The enduring employability of twenty-first-century workers demands explicit and career-long attention. As a result, higher education finds itself tasked with enabling students to negotiate their career-long cognitive and social development as professionals and social citizens. Grounded in social cognitive theory, the study reported here seeks to…

Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At…

This article reports on the collaborative initiative of two primary school teachers who created and implemented innovative pedagogy in order to foster a culture of thinking in their classrooms. The paper outlines teaching strategies that were used with the intent of making students mindful of themselves as learners and thinkers. A…

Analysis of statements by 869 students and 21 faculty at Queensland University of Technology (Australia) concerning learning, using the SOLO (structure of observed learning outcomes) Taxonomy, identified key concepts in learning in eight categories: learning definitions; factors influencing learning; learning strategies; learning styles; aspects…

Examined Australian year-10 students (n=110) for the effects of an instructional sequence in physics on their subsequent physics achievement and their perceived value of instruction aimed at conceptual change in year 11. An appendix outlines the year-10 instruction. (Contains 24 references.) (MDH)

One of the clear findings of recent research on the learning of science has been that students who have completed science courses commonly use conceptions held before instruction to interpret natural phenomena. This paper reports on a study of conceptual change in mechanics with particular concern with the nature of student awareness of any…