An analysis of the structure of knowledge and students' construction of knowledge in an introductory accounting course
- Authors: Myers, Lyndrianne Peta
- Date: 2014
- Subjects: Knowledge, Theory of , Learning, Psychology of , Accounting -- Study and teaching (Higher) -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1328 , http://hdl.handle.net/10962/d1013227
- Description: This research seeks to explain how students construct knowledge in introductory accounting. It was prompted by concerns over low pass rates for first-year Introductory Accounting students at Rhodes University and particularly low pass rates amongst novice (first-time) Accounting Students. In trying to get a better understanding of reasons behind these pass rates, this research focuses on the structure of knowledge in the discipline and what this means for how students should construct knowledge in the course. Bernstein’s Pedagogic Device and the dimensions of Semantics and Specialisation in Maton’s Legitimation Code Theory are used as theoretical and analytical frameworks to help understand the structure of knowledge in this course, how knowledge is recontextualised and finally how it is acquired by students. A group of students from the 2011 class were interviewed to gain a better understanding of how each of these students constructed knowledge during the semester. The analysis of these interviews reveals how students construct knowledge in the course and the implications this has for their success over the semester. Analysing this interview data, and comparing it with the levels of success for each student, permitted me to develop an improved understanding of how successful and unsuccessful students construct knowledge. As a teacher of Accounting, understanding and being explicit about the structure of knowledge in the discipline, and how this impacts on the construction of knowledge, will allow me to advise future students on how to most effectively construct knowledge in this course and to advise and guide colleagues on how best to present this course.
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- Date Issued: 2014
Intellectual achievement in pursuit of true belief
- Authors: Shapiro, Lucy Deborah
- Date: 2006 , 2013-06-14
- Subjects: Delusions , Knowledge, Theory of , Epistemics , Truth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2735 , http://hdl.handle.net/10962/d1005955 , Delusions , Knowledge, Theory of , Epistemics , Truth
- Description: The practice of inquiry, in which we seek and pursue true beliefs by forming justified beliefs, is important to us. This thesis will address two questions concerning the significance of this practice. These are the question of what explains our preference for this particular belief-forming practice, and whether this value can be explained by the value of true belief alone. To answer these questions I will examme a variety of our intuitive commitments to particular values, assuming their general accuracy. I will use an inference from the goal of a practice to the value of a practice, an inference based on the assumption that when we pursue something it is valuable. I will discuss our intuitive commitments to the value of justification. I will also rely on the implications of the presence of pride and admiration in relation to the outcome of an inquiry (especially in situations