Complete thesis - Murdoch University

sidered appropriate for the learning taskLearning tools – students have access to, for example, motivation, perceived self-efficacyand predicted success to help with learning as well as the quality and amount of knowledgeavailable. External to the student, means of accessing the knowledge and expressingunderstanding are also learner-focused toolsThinking tools – the cognitive and metacognitive tools of knowledge construction are employedby teacher and learner. An understanding of learner characteristics (eg throughlearning inventories) may influence the choice of teaching tools adopted.Figure 5.2 illustrates this model.Figure 5.2: Model for cognitive change (adapted from Rogers (2002))The aim, then of the learning environment is to engender a ‘transformation’ in the learner.Meyer (1998) suggests transformative conceptions of learning, which involve an emphasis onunderstanding and deriving meaning (Dart, 1998), are of a higher order qualitative natureand involve the learner changing as a person.The discipline under investigation is also a key component of the value of this approach.Both researchers and practitioners have come to the conclusion that disciplines need to bemore involved in the research on how people think and how students learn. Donald (2002,p 299) statesThere is a substantial convergence in the need for deeper understanding of the217