Eesti kõrgkoolide esmakursuslaste õpi- ja teadmuskäsitus

Autorid

  • Einike Pilli
  • Marek Sammul
  • Piia Post
  • Ülle Aasjõe
  • Karl Kruusamäe

DOI:

https://doi.org/10.12697/eha.2013.1.08

Märksõnad:

epistemoloogilised uskumused, õpikäsitus, õpihoiakud, esimese kursuse üliõpilased, kõrgharidus

Kokkuvõte

Mitmed üliõpilaste seas läbi viidud uuringud näitavad seost epistemoloogiliste uskumuste ehk teadmuskäsituse ja õpikäsituse vahel. Need uskumused ise aga tingivad selle, kuidas üliõpilased võtavad vastu erinevaid õppejõu tegevusi ja kuidas nad õpivad. Viimasel ajal levivad ka Eestis üha enam aktiivõppe meetodid, mis eeldavad üliõpilastelt teistsugust valmisolekut kui passiivne loengu vormis õppimine. Käesoleva töö eesmärk oligi kirjeldada, millised on Eesti esimese kursuse üliõpilaste epistemoloogilised uskumused ja õpikäsitus ning kuidas need mõjutavad üliõpilaste õpieelistusi. Lähtuti hüpoteesist, et Eesti esmakursuslased on pigem passiivsed, fikseeritud laadi epistemoloogiliste uskumustega ning ootavad õppejõult kui autoriteedilt nn valmisteadmisi. Seetõttu eelistavad nad töötada pigem üksi, mitte rühmas.

Uurimuse hüpotees leidis üldjoontes kinnitust. Enamik uuritud esimese kursuse üliõpilastest käsitab teadmist oskuse või kogemusena. Õppimine on uute teadmiste omandamine õppejõult, kaaslastel on eelkõige vaid motiveeriv roll. Esmakursuslased eelistavad õppejõudu, kes on autoriteet ja ekspert, mistõttu oodatakse, et õppejõud tooks elulisi näiteid ja selgitaks õpitavat samm-sammult. Suur osa küsimustiku täitnud üliõpilastest on pindmise õpihoiakuga: nad mõistavad teadmist eelkõige fakti, kogemuse või oskusena ja eelistavad õppida üksi. Samal ajal on neil pluralistlikku laadi epistemoloogilised uskumused. Uuringust selgus ka, et sügava õpihoiakuga üliõpilased näevad õppimist protsessina ning teadmisi sealjuures ajas muutuvate ja arenevatena.

Ainsaks kõrvalekaldeks esialgsest hüpoteesist olid üliõpilaste valdavalt pluralistlikud epistemoloogilised uskumused, mis võivad viidata ühiskonnas üldiselt levivale arusaamale, et pole ühtset tõde, vaid on palju tõlgendusi.

PDF Summary

Allalaadimised

Download data is not yet available.

Viited

Agresti, A. (2002). Categorical data analysis (2nd ed.). Hoboken: John Wiley & Sons. http://dx.doi.org/10.1002/0471249688

Biggs, J. (1994). Student learning research and theory: Where do we currently stand? In G. Gibbs (Ed.), Improving student learning: Theory and practice (1–19). Oxford: Oxford Centre for Staff Development.

Biggs, J., & Tang, C. (2009). Õppimist väärtustav õpetamine ülikoolis. Keskmes õppija tegevused. Tartu: Tartu Ülikooli Kirjastus.

Brownlee, J. M., Boulton-Lewis, G., & Purdie, N. (2002). Core beliefs about knowing and peripheral beliefs about learning: Developing an holistic conceptualisation of epis- temological beliefs. Australian Journal of Educational & Developmental Psychology, 2, 1–16.

Brownlee, J. M., Walker, S., Lennox, S. P., Exley, B. E., & Pearce, S. M. (2009). The first year university experience: Using personal epistemology to understand effective learning and teaching in higher education. Higher Education, 58(5), 599–618. http://dx.doi.org/10.1007/s10734-009-9212-2

Chai, C. S., Khine, M. S., & Teo, T. (2006). Epistemological beliefs on teaching and learning: A survey among pre-service teachers in Singapore. Educational Media International, 43(4), 285–298. http://dx.doi.org/10.1080/09523980600926242

Chan, K.-W. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36–50. http://dx.doi.org/10.7227/RIE.69.4

Chan, K.-W., & Elliott, R. G. (2004). Hong Kong teacher education students’ epistemo- logical beliefs and approaches to learning. Teaching and Teacher Education, 20(8), 817–831. http://dx.doi.org/10.1016/j.tate.2004.09.002

Dolmans, D. H., Wolfhagen, I. H., & Ginns, P. (2010). Measuring approaches to learning in a problem based learning context. International Journal of Medical Education, 1, 55–60. http://dx.doi.org/10.5116/ijme.4c50.b666

Eurostudent IV 2008–2011. Social andeconomic conditions of student life in Europe. http://www.eurostudent.eu/download_files/documents/EIV_Synopsis_of_Indicators.pdf.

Hammer, D. (2003). Tapping epistemological resources for learning physics. Journal of the Learning Sciences, 12(1), 53–90. http://dx.doi.org/10.1207/S15327809JLS1201_3

Harvey, L., Drew, S., & Smith, M. (2006). The first year experience: A review of the literature for the Higher Education Academy. York: The Higher Education Academy.

