Students' Understanding of Theory in Undergraduate Education

Autor/inn/en	Liff, Roy; Rovio-Johansson, Airi
Titel	Students' Understanding of Theory in Undergraduate Education
Quelle	In: Teaching in Higher Education, 19 (2014) 4, S.419-431 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2014.880678
Schlagwörter	Foreign Countries; Higher Education; Undergraduate Students; Phenomenology; Prior Learning; Theories; Problem Solving; Educational Objectives; Teaching Methods; Student Evaluation; Alignment (Education); International Cooperation; Health Services; Health Personnel; Semi Structured Interviews; Credibility; Student Attitudes; Sweden + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Phenomenological psychology; Phänomenologie; Psychologie; Vorkenntnisse; Theory; Theorie; Problemlösen; Educational objective; Bildungsziel; Erziehungsziel; Teaching method; Lehrmethode; Unterrichtsmethode; Schulnote; Studentische Bewertung; Internationale Kooperation; Internationale Zusammenarbeit; Health service; Gesundheitsdienst; Gesundheitswesen; Medizinisches Personal; Glaubwürdigkeit; Schülerverhalten; Schweden
Abstract	This paper investigates undergraduate students' application of theory in their analysis of problems presented in authentic leadership cases. Taking a phenomenographic research approach, the paper identifies two levels at which students understand "theory": Level 1-Theory as knowledge acquired from books; Level 2-Theory as support for problem solutions. Only the students at Level 2 understanding achieved the highest learning outcome described by the Bologna Reforms. This result may be accounted for by the difference in the students' pre-conceived understanding of the events and relationships in the analysed cases. The phenomenographic assumption explains why the authentic cases are problematic. The high relevancy of the learning object -- as an authentic case -- may reduce the effect of variation, in this case the educational environment that is the mechanism for learning according to variation theory. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10