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Begreppsutveckling, genom imitation, generell assimilation och differentiering.: Hur studenters uppfattningar förändras över tid i en akademisk utbildning.
Stockholm University, Faculty of Social Sciences, Department of Education.
2002 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [sv]

Syftet med avhandlingen är att förklara hur begreppsutvecklingsprocessen kan beskrivas i ett konstruktivistiskt perspektiv hos studenter i akademiska utbildningar. De akademiska utbildningarna som ingår i studien är läkar- och sjuksköterskeutbildningen. En intentionell analysmetod har använts och begreppsutvecklingen beskrivs med hjälp av en modell för begreppsdifferentiering. Resultatet visar att den uppfattning som studenten hade om vetenskap och forskning i början av utbildningen utvecklades med hjälp av imitation och generell assimilation.

Abstract [en]

This study highlights the cognitive development of students at a higher academic level, in this case medical and nurse students. The point of departure is Piaget’s theory of cognitive development as a construction of cognitive structures by means of the assimilation and accommodation processes. Past research has found that students’ preconceptions of a phenomenon are rather resistant to the formal academic explanations presented them, and that they may begin to develop their own commonsense conceptions only partially incorporating the knowledge being presented.

An intentional method for analysis is used, i.e. the analysis focuses on he students’ verbal action and the meaning of these actions are highlighted. The analysis is based on written essays, interviews and observations. Initially, fifteen students participated, eight medical- and seven nursing students, and after three (3) academic years twelve students, seven medical- and five nurse students, remained. The results indicate that their initial conceptions about science at the beginning of their undergraduate program were still held in general, but their concepts became increasingly developed and elaborated throughout their studies. The analysis also indicates that educational discourse was the main reason for conceptual development. The students’ cognitive development seemed to take place through imitation, general assimilation and differentiation. Both general assimilation and imitation are active processes. The development of knowledge seems to be a long-term process and that the preconceptions for a phenomena are a determining factor for this development.

Place, publisher, year, edition, pages
Stockholm: Pedagogiska Institutionen, Stockholms universitet , 2002. , 223 p.
Series
Doktorsavhandlingar från Pedagogiska institutionen, Stockholms universitet, ISSN 1104-1625 ; 112
Keyword [sv]
Alternativa referensramar, begreppsförändring, högre utbildning, läkarutbildning, sjuksköterskeutbildning, intentionell analys, alternative framework, cognitive development, conceptual change, general assimilation, imitation, differentiation, higher education
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-16627Libris ID: 8426684ISBN: 91-7265-479-1 (print)OAI: oai:DiVA.org:su-16627DiVA: diva2:183147
Public defence
2002-06-01, Sal G, Arrheniuslaboratorierna, 10:00 (Swedish)
Opponent
Available from: 2008-12-19 Created: 2008-12-19 Last updated: 2017-11-17Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
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