The development of students’ ways of thinking and practising in three final-year biology courses

By Velda McCune, D. Hounsell. 2005

247 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ccee038a7078e550a82a679b2c2ad650aa3188fd

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In Education

Citations in the corpus

University students’ and teachers’ conceptions of teaching and learning in the biosciences (2010, background): “McCune and Hounsell (2005) referred to the characteristics of different disciplinary contexts with the phrase typical ways of thinking and practising, meaning the richness, depth and breadth of what students might learn through engagement with a given subject area in a specific context.”
Exploring learning-oriented assessment processes (2014, background): “They describe WTP as denoting the richness, depth and breadth of what students might learn through engagement with a given subject area in a specific context, for example, coming to terms with particular disciplinary forms of discourse, values or ways of acting (McCune and Hounsell 2005).”
Feedback alignment: effective and ineffective links between tutors’ and students’ understanding of coursework feedback (2011, result): “The largest conceptual groups are those seeking feedback in order to understand tutors’ requirements, and comments from this group are similar to those quoted in other studies (McCune and Hounsell 2005 ).”
Doctoral Students' Sense of Relational Agency in Their Scholarly Communities. (2012, background): “Due to the distinctive features of Finnish doctoral education and domains (Becher 1994; McCune & Hounsell, 2005; Lindblom-Ylänne, Trigwell, Nevgi & Ashwin, 2006) one must be cautious not to apply the results to other domains and other countries.”
Using a research instrument for developing quality at the university (2012, methodology): “Furthermore, the current qualitative research supports the use of these quantitative instruments by showing the existence of student approaches to learning (Meyer, 2000; Entwistle & Entwistle, 2003; Lindblom-Ylänne, 2003; McCune & Hounsell, 2005).”
Facilitating productive use of feedback in higher education (2013, background): “Another way to become familiar with the discourse, and thus to better understand the feedback, is the opportunity to engage in dialogue with the teacher—something that is also recognized by the students (Holmes and Papageorgiou, 2009; McCune and Hounsell, 2005), who claim to appreciate a combination”
Fast and effective feedback: are model answers the answer? (2007, background): “For example, McCune and Hounsell (2005) analysed questionnaire responses from 58 final-year biology students from three different institutions on their experiences of learning and teaching.”
The quality of guidance and feedback to students (2008, background): “…other hand, there was unease about the written assignments, which the students concerned attributed to a comparative lack of prior experience of essay writing, together with a perceived dearth of feedback on those few essays that had been submitted for other course units (McCune & Hounsell, 2005).”
Cultivating the Disposition to Understand in 21st Century University Education. (2011, background): “Well developed use of these strategies requires a good grasp of the essence of knowledge and academic discourse within the disciplines or professional areas being studied, or the ways of thinking and practising in the subject (McCune & Hounsell, 2005).”
Transformation and contextualisation: conceptualising students’ conceptual understandings of threshold concepts in calculus (2010, background): “Recent research (Entwistle 2005; McCune and Hounsell 2005 ) on the opportunities for facilitating high-quality learning at the undergraduate level introduced the notion of Ways 222 High Educ (2010) 59:221–241”
Is it worth the effort? How feedback influences students’ subsequent submission of assessable work (2007, background): “Furthermore, receiving feedback and being able to act on it should not be equated (Higgins et al., 2002) if students cannot make the connection between the feedback received and how they might improve in the future (Orsmond et al., 2004; McCune & Hounsell, 2005).”