred essays from second-year students were judged on the indicators of disciplinary concepts, elaborated written communication and analysis. Non parametric statistical tests revealed that disciplinary concepts were more in evidence than was analysis. This was manifest in written communications which were not, overall, elaborated into coherent essays. The results suggest that students need to appreciate that knowledge is an intentional, and perhaps, effortful construction of the human mind and that this involves the use of a knowledge-transforming strategy rather than the coping strategy of knowledge-telling. For this to happen, however, some current pedagogic practices may need to be revised
    LanguageEnglish
    Pages71-85
    Number of pages14
    JournalAustralian Journal of Educational and Developmental Psychology
    Volume4
    Publication statusPublished - 2 Aug 2004

    Fingerprint

    student teacher
    Communication
    Students
    statistical test
    pedagogics
    evidence
    coping
    communications
    student
    communication
    Thinking

    Cite this

    @article{e534b03705e54702a0f1a30b62445202,
    title = "Evidence of authentic achievement: the extent of disciplined enquiry in student teachers' essay scripts",
    abstract = "The purpose of this study was to describe the extent to which undergraduates engage in disciplined enquiry, as one means of operationalising critical thinking. Three hundred essays from second-year students were judged on the indicators of disciplinary concepts, elaborated written communication and analysis. Non parametric statistical tests revealed that disciplinary concepts were more in evidence than was analysis. This was manifest in written communications which were not, overall, elaborated into coherent essays. The results suggest that students need to appreciate that knowledge is an intentional, and perhaps, effortful construction of the human mind and that this involves the use of a knowledge-transforming strategy rather than the coping strategy of knowledge-telling. For this to happen, however, some current pedagogic practices may need to be revised",
    author = "Effie Maclellan",
    year = "2004",
    month = "8",
    day = "2",
    language = "English",
    volume = "4",
    pages = "71--85",
    journal = "Australian Journal of Educational and Developmental Psychology",
    issn = "1446-5442",
    publisher = "University of Newcastle",

    }

    TY - JOUR

    T1 - Evidence of authentic achievement: the extent of disciplined enquiry in student teachers' essay scripts

    AU - Maclellan, Effie

    PY - 2004/8/2

    Y1 - 2004/8/2

    N2 - The purpose of this study was to describe the extent to which undergraduates engage in disciplined enquiry, as one means of operationalising critical thinking. Three hundred essays from second-year students were judged on the indicators of disciplinary concepts, elaborated written communication and analysis. Non parametric statistical tests revealed that disciplinary concepts were more in evidence than was analysis. This was manifest in written communications which were not, overall, elaborated into coherent essays. The results suggest that students need to appreciate that knowledge is an intentional, and perhaps, effortful construction of the human mind and that this involves the use of a knowledge-transforming strategy rather than the coping strategy of knowledge-telling. For this to happen, however, some current pedagogic practices may need to be revised

    AB - The purpose of this study was to describe the extent to which undergraduates engage in disciplined enquiry, as one means of operationalising critical thinking. Three hundred essays from second-year students were judged on the indicators of disciplinary concepts, elaborated written communication and analysis. Non parametric statistical tests revealed that disciplinary concepts were more in evidence than was analysis. This was manifest in written communications which were not, overall, elaborated into coherent essays. The results suggest that students need to appreciate that knowledge is an intentional, and perhaps, effortful construction of the human mind and that this involves the use of a knowledge-transforming strategy rather than the coping strategy of knowledge-telling. For this to happen, however, some current pedagogic practices may need to be revised

    M3 - Article

    VL - 4

    SP - 71

    EP - 85

    JO - Australian Journal of Educational and Developmental Psychology

    T2 - Australian Journal of Educational and Developmental Psychology

    JF - Australian Journal of Educational and Developmental Psychology

    SN - 1446-5442

    ER -