Learning outcomes and ways of thinking across contrasting disciplines and settings in higher education

By N. Entwistle. 2005

128 citations recorded by the source corpus.

Subfields: Education, Political Science and International Relations

View Paper: https://www.semanticscholar.org/paper/f6a04c3206ec86605a0c95a0447e8168d636c807

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In Education

In Political Science and International Relations

Citations in the corpus

Learning outcomes: a conceptual analysis (2008, background): “There have been numerous attempts to connect learning outcomes with assessment (Gagne 1974; Ing 1978; Biggs 1999; Jackson 2000; Entwistle 2005), but it is not a simple matter.”
From saying to doing interdisciplinary learning: Is problem-based learning the answer? (2017, background): “Another barrier is located in teachers’ very different intentions for students’ learning outcomes which are anchored in disciplines and subject areas (Entwistle, 2005).”
Researching and developing interdisciplinary teaching: towards a conceptual framework for classroom communication (2007, methodology): “A taxonomy outlined in Becher (1989) and subsequently in Becher and Trowler (2001), is often employed by researchers whose work involves disciplinary comparisons (e.g., Entwistle, 2005; Frost & Jean, 2003; Lattuca & Stark, 1994; Neumann, Parry & Becher, 2002).”
Learning outcomes and critical thinking – good intentions in conflict (2018, background): “As argued by, for example, Entwistle (2005) and Allais (2012), differences between disciplinary subjects add further complexity and increase the risk of oversimplification.”
Embedding Generic Employability Skills in an Accounting Degree: Development and Impediments (2010, background): “Relating this finding to the idea of ‘threshold concept’ (Jack and McCartney, 2007; Lucas and Mladenovic, 2007; Entwistle, 2005; Meyer and Land, 2003) we can, therefore, see students’ position on the path of intellectual development as a ‘threshold concept’ in terms or their skills development, as…”
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”