Concerns about the quality and quantity of students' knowledge about learning

Michael Lawson, Alan Barnes, Bruce White, Helen Askell-Williams

    Research output: Chapter in Book/Report/Conference proceedingChapter

    4 Citations (Scopus)

    Abstract

    In any instance of learning, a student uses both knowledge related to the topic being studied and knowledge about learning. Our observations of students' knowledge about learning show that it is often quite limited and poorly developed. Many students struggle to develop a detailed description of what happens when they learn. It is disconcerting that students are in this state when there is now available a body of detailed research-based knowledge about learning that has been shown to benefit student achievement. We consider the possibility that this situation is associated with an inappropriate reliance on the belief that appropriate knowledge about learning will be generated through experience. This view underestimates the complexity of the domain of knowledge about learning, complexity that necessitates sustained teaching, and practice that parallels that provided for other knowledge domains.

    Original languageEnglish
    Title of host publicationCognition, Intelligence, and Achievement
    Subtitle of host publicationA Tribute to J. P. Das
    PublisherAcademic Press
    Pages369-395
    Number of pages27
    ISBN (Electronic)9780124104440
    ISBN (Print)9780124103887
    DOIs
    Publication statusPublished - 2015

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  • Cite this

    Lawson, M., Barnes, A., White, B., & Askell-Williams, H. (2015). Concerns about the quality and quantity of students' knowledge about learning. In Cognition, Intelligence, and Achievement: A Tribute to J. P. Das (pp. 369-395). Academic Press. https://doi.org/10.1016/B978-0-12-410388-7.00018-X