Occupational Therapy Students' Perceptions of Knowledge and Problem-based Learning

Whitcombe, Steven William ORCID: https://orcid.org/0000-0002-9855-724X 2011. Occupational Therapy Students' Perceptions of Knowledge and Problem-based Learning. Presented at: Canadian International Conference on Education (CICE-2011), University of Toronto, Toronto, Canada, 4-7 April 2011.

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Abstract

Problem-based learning requires students to work in small groups with a tutor, on a problem scenario that needs to be solved. Previous research has explored students’ experiences of problem-based learning in relation to students’ learning styles, however, differences in how students perceive knowledge has received little attention. Drawing on the theories of Basil Bernstein, this study explored occupational therapy students’ perceptions of knowledge. Twenty students were sampled on the basis of their having followed two, different, educational pathways into a problem-based course; the traditional A level route or through qualifications in healthcare. Interviews were used to gather students’ perceptions of occupational therapy knowledge and the findings show that in the first year of the problem-based course the students’ views on knowledge differed according to their respective educational pathway. Different interpretations of knowledge have consequences in how students engage with problem-based learning and how they approach assessment tasks.

Item Type:	Conference or Workshop Item (Paper)
Date Type:	Completion
Status:	Unpublished
Schools:	Healthcare Sciences
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > RM Therapeutics. Pharmacology
Last Modified:	20 Oct 2022 09:24
URI:	https://orca.cardiff.ac.uk/id/eprint/31849

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