Theme Issue Refereed Articles
Measuring and Manipulating Epistemological Beliefs in Early Childhood Education Students
Phillip Stacey, Joanne Brownlee, Karen Thorpe, Drew Reeves and Class EAB016
pp. 6-17
Engendering sophisticated epistemological beliefs (beliefs about knowing and learning) in student teachers is a critical function of higher education.
We report the preliminary results of a collaborative teacher education course and study examining the development of epistemological beliefs among early
childhood pre-service teachers (N = 65). The program was unique in that it promoted sophisticated beliefs through explicit reflection on both personal
epistemology and content related to research methods. Explicit reflection on the nature of beliefs about knowing and learning has been shown to impact on
the development of students' personal epistemology. In this study, such reflection took place through tutorial discussions, practicum reflections and students
interviewing critical friends about epistemological beliefs. Personal epistemology was also developed through a focus on research methods as the content of the
course, which provided students with a first-hand experience of using evidence-based knowledge – a key component of sophisticated personal epistemologies.
Students were both the subject of, and joint researchers in, the study. The program taught, and the study utilised, quantitative and qualitative research methods.
Changes in epistemological beliefs were assessed pre- and post-test using Schommer's (1998) epistemological questionnaire. The results demonstrate the utility of
explicit reflection and genuine experience in research pedagogy in developing sophisticated epistemological beliefs.
"Constructing the World, Constructing Meanings": A Case Study of Program Coherence in Integrating Three Bachelor of Education First Year Courses to Teach for Deep
Learning and Critical Thinking
Neill Ustick
pp. 18-31
This paper reports a trial by four teacher education lecturers designed to promote students' higher order thinking through the integration of three courses in one
semester of year one of a four-year Bachelor of Education program. Discussion among the lecturers identified a common theme, "Constructing the world, constructing
meanings", then found ways of building into the teaching and assessment items several integrating elements. One element used in two courses was a learning object,
an online virtual school, Bridgeport. This paper discusses critically some recent literature concerning integration across courses or "program coherence"
(King, Ladwig & Lingard, 2001; Newmann, King & Youngs, 2000). This is followed by a description of the study design, discussion of the results and plans for further
work. Key questions include what meanings this form of integration of courses had for the student participants, especially in relation to developing higher order
thinking, and for the lecturers involved, particularly concerning what integrating elements proved effective: common theme, assessment tasks, learning object, model
of pedagogy used. Critical understandings of program coherence are offered.
Struggling for Purchase? What Shape Does a Vocational Education and Training Agenda Take Within a Contemporary University Education Faculty?
Catherine H. Arden, Patrick Alan Danaher and Mark A. Tyler
pp. 32-47
This paper focuses on the discourse among academics with a shared interest in the relationship between vocational education and training (VET) and higher education
within the University of Southern Queensland's Faculty of Education. The authors endeavour to make sense of how VET pedagogies and praxis are currently envisaged and
enacted within the faculty, how they respond to present-day influences and developments in the VET sector and how they will in turn shape teaching, learning and
research activity. In the paper, the authors put their personal and professional ideologies under the microscope in a dialectic that aims to inform the development of
a shared set of meanings that will serve as a platform from which to move forward in their practice. This dialectic examines the nuances of practices from the
perspectives of a reflective (Schön, 1983, 1987) and a reflexive (Usher, 1987) practitioner. Theoretical lenses drawn upon in this reflective and reflexive dialectic
include critical theory (Habermas, 1972, 1973), criticality (Barnett, 1997) and the humanist tradition in education (Dewey, 1916, 1938). The results of this dialectic
are then used to engage pedagogies that relate to further education and training (fet) within the faculty. To guide this situated engagement, several questions are
asked. The conclusions drawn confirm that the convergence of these personal and professional ideologies is helpful in shaping the contributions of fet to the existing
and emerging needs of the faculty¡¯s lifelong learners.
A Step Towards e-Learning: Some Pedagogical Issues
Jowati binti Juhary
pp. 48-58
The Military Academy of Malaysia (MAM) is a special academy where students or SISKA (undergraduate cadets) receive academic and military training simultaneously. On the
basis of the students' academic achievement each semester, it is high time for the management at MAM to consider some learning solutions to help SISKA. One of the
possibilities is the implementation of e-learning – the concept whereby the educational process is brought anywhere that the students choose to be. However, before MAM
can proceed with the adoption of e-learning, several aspects must be considered carefully. This conceptual paper attempts firstly to identify the need for elearning at
MAM and secondly to identify the pedagogical issues of e-learning in military settings. The method used in the paper is textual analysis. Major findings show that, as a
military academy, MAM must inevitably face some pedagogical issues. These issues must be addressed, should e-learning be adopted, so that not only SISKA but also the
academy will benefit from such e-learning. The pedagogical issues canvassed in this paper should be considered if MAM plans to adopt e-learning for the purposes of
teaching and learning.
Learning and Pedagogical Problems in Group Theory
M. Jamil Anwar and M. Ashraf Iqbal
pp. 59-72
This paper targets the issues related to learning and teaching practices for an abstract topic like group theory. It first outlines our choice in focusing on this topic and
then explains the importance of tools like concept maps applied in such abstract topics. This research explains how students and instructors can benefit from using this tool.
Different examples from our interactive sessions with students are quoted to identify the state of mind of students and the challenges that they face. Group theory, being
abstract in nature, with no applied aspect, and involving a blend of definitions, axioms, theorems and their proofs, poses severe problems of learning in this field.
Students are often helpless while tackling a problem, unable to utilise any problem solving strategy and troubled by haphazard links among prior knowledge structures. Our
experimentation methodology is discussed in detail and the results obtained are shared in this paper. In addition, we have demonstrated discovery-based learning through an
exercise applied to sophomore level students that led to meaningful learning being demonstrated. The paper concludes with an emphasis on using a blend of concept maps and
discovery learning to overcome the dullness of the course while creating excitement among students.
