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|Title:||Student-centred learning support in the sciences||Contributor(s):||Muldoon, Robyn (author)||Publication Date:||2005||Handle Link:||https://hdl.handle.net/1959.11/360||Abstract:||The need for learning support in tertiary institutions is now an acknowledged and accepted fact in universities worldwide. This is largely because of increased participation in senior secondary and tertiary education, which has resulted in the enrolment at university of students from a wider range of backgrounds than previously. This has meant larger numbers of students who, for a variety of reasons, do not have the skills and background knowledge once considered essential (Baldauf Jr, 1997; Garner, 1997; McInnes & James, 1995; Parker, 1997. No longer is it possible to assume that students are ready for specialised, 'academic' study (Johnston, 2001; McInnes & James, 1995). Increasing numbers of first year students are challenged by the expectations of tertiary institutions with respect to thinking and learning and many students struggle with their new role as independent learners and critical thinkers (Beasley, 1997; Johnston, 2001; McInnes & James, 1995).||Publication Type:||Book Chapter||Source of Publication:||Teaching in the Sciences: Learner-Centered Approaches, p. 123-140||Publisher:||The Haworth Press||Place of Publication:||Binghamton, United States of America||ISBN:||1560222646||Field of Research (FOR):||130305 Educational Counselling||HERDC Category Description:||B1 Chapter in a Scholarly Book||Other Links:||http://books.google.com/books?id=obLjPWH9oPAC&lpg=PP1&pg=PA123
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|Appears in Collections:||Book Chapter|
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