Abstract
Academics who teach at university are there because they are subject experts. Not only do they know many things about a given discipline, but their knowledge is also well-organised in a way that allows them to be active members of an academic community that develops the field of knowledge as well as teaches it. As summarised by Goldsmith et al.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Adams, A. (2004). Pedagogical underpinnings of computer-based learning. Journal of Advanced Nursing, 46(1), 5–12.
Bodner, G. M., Metz, P. A., & Tobin, K. (1997). Cooperative learning: An alternative to teaching at a medieval university. Australian Science Teachers’ Journal, 43(1), 23–28.
David, R., & Brierley, J. E. C. (1985). Major legal systems in the world today: An introduction to the comparative study of law (3rd ed.). London: Stevens & Sons.
Dolan, E. L., & Collins, J. P. (2015). We must teach more effectively: Here are four ways to get started. Molecular Biology of the Cell, 26, 2151–2155.
Goldsmith, T. E., Johnson, P. J., & Acton, W. H. (1991). Assessing structural knowledge. Journal of Educational Psychology, 83(1), 88–96.
Harland, T., Kieser, J., & Meldrum, A. (2006). Cultural fragmentation of knowledge in clinical teaching. Teaching in Higher Education, 11(2), 149–160.
Kay, D., & Kibble, J. (2016). Learning theories 101: Application to everyday teaching and scholarship. Advances in Physiology Education, 40, 17–25.
Keiny, S. (2002). Ecological thinking: A new approach to educational change. Lanham, MD: University of America Press.
Kinchin, I. M. (2013). Visualising knowledge structures to highlight the articulation between theory and method in higher education research. In J. Huisman & M. Tight (Eds.), Theory and method in higher education research (International Perspectives on Higher Education Research, Volume 9) (pp. 199–218). Bingley: Emerald Group Publishing Limited.
Kinchin, I. M., & Hay, D. B. (2007). The myth of the research-led teacher. Teachers and Teaching: Theory and Practice, 13(1), 43–61.
Kinchin, I. M., & Miller, N. L. (2012). ‘Structural Transformation’ as a threshold concept in university teaching. Innovations in Education and Teaching International, 49(2), 207–222.
Kinchin, I. M., Lygo-Baker, S., & Hay, D. B. (2008). Universities as centres of non-learning. Studies in Higher Education, 33(1), 89–103.
Kinchin, I. M., Hatzipanagos, S., & Turner, N. (2009). Epistemological separation of research and teaching among graduate teaching assistants. Journal of Further and Higher Education, 33(1), 45–55.
Lea, M. (2005). Communities of practice in higher education: Useful heuristic or educational model? In D. Barton & K. Tusting (Eds.), Beyond communities of practice: Language, power and social context (pp. 180–197). Cambridge: Cambridge University Press.
Machiavelli, N. (1515) The prince (W. K. Marriott, Trans.). Retrieved from http://www.constitution.org/mac.prince.pdf
Mayer, R. E. (2009). Multi-media learning (2nd ed.). Cambridge: Cambridge University Press.
Mcleod, P. J., Steinert, Y., Meagher, T., & Mcleod, A. (2003). The ABCs of pedagogy for clinical teaching. Medical Education, 37, 638–644.
Mervis, J. (2013). Transformation is possible if a university really cares. Science, 340, 292–296.
Michael, J. (2001). The Claude Bernard distinguished lecture: In pursuit of meaningful learning. Advances in Physiology Education, 25(3), 145–158.
Mills, D., & Huber, M. T. (2005). Anthropology and the educational ‘trading zone’: Disciplinarity, pedagogy and professionalism. Arts and Humanities in Higher Education, 4(1), 9–32.
Norman, G. (2005). Research in clinical reasoning: Past history and current trends. Medical Education, 39, 418–427.
Novak, J. D., & Symington, D. J. (1982). Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48, 3–11.
O’Brien, M. (2008). Threshold concepts for university teaching and learning. In R. Land, J. H. F. Meyer, & J. Smith (Eds.), Threshold concepts within the disciplines (pp. 289–305). Rotterdam, The Netherlands: Sense Publishers.
Palmer, P. J. (2010). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: John Wiley & Sons.
Quillin, K., & Thomas, S. (2015). Drawing-to-learn: A framework for using drawings to promote model-based reasoning in Biology. CBE – Life Sciences Education, 14, 1–16.
Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579–595.
Rowland, S. L., & Myatt, P. M. (2014). Getting started in the scholarship of teaching and learning: A “How-to” Guide for science academics. Biochemistry and Molecular Biology Education, 42(1), 6–14.
Roxå, T., & Mårtensson, K. (2011). Understanding strong academic microcultures – An exploratory study. Lund: Lund University. Retrieved from https://www.mah.se/upload/Medarbetare/akademisktlararskap/dokument/Academicmicrocultures.pdf
Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.
Van Meter, P., & Garner, J. (2005). The promise and practice of learner-generated drawing: Literature review and synthesis. Contemporary Educational Psychology, 17, 285–325.
West, K. M. (1966). The case against teaching. Academic Medicine, 41(8), 766–771.
Wolff, M., Wagner, M. J., Poznanski, S., Schiller, J., & Santen, S. (2015). Not another boring lecture: Engaging learners with active learning techniques. The Journal of Emergency Medicine, 48(1), 85–93.
Zorek, J. A., Sprague, J. E., & Popovich, N. G. (2010). Bulimic learning. American Journal of Pharmaceutical Education, 74(8), Article 157.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Kinchin, I.M. (2016). The Framework. In: Visualising Powerful Knowledge to Develop the Expert Student. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-627-9_1
Download citation
DOI: https://doi.org/10.1007/978-94-6300-627-9_1
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-627-9
eBook Packages: EducationEducation (R0)