Hofer, B. (2004). Exploring the dimensions of personal epistemology in differing class- room contexts: Student interpretations during the first year of college. Contemporary Educational Psychology, 29(2), 129–163. http://dx.doi.org/10.1016/j.cedpsych.2004.01.002

Illeris, K. (2004). A model for learning in working life. Journal of Workplace Learning, 16(8), 431–441. http://dx.doi.org/10.1108/13665620410566405

Jordan, A., Carlile, O., & Stack, A. (2008). Approaches to learning. A guide for teachers. Maidenhead: McGraw Hill, Open University Press. http://dx.doi.org/10.3316/CAR0101067

Jõgi, L., Karu, K., & Krabi, K. (2013). Experiencing learning at university: Making the best of lifelong learning? In E. Saar & R. Mõttus (Eds.), Higher education at a cross- road: The case of Estonia (pp. 119–136). Frankfurt am Main: Peter Lang.

Krishnan, S., Gabb, R., & Vale, C. (2011). Learning cultures of problem-based learning teams. Australasian Journal of Engineering Education, 17(2), 67–78.

Kuurme, T. (2004). Õppimine kui kogemus. A. Liimets & V. Ruus (toim.). Õppimine mitmest vaatenurgast (lk 60–72). Tallinn: Tallinna Pedagoogikaülikool.

Lepp, L., Karm, M., & Remmik, M. (2013). Supervisors’ activities in supporting PhD students in the supervisory process. In E. Saar & R. Mõttus (Eds.), Higher education at the crossroad: The case of Estonia (pp. 247–265). Frankfurt am Main: Peter Lang.

Marton, F., & Säljö, R. (1997). Approaches to learning. In F. Marton, D. Hounsell & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (2nd ed.) (pp. 39–58). Edinburgh: Scottish Academic Press.

Marton, F., & Säljö, R. (2005). Approaches to learning. In F. Marton, D. Hounsell & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (3rd (Internet) ed.) (pp. 39–58). Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment.

Mason, L. (2003). Personal epistemologies and intentional conceptual change. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 199–236). Mahwah: Lawrence Erlbaum.

Mattick, K., Dennis, I., & Bligh, J. (2004). Approaches to learning and studying in medical students: Validation of a revised inventory and its relation to student charac- teristics and performance. Medical Education, 38(5), 535–543. http://dx.doi.org/ 10.1111/j.1365-2929.2004.01836.x

Otting, H., Zwaal, W., Tempelaar, D., & Gijselaers, W. (2010). The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning. Studies in Higher Education, 35(7), 741–760. http://dx.doi.org/10.1080/03075070903383203

R Core Team (2012). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. ISBN 3-900051-07-0, URL http://www.R-project.org/.

Remmik, M., & Karm, M. (2013). From teaching to guiding learning: Novice university teachers’ conceptions of teaching. In E. Saar & R. Mõttus (Eds.), Higher education at the crossroad: The case of Estonia (pp. 199–216). Frankfurt am Main: Peter Lang.

Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In R. Garner & P. A. Alexander (Eds.), Beliefs about text and instruction with text (pp. 25–40). Hillsdale: Lawrence Erlbaum.

Schommer-Aikins, M. (2004). Explaining the epistemological belief system: Introducing the embedded systemic model and coordinated research approach. Educational Psychologist, 39(1), 19–29. http://dx.doi.org/10.1207/s15326985ep3901_3

Schommer-Aikins, M., & Easter, M. (2006). Ways of knowing and epistemological beliefs: Combined effect on academic performance. Educational Psychology, 26(3), 411–423. http://dx.doi.org/10.1080/01443410500341304

Song, L., Hannafin, M. J., & Hill, J. R. (2007). Reconciling beliefs and practices in teac- hing and learning. Educational Technology Research and Development, 55(1), 27–50. http://dx.doi.org/10.1007/s11423-006-9013-6

Säljö, R. (1979). Learning in the learner’s perspective: Some common sense conceptions. (Rep. No. 76). Gothenburg: Gothenburg University, Institute of Education.

Säljö, R. (2003). Õppimine tegelikkuses. Sotsiokultuuriline käsitus. Tartu: Eesti Vaba- haridusliidu Kirjastus.

Taşoğlu, A. K., & Bakaç, M. (2010). The effects of problem-based learning and tradi- tional teaching methods on students academic achievements, conceptual deve- lopments and scientific process according to their graduated high school types. Procedia Social and Behavioral Sciences, 2, 2409–2413. http://dx.doi.org/10.1016/j. sbspro.2010.03.346

Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: The influence of learning context and student approaches to learning on learning out- comes. Higher Education, 22(3), 251–266. http://dx.doi.org/10.1007/BF00132290

Vaade, V., & Tamm, A. (2007). Kõrgkoolide vilistlaste uuring. http://www.ut.ee/sites/default/files/ut_files/Vilistlane_2005.pdf.

Valk, A., Pilt, L., & Marandi, M. (2006). The effect of teaching strategies in supporting learners’ deep learning in blended learning courses. (Unpublished manuscript).

Van Rossum, E. J., & Schenk, S. M. (1984). The relationship between learning conception, study strategy and learning outcome. British Journal of Educational Psychology, 54(1), 73–83. http://dx.doi.org/10.1111/j.2044-8279.1984.tb00846.x

##submission.downloads##

Avaldatud

2013-11-01

Väljaanne

Rubriik

Artiklid