Development and Use of the Approaches to Teaching Inventory

Trigwell, Keith; Prosser, Michael

doi:10.1007/s10648-004-0007-9

Cited by 441 publications

(420 citation statements)

References 26 publications

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“…To reflect on both being a student and a teacher, and not only attending a course in pedagogy, encouraged the teachers to be more attentive to and motivated for educational development. A change of the understanding of a teaching situation may lead to changes in teaching and to improved student learning (Drew 2001;Trigwell & Prosser 2004).…”

Section: Discussionmentioning

confidence: 99%

Learning to learn and learning to teach — Introduction to studies in higher education

et al. 2008

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Background: How students are introduced to their studies will affect the quality of learning. This project deals with tools for lifelong learning to increase students' awareness of learning how to learn. In parallel to an introductory course for students, a course for teachers was given with a focus on tutoring students. Aims: To evaluate an interprofessional transition course for first-year health science students, the LearnAble project, and a teachers' course aiming to support students to be successful in their learning. Method: The project was followed up by a computer-based course evaluation, reflective journals, the Learning Process Questionnaire and the Approaches to Teaching Inventory. The questionnaires were distributed before and after the courses. Teachers (n ¼ 31) and students (n ¼ 270) in two courses from different health educations participated. Results: Students' approaches to the course and to learning could be described as technical/reproductive, seeking for an identity or as reflective/transformative. The evaluation indicates that a deep approach to the studies among the students was related to higher age and female gender. Teachers with earlier pedagogical education supported students more in the attempts to question their own understanding. Conclusion: The most obvious result was the positive impact of being a tutor for a group of students in parallel to studying pedagogy.

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Section: Discussionmentioning

confidence: 99%

Learning to learn and learning to teach — Introduction to studies in higher education

et al. 2008

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“…The concept of learning approaches was initially proposed by Marton and Säljö [1] and later extended [2–4]. These authors defined that students had different intentions when starting a learning task and used different learning processes and strategies to deal with it.…”

Section: Introductionmentioning

confidence: 99%

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Gustin

Abbiati

Bonvin

et al. 2018

Medical Education Online

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Students’ approaches to learning are central to the process of learning. Previous research has revealed that influencing students’ approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students’ learning approaches is poorly understood. This study aimed at investigating the relationships between students’ perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students’ perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students’ learning approaches by two paths, one direct and one mediated via students’ perception of their educational context. In the lecture-based curricula students’ used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students’ did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students’ deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

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“…This is accomplished through direct observation using the Reformed Teaching Observation Protocol (RTOP) 2 (Sawada et al, 2002) and by administering, as a pre-and post-assessment, the Approaches to Teaching Inventory (ATI) 3 survey instrument.…”

Section: Measuring Dispositions Toward Teaching Strategies and Reportmentioning

confidence: 99%

Work in Progress: Measuring Dispositions Toward Teaching Strategies and Their Reported Use

Judson

Ross

Middleton

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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, and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1600 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching. Stephen Krause is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013. Dr. Casey Jane Ankeny, Arizona State UniversityCasey J. Ankeny, PhD is lecturer in the School of Biological and Health Systems Engineering at Arizona State University. Casey received her bachelor's degree in Biomedical Engineering from the University of Virginia in 2006 and her doctorate degree in Biomedical Engineering from Georgia Institute of Technology and Emory University in 2012 where she studied the role of shear stress in aortic valve disease. Currently, she is investigating cyber-based student engagement strategies in flipped and traditional biomedical engineering courses. She aspires to understand and improve student attitude, achievement, and persistence in student-centered courses. His research takes two distinct but interrelated paths focused on elementary students' learning in science and engineering as well as in-service science teachers' professional development. The first focus involves how language as a learning tool improves students' conceptual understandings, literacy, and representation competencies in science. His second research focus is on how in-service teachers develop their knowledge for teaching science and engineering in argument-based inquiry classrooms. This research is aimed at developing measures of teachers' Pedagogical Content Knowledge (PCK) for adopting the argumentbased inquiry approach, as well as developing tools to capture the interactive nature of PCK.Prof. Robert J. Culbertson, Arizona State University Robert J. Culbertson...

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Development and Use of the Approaches to Teaching Inventory

Cited by 441 publications

References 26 publications

Learning to learn and learning to teach — Introduction to studies in higher education

Learning to learn and learning to teach — Introduction to studies in higher education

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches

Work in Progress: Measuring Dispositions Toward Teaching Strategies and Their Reported Use

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