By John Bowden, Ference Marton
Universities are not often established to facilitate studying and once they are, it is usually performed so in a constrained manner. This e-book appears on the idea and perform of studying and the way universities can enhance their caliber and competence. It tackles the prior failure of the standard and competence routine and advocates a circulation in the direction of 'Universities of Learning'. The authors suggest an integration of components which are usually handled individually - thought and perform, educating and study, and the degrees of establishment and person - and deal with those dimensions of integration along with one another. This new paperback version can be crucial analyzing for all those who find themselves occupied with enhancing studying in better schooling. It contains an up to date preface that takes account of advancements because the booklet of the hardback variation.
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This example is taken from Johansson, Marton and Svensson (1985). A group of engineering students at a technological university were interviewed at the beginning and end of a course in physics that they had participated in, with the aim of depicting changes, if any, in their understanding of certain aspects of the physical world. One of the questions used in the interviews was: ‘A car is driven at a high constant speed straightforward on a motorway. ’ One subject (S2), listing motive power from the engine, air resistance, frictional force on all the bearings, gravity, and normal force as relevant, suggested that gravity and normal force are equal and that the engine is used to counterbalance the sum of the air resistance and the frictional force.
Not at all. The relation between discernment and variation is observable empirically. Sachs’ (1983) study offers an interesting example. As an anthropologist she visited a small Turkish village where she found that the water there contained a particular kind of bacteria causing what appeared, to the observer, to be quite an unpleasant stomach problem. Everyone in the village suffered with the problem and it remained throughout their lives. When interviewing the villagers about their lives, Sachs found to her great surprise that no one said anything about stomach problems.
Or, to put it differently, the greater is the expected variation of the second kind, ie the greater are the potential differences between the situations we are trying to prepare students for. We can express the same idea in yet another way. The future is, necessarily, always unknown but there are degrees of uncertainty. We would like to argue that the future we are preparing our students for is becoming less and less transparent, or more and more unknown. And what are the tools we can use? They are our knowledge, what we know and what is known.
