000			03700nam a2200421 i 4500
001			BRILL9789460912535
003			nllekb
005			20260610105508.0
007			cr un uuuua
008			191130s2010 ne sb 001 0 eng d
020			_a9789460912535 _q(electronic book)
020			_z9789460912528 _q(print)
024	7		_a10.1163/9789460912535 _2DOI
035			_a(OCoLC)1096214903
040			_aNL-LeKB _cNL-LeKB _erda
050		4	_aLB2322.2
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
082	0	4	_a370.1523 _223
100	1		_aRossum, Erik Jan van, _eauthor.
245	1	4	_aThe Meaning of Learning and Knowing / _cErik Jan van Rossum; Rebecca Hamer.
264		1	_aLeiden; _aBoston : _bBrill | Sense, _c2010.
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505	0	0	_aPreliminary Material -- A Model of Students’ Developing Conceptions of Learning and Teaching -- A Pragmatic View on Phenomenography and Issues of Validity and Reliability -- Models of Epistemological Development -- Quantitative Approaches to Epistemology and Learning -- Teachers’ Epistemological Beliefs and Conceptions of Teaching -- The Context of the Empirical Studies -- Student Development in Enterprising Learning -- Issues in Enterprising Learning -- Teacher Thinking in Enterprising Learning -- Changing Teaching and Learning -- Educating the Educators -- Epilogue -- References -- Appendix -- Author Index -- Subject Index.
520			_aThe Meaning of Learning and Knowing, co-authored by Erik Jan van Rossum and Rebecca Hamer, brings together empirical studies on epistemology, student thinking, teacher thinking, educational policy and staff development forging a solid and practical foundation for educational innovation. Since the 1980s they developed and published about a six-stage developmental model describing the qualitatively different ways students and teachers view learning and good teaching. A model with far reaching consequences for education, educational innovation and democratic society. Their comprehensive review of research from many disciplines underpins the empirical evidence of over 650 students and teachers. Each of the six worldviews results in a unique way of meaning making. These six Ways of Knowing, or Orders of Consciousness, are characterised by increasing complexity of thinking, with fourth level thinking—or self-authorship—representing the most common espoused goal of higher education. Ample evidence is presented that higher education is not attaining its own espoused goals. One explanation may be that many teachers in higher education have not themselves reached the minimum required way of knowing, preventing them from constructing a developmental path for their students. Van Rossum and Hamer’s epistemological model provides clear signposts on the developmental education highway and has proven its worth as an instrument for curriculum design, measurement of epistemological development and as a tool for staff development.
588			_aDescription based on print version record.
650		0	_aEducation, Higher _xAims and objectives.
650		0	_aKnowledge, Theory of.
700	1		_aHamer, Rebecca, _eauthor.
776	0	8	_iPrint version: _tThe Meaning of Learning and Knowing, _dLeiden Boston : Brill | Sense, 2010 _w9789460912528
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789460912535
999			_c37697 _d37697