Please use this identifier to cite or link to this item:
http://hdl.handle.net/10174/23754
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| Title: | Reflecting on the nature of academic understanding |
| Authors: | Chaleta, Elisa |
| Editors: | Makinster, Barbara |
| Keywords: | Academic Understanding
Higher Education |
| Issue Date: | 2018 |
| Publisher: | Academic Press - Elsevier |
| Citation: | Chaleta, E. (2018). Reflecting on the nature of academic understanding. In N. Entwistle, Student Learning and Academic Understanding - A Research Perspective with Implications for Teaching (355-359). Elsevier: Academic Press. DOI: 10.1016/B978-0-12-805359-1.00023-1. |
| Abstract: | In abstract, understanding can be seen as the process of construction/reconstruction of knowledge in a continuum throughout life while the mind maintains its integrity. In academic terms understanding is built from a predefined content (curriculum), carried out within a limited time and submitted to evaluation. So when I think of academic understanding a central question arises: the academic understanding must be understood in relation to certain learning (provided in a particular curriculum in a certain time) or it is expected of academic understanding to be more than that? |
| URI: | http://hdl.handle.net/10174/23754 |
| Type: | bookPart |
| Appears in Collections: | CIEP - Publicações - Capítulos de Livros
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CIEP - Centro de Investigação em Educação e Psicologia /
CIEP - Publicações - Capítulos de Livros /
