An analysis of how students construct knowledge in a course with a hierarchical knowledge structure
- Authors: Myers, Peta L
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66995 , vital:29014 , https://doi.org/10.1080/10291954.2016.1196528
- Description: publisher version , Passing the introductory accounting semester is often seen as a challenge for first year students. Being aware of both effective and ineffective ways of constructing knowledge in a discipline with a hierarchical knowledge structure will be of value to students and teachers alike in assisting in the development of effective styles of learning. This article, which is part of a larger body of research, analyses how students in an introductory financial accounting class at Rhodes University constructed knowledge. Previous research described the course as having a hierarchical knowledge structure. In this research, first year accounting students at Rhodes University were interviewed to gain an improved understanding of how they constructed knowledge in this course. This article describes how students who were successful in passing this semester course used similar, effective ways of constructing knowledge, while students who were not successful also employed similar but less effective ways of constructing knowledge. These different ways of constructing knowledge, both effective and ineffective, were analysed, using the Bernstein’s pedagogic device and Maton’s Legitimation Code Theory. This article provides those involved in teaching and learning in a discipline with a hierarchical knowledge structure, with a theoretical explanation of why some methods of constructing knowledge are more effective than others. Understanding and being explicit about more (and less) effective ways of constructing knowledge in a course with a hierarchical knowledge structure can guide those involved in teaching and learning to improve results.
- Full Text: false
- Date Issued: 2016
- Authors: Myers, Peta L
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66995 , vital:29014 , https://doi.org/10.1080/10291954.2016.1196528
- Description: publisher version , Passing the introductory accounting semester is often seen as a challenge for first year students. Being aware of both effective and ineffective ways of constructing knowledge in a discipline with a hierarchical knowledge structure will be of value to students and teachers alike in assisting in the development of effective styles of learning. This article, which is part of a larger body of research, analyses how students in an introductory financial accounting class at Rhodes University constructed knowledge. Previous research described the course as having a hierarchical knowledge structure. In this research, first year accounting students at Rhodes University were interviewed to gain an improved understanding of how they constructed knowledge in this course. This article describes how students who were successful in passing this semester course used similar, effective ways of constructing knowledge, while students who were not successful also employed similar but less effective ways of constructing knowledge. These different ways of constructing knowledge, both effective and ineffective, were analysed, using the Bernstein’s pedagogic device and Maton’s Legitimation Code Theory. This article provides those involved in teaching and learning in a discipline with a hierarchical knowledge structure, with a theoretical explanation of why some methods of constructing knowledge are more effective than others. Understanding and being explicit about more (and less) effective ways of constructing knowledge in a course with a hierarchical knowledge structure can guide those involved in teaching and learning to improve results.
- Full Text: false
- Date Issued: 2016
Knowledge structures and their relevance for teaching and learning in Introductory Financial Accounting
- Authors: Myers, Peta L
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text
- Identifier: vital:21107 , http://hdl.handle.net/10962/6413 , http://dx.doi.org/10.1080/10291954.2015.1099215
- Description: The structure of knowledge within a discipline has implications for the teaching and learning within the discipline. This research examines how the hierarchical knowledge structure of Accounting impacts on the teaching and learning which takes place in a first semester Introductory Financial Accounting course. Students used on-line questionnaires and interviews to explain how they engaged with the discipline and difficulties which they experienced during the semester. Bernstein's pedagogic Device and Maton's Legitimation Code Theory were used to analyse the structure of knowledge within the discipline and as theoretical lenses through which to view these students' perceptions. The research provides a theoretical explanation for the impact that a hierarchical knowledge structure has on teaching and learning within the discipline; how students need to develop a 'trained gaze' and thereby gain mastery over the 'procedures of investigation' to be able to produce the 'legitimate text' required for success in the course. The research also explains why some students experience a 'code clash' and the implications this has for their success in the discipline. Other pedagogical difficulties which were experienced by these students, as a result of the hierarchical knowledge structure within the discipline, are also discussed. In addition to providing a better understanding of the phenomena that drive or hinder student learning, which could contribute towards improving pedagogy and hence student learning, theorising these concepts provides a common language to enable more informed debate on these issues.
- Full Text:
- Date Issued: 2016
- Authors: Myers, Peta L
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text
- Identifier: vital:21107 , http://hdl.handle.net/10962/6413 , http://dx.doi.org/10.1080/10291954.2015.1099215
- Description: The structure of knowledge within a discipline has implications for the teaching and learning within the discipline. This research examines how the hierarchical knowledge structure of Accounting impacts on the teaching and learning which takes place in a first semester Introductory Financial Accounting course. Students used on-line questionnaires and interviews to explain how they engaged with the discipline and difficulties which they experienced during the semester. Bernstein's pedagogic Device and Maton's Legitimation Code Theory were used to analyse the structure of knowledge within the discipline and as theoretical lenses through which to view these students' perceptions. The research provides a theoretical explanation for the impact that a hierarchical knowledge structure has on teaching and learning within the discipline; how students need to develop a 'trained gaze' and thereby gain mastery over the 'procedures of investigation' to be able to produce the 'legitimate text' required for success in the course. The research also explains why some students experience a 'code clash' and the implications this has for their success in the discipline. Other pedagogical difficulties which were experienced by these students, as a result of the hierarchical knowledge structure within the discipline, are also discussed. In addition to providing a better understanding of the phenomena that drive or hinder student learning, which could contribute towards improving pedagogy and hence student learning, theorising these concepts provides a common language to enable more informed debate on these issues.
- Full Text:
- Date Issued: 2016
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