Session Information
SES B 04, Paper Session
Paper Session
Contribution
Theoretical background
The purpose of this presentation is to introduce theoretical and pedagogical perspectives to development of university students scientific thinking, and its connections to wider background of study environment in general. Research bases on development of epistemic thinking (Perry, 1968; Kuhn & Weinstock, 2002; Kuhn, 2008), on studies of dialectical (integrative) thinking in adulthood (Basseches, 2005) and development of self-authorship (Baxter Magolda, 2001).
The research includes an analysis of student admittance examination tests, follow-up questionnaire and in-depth interviews. Students´ development of thinking in higher education have been studied extensively in recent decades. According to Perry´s ground-braking research (1968) pattern of reasoning develop through dualistic assumptions of knowing to relativism, and to evaluative approach to kwowledge. Basseches' (2005) model of cognitive development is used in this study which presents thinking as continuous evolving process from relativism to more evaluative and integrative forms. Learning environment and especially the relationship between teaching and learning seem to construct students' ways of approaching learning and ways of thinking (Entwistle, Skinner, Entwistle & Orr, 2000). Scientific thinking comprises of different operations, which include logical- and critical thinking, judgment making skills based on evidence, and especially awareness of one`s epistemic assumptions. In development of scientific thinking it is argued by Baxter Magolda (2001) the reflection of this epistemic understanding and making meaning of one`s own experiences which can be described as building a self-authorship. Kuhn`s (2008) model of epistemic development bases on metacognitive reflection on criteria of knowing and how individual proceeds in making judgments on ill-structured problems. It bases on epistemological beliefs on certainty of knowledge and knowing. Epistemological beliefs and epistemic strategies have close connection to learning and study approaches that students acquire during their studies. Thus briefly, using three models of intellectual development in this study gives rich and complex view of thinking abilities.
The aim of the research is to analyse complexity of scientific thinking forms and its' connections to learning environment in group of university students. Significant learning experiences are analysed and connections with received study guidance are explored as examples of this environment. Participants present faculty of humanities (Finnish and English language students) and Sport- and Health Sciences in Finnish university. They have started their studies in the fall 2006.
There are two major research questions, 1. to study development of thinking in three fields (dialectical thinking, epistemic understanding and self-authorship of thought) and 2. how these forms of thought are connected to students' learning-environment (e.g. study counseling, teaching and teachers, social interaction, meaningful learning experiences).
Method
Expected Outcomes
References
Basseches, M. (1984). Dialectical Thinking and Adult Development. NJ: Ablex. Basseches, M. (2005). The development of dialectical thinking as an approach to integration. Integral review 1. Retrieved from http:/7 integral-review.org/back_issues/index.asp Baxter Magolda, M.( 2001). Making Their Own Way. Narratives for Transforming Higher Education to Promote Self-Development. Virginia: Sterling. Entwistle, N., Skinner, D., Entwistle, D. & Orr, S. (2000). Conceptions and Beliefs About “Good Teaching”: an integration of contrasting research areas. Higher Education Reseach & Development, Vol. 19, No. 1. 5-26. Kuhn, D., & Weinstock, M. (2002) What is epistemological thinking and why does it matter? In B. K. Hofer & P.R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 121-144) Mahwah, NJ: Erlbaum. Kuhn, D. Iourdanou, K., Pease, M. & Wirkala, C. 2008. Beyond of control of varianbles. What needs to develop to achieve skilled scientific thinking? Cognitive Development, 23, 435-451. Perry, W. (1970). Forms of Intellectual and Ethical development in the college years. New York: Holt.
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