Gowin's Knowledge Vee and the integration of philosophy and methodology : a case study
- Authors: Fox, Roddy C
- Date: 2007
- Language: English
- Type: Article
- Identifier: vital:6682 , http://hdl.handle.net/10962/d1006677
- Description: Universities with a strong research tradition commonly have courses or modules examining the tradition’s philosophies and methodologies to prepare their students to undertake research programmes. Recently, however, authors have called for wider debate concerning how we teach these courses and this paper is intended, in part, to make a contribution to this debate. The Research Philosophy and Methodology module examined here makes an intriguing case study because of a number of distinctive characteristics. The teaching philosophy of the module is social constructivist and it uses Gowin’s Knowledge Vee as its main heuristic device. This facilitates the construction of knowledge about philosophy and methodology in an integrated manner. The module has also been designed for both physical and human geography students at the introductory post-graduate level. There is, therefore, a second element of integration in the curriculum. Lastly, the module is predominantly web-based, being taken by distance students through the exchange agreement between Rhodes University, South Africa, and the University of Trollhättan-Uddevalla, Sweden. Evidence from reflective exercises shows that the learners’ understanding of research and the research process has deepened considerably through using Gowin’s Vee. Furthermore, using the Knowledge Vee in the web-based context has facilitated the integrative aspects of the module.
- Full Text:
- Date Issued: 2007
- Authors: Fox, Roddy C
- Date: 2007
- Language: English
- Type: Article
- Identifier: vital:6682 , http://hdl.handle.net/10962/d1006677
- Description: Universities with a strong research tradition commonly have courses or modules examining the tradition’s philosophies and methodologies to prepare their students to undertake research programmes. Recently, however, authors have called for wider debate concerning how we teach these courses and this paper is intended, in part, to make a contribution to this debate. The Research Philosophy and Methodology module examined here makes an intriguing case study because of a number of distinctive characteristics. The teaching philosophy of the module is social constructivist and it uses Gowin’s Knowledge Vee as its main heuristic device. This facilitates the construction of knowledge about philosophy and methodology in an integrated manner. The module has also been designed for both physical and human geography students at the introductory post-graduate level. There is, therefore, a second element of integration in the curriculum. Lastly, the module is predominantly web-based, being taken by distance students through the exchange agreement between Rhodes University, South Africa, and the University of Trollhättan-Uddevalla, Sweden. Evidence from reflective exercises shows that the learners’ understanding of research and the research process has deepened considerably through using Gowin’s Vee. Furthermore, using the Knowledge Vee in the web-based context has facilitated the integrative aspects of the module.
- Full Text:
- Date Issued: 2007
Role playing African development : an international comparison
- Fox, Roddy C, Assmo, P, Kjellgren, H
- Authors: Fox, Roddy C , Assmo, P , Kjellgren, H
- Date: 2007
- Language: English
- Type: Conference paper
- Identifier: vital:6665 , http://hdl.handle.net/10962/d1006676
- Description: The African Development Game is a role playing simulation developed to demonstrate the difficulties six African countries face in reaching the Millennium Development Goals. The game has been played in three different countries, South Africa, Sweden and Finland, to examine its utility as a learning tool for students who are unfamiliar both with the Millennium Development Goals and the problems of African development. Analysis of the games played in South Africa and Sweden. is based on a comparison of student reflections supplemented by participant observation and spreadsheet information of economic performances. Marked differences in the types of learning and success in repaying debt were observed between the two groups of students. They all commented, however, on the effectiveness of the role play as a learning tool.
- Full Text:
- Date Issued: 2007
- Authors: Fox, Roddy C , Assmo, P , Kjellgren, H
- Date: 2007
- Language: English
- Type: Conference paper
- Identifier: vital:6665 , http://hdl.handle.net/10962/d1006676
- Description: The African Development Game is a role playing simulation developed to demonstrate the difficulties six African countries face in reaching the Millennium Development Goals. The game has been played in three different countries, South Africa, Sweden and Finland, to examine its utility as a learning tool for students who are unfamiliar both with the Millennium Development Goals and the problems of African development. Analysis of the games played in South Africa and Sweden. is based on a comparison of student reflections supplemented by participant observation and spreadsheet information of economic performances. Marked differences in the types of learning and success in repaying debt were observed between the two groups of students. They all commented, however, on the effectiveness of the role play as a learning tool.
- Full Text:
- Date Issued: 2007
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