Table 1.2 Attitudes
to knowledge, approaches to learning and different levels of study
Attitudes to
Conserving
Critiquing
Extending
knowledge
knowledge
knowledge
knowledge
Learning Reproductive
Analytical
Speculative
approaches
Teaching
Role of the
almost
exclusive
coordinator of
more
strategies
teacher
source of
learning resources;
experienced
knowledge;
questioner,
colleague and
direction/ critical
guide,
collaborator;
guidance;
gadfly; principal preliminary
assessment
source of
critic and
assessment
advisor;
patron
Characteristic
transmission of
analysis of
discussion/
activities
information and
information and
advice on
demonstration ideas
within
ideas
and
of skills; overt
interpretive
methods on
moral and
frameworks;
individual
social training
modelling of basis; modelling
demand for
of hypothetical
critical approach
and
creative
to knowledge and
thinking
conventions
Assessment
tests of memory
assignment/exams
independent
recall and practical
requiring critical
research; thesis
demonstration of
analysis and problem
and papers of
skills; emphasis on solving; emphasis
publishable
replication; geared on
originality, quality
quality; contri-
to ranking
of interpretation
bution to field
of knowledge
Aim
simple transfer of
independent and
development
knowledge and
critical styles of
of speculative,
skills
thinking;
critical
development of
intelligence;
capacity for theory expansion
and abstraction
of knowledge
base (theory,
data,
techniques)
Learning
Type of
memorization
analytical and
speculating and
strategies
activities
and imitation;
critical thinking;
hypothesizing;
summarizing,
questioning, judging,
research design,
describing,
and recombining
implementation
identifying, and
ideas and information and reporting;
applying
formulae
into an argument
deliberate
and information
search for new
ideas, data,
explanations
vary in relation to the different learning tasks they are undertaking.
Notwithstanding, English-medium academic institutions often share a
dominant set of attitudes towards knowledge and learning strategies that
are not immediately apparent to many second-language students writing a
thesis or dissertation in English (Ballard and Clanchy 1997).
10
Introduction
Table 1.2 continued Attitudes to knowledge, approaches to learning and different levels
of study
Attitudes to
Conserving
Critiquing
Extending
knowledge
knowledge
knowledge
knowledge
Learning Reproductive
Analytical
Speculative
approaches
Characteristic what?
why? how? how
What if?
questions
valid? how
important?
Aim
correctness
‘simple’ originality,
creative
reshaping
originality,
material
totally new
into a different
approach/
pattern
new knowledge
Source: adapted from Ballard and Clanchy 1997: 12
Application
Discuss Table 1.2 with your student. How similar or different is this to
their previous study experiences? For example,
which of these character-
istics most typically describe their secondary school education? Which
most typically describe their undergraduate and postgraduate study?
Which of these are important for them to consider in their thesis and
dissertation writing?
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