Reflecting on the nature of academic understanding

dc.contributor.author	Chaleta, Elisa
dc.contributor.editor	Makinster, Barbara
dc.date.accessioned	2018-12-19T16:07:23Z
dc.date.available	2018-12-19T16:07:23Z
dc.date.issued	2018
dc.description.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?	por
dc.identifier.authoremail	mec@uevora.pt
dc.identifier.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.	por
dc.identifier.doi	10.1016/B978-0-12-805359-1.00023-1.	por
dc.identifier.scientificarea	681	por
dc.identifier.uri	http://hdl.handle.net/10174/23754
dc.language.iso	por	por
dc.publisher	Academic Press - Elsevier	por
dc.rights	openAccess	por
dc.subject	Academic Understanding	por
dc.subject	Higher Education	por
dc.title	Reflecting on the nature of academic understanding	por
dc.type	bookPart	por

Files

Now showing 1 - 1 of 1

Now showing 1 - 1 of 1