Secondary teachers' conceptions of teaching and learning

By G. Boulton‐Lewis, David J. Smith, Andrea McCrindle, P. Burnett, K. Campbell. 2001

188 citations recorded by the source corpus.

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Nested epistemologies: Science teachers' beliefs of teaching, learning and science (2002, result): “A recent study by Boulton-Lewis et al. (2001) showed remarkably similar results on Australian teachers as those found in this study.”
“Do I need research skills in working life?”: University students’ motivation and difficulties in quantitative methods courses (2008, background): “Students’ struggle with research courses is not evidently visible in their study success at the level of course grades ( Birenbaum and Eylath 1994; Murtonen and Titterton 2004).”
Teaching for Deep Learning (2007, background): “Evidence has shown that teachers can adopt a surface or deep approach to teaching, which has consequential effects on what and how students learn (Boulton-Lewis et al. 2001).”
'Learning to learn': teachers' conceptions of their supporting role (2002, background): “In the narrow sense of ‘learning to learn’, learning is conceptualised as the accumulation of facts or information (Boulton-Lewis et al., 2000) or as a quantitative increase in knowledge (Marton & Saljo, 1984).”