Using phenomenography to explore the relationship between students perceptions of the learning context of their first-year engineering course and their approaches to learning.

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dc.contributor.author Henning, Lesley Ann.
dc.contributor.author
dc.date.accessioned 2006-10-26T10:30:15Z
dc.date.available 2006-10-26T10:30:15Z
dc.date.issued 2006-10-26T10:30:15Z
dc.identifier.uri http://hdl.handle.net/10539/1469
dc.description Faculty of Humanities School of Education 8802108f en
dc.description.abstract Phenomenography is an area of research which focuses on identifying and describing the qualitatively different ways in which people understand phenomena in the world around them. In this research, a group of first-year chemical engineering students at the University of the Witwatersrand were interviewed in order to explore their perceptions of certain aspects of the learning context of their compulsory engineering course, Introduction to Process and Materials Engineering. The findings comprise descriptions of their different perceptions concerning the organization, content, teaching and assessment practices in the course as well as their perceptions of certain aspects of constructivism on which the course is based. Students’ perceptions which influence their approach to learning are categorized according to whether or not they encourage a deep approach to learning. Finally, the implications of these findings for future course development are discussed. en
dc.format.extent 528406 bytes
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject Learning en
dc.subject Context en
dc.subject Approaches en
dc.subject Engineering Education en
dc.subject Motivation en
dc.title Using phenomenography to explore the relationship between students perceptions of the learning context of their first-year engineering course and their approaches to learning. en
dc.type Thesis en


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    Thesis (Ph.D.)--University of the Witwatersrand, 1972.

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