Abstract
The application of concept mapping to university teaching has revealed the significance of knowledge structures in the process of student learning. The method highlights the negative influence of linearity in promoting an environment where non-learning is the norm. A possible antidote to non-learning is suggested through the reconsideration of the role of uncertainty in higher education and a reconceptualisation of the notion of the expert teacher.
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Recommended Citation
Kinchin, Ian
(2009)
"A Knowledge Structures Perspective on the Scholarship of Teaching & Learning,"
International Journal for the Scholarship of Teaching and Learning:
Vol. 3:
No.
2, Article 5.
Available at: https://doi.org/10.20429/ijsotl.2009.030205
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