INSPIRING FUTURES

An investigation into ways of encouraging the development of higher level cognitive skills in undergraduate biology students with reference to the Perry Scheme of Intellectual Development.

Harvey, Jennifer M (1994) An investigation into ways of encouraging the development of higher level cognitive skills in undergraduate biology students with reference to the Perry Scheme of Intellectual Development. PhD thesis, Edinburgh Napier University.

[img]
Preview
PDF
Available under License Creative Commons Attribution Non-commercial.

Download (16MB) | Preview

    Abstract/Description

    This project initially focused on a group poster presentation exercise which
    had the development of higher cognitive skills as its aims. A holistic approach
    was undertaken to the exercise which involved considering the relationship
    between all aspects of the instructional method with respect to the undergraduate
    biology students developing skills of analysis, synthesis, relating and applying
    knowledge, in addition, to their developing communication and group skills.
    The project involved modifying, monitoring and evaluating a number of
    different aspects of the exercise over a period of four years including the
    assessment and instructional methods and level of staff support given to the
    students. The resultant instructional method involved students working in
    groups on a problem based challenge, using peer group assessments and
    undertaking peer group questioning and discussion sessions, the implications of
    which are discussed in this project.
    A questionnaire measure of intellectual development was devised for this
    project, based on the Perry Scheme of Intellectual Development which aimed to
    investigate the different groups of students' approaches to the exercise and to
    match individual student's needs with the most appropriate staff support. The
    Perry Scheme describes how students develop from an absolute or simplistic
    stance on the nature of knowledge to one which is more pluralistic and
    contextual. These differing perceptions influence the role which students adopt
    and also the way in which they perceive the role of others within the learning
    environment. This research project tested both students undertaking the poster
    exercise and also students at different stages of their biology course over a period
    of two years.
    This project identified a link between the roles which students adopted
    during the poster exercise and their stage of intellectual development. In
    addition, changes in individual student attitudes and preferences towards
    different teaching and assessment methods were identified which supported and
    complimented the descriptions outlined by Perry.

    Item Type: Thesis (PhD)
    Uncontrolled Keywords: Biology students; cognitive skills; intellectual development; Perry;
    University Divisions/Research Centres: Faculty of Health, Life & Social Sciences > School of Life Sciences
    Dewey Decimal Subjects: 300 Social sciences > 370 Education > 378 Higher education
    Library of Congress Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
    Item ID: 4873
    Depositing User: Mrs Lyn Gibson
    Date Deposited: 11 Jan 2012 12:55
    Last Modified: 11 Jan 2012 12:55
    URI: http://researchrepository.napier.ac.uk/id/eprint/4873

    Actions (login required)

    View Item

    Document Downloads

    More statistics for this item...

    Edinburgh Napier University is a registered Scottish charity. Registration number SC018373