Involvement, Engagement and Implications

Abstract

From 2009 to 2011 there has been considerable change in the teaching, learning and assessment strategies used in Physics 120 at the University of Auckland. This shift in focus from content-focused teaching to student-focused teaching has included greater variety of student activities. It has provided opportunity to determine the students’ preference of cognitive processes as defined by Ball and Perry (2010). This has enabled application of Jung’s ‘Eight Functions Model’ of Perceptions and Judgements, to make a qualitative estimation of the ‘cognitive engagement’ preferences of students in a large stage 1 Physics cohort. In turn, this has provided the opportunity to develop recommendations for continued development of teaching and learning strategies in Physics. Ball, I. and Perry, C. Deakin University, Australia Differences in student engagement: Investigating the role of dominant cognitive processes preferred by engineering and education students. http://www.hindawi.co,/journals/edu/2011/414068