Klara B Laksov1, Matti Nikkola, Kirsti Lonka. 1. Department of Learning, Informatics, Management and Ethics, Karolinska Institute, Stockholm, Sweden. klara.bolander.laksov@ki.se
Abstract
OBJECTIVE: To obtain an understanding of basic science medical teachers' conceptions of learning and their ideas for facilitation of learning. METHODS: Teaching staff at a biomedical centre (n = 62) were asked to describe their definitions of learning, their suggestions for how to solve an applied educational problem and their intended activities when teaching students. The research was carried out using a questionnaire consisting of open-ended and fixed-choice questions. RESULTS: Although 1 in 4 teachers endorsed constructivist conceptions of learning, only 1 in 8 actually reported using activating teaching strategies. Conceptions of learning did not co-vary with teaching practice. CONCLUSIONS: The assumption that conceptions of learning and teaching practice are aligned was challenged. The current questionnaire could be used as an intervention tool for educational development to map whether or not there is a match between teachers' conceptions and their practice.
OBJECTIVE: To obtain an understanding of basic science medical teachers' conceptions of learning and their ideas for facilitation of learning. METHODS: Teaching staff at a biomedical centre (n = 62) were asked to describe their definitions of learning, their suggestions for how to solve an applied educational problem and their intended activities when teaching students. The research was carried out using a questionnaire consisting of open-ended and fixed-choice questions. RESULTS: Although 1 in 4 teachers endorsed constructivist conceptions of learning, only 1 in 8 actually reported using activating teaching strategies. Conceptions of learning did not co-vary with teaching practice. CONCLUSIONS: The assumption that conceptions of learning and teaching practice are aligned was challenged. The current questionnaire could be used as an intervention tool for educational development to map whether or not there is a match between teachers' conceptions and their practice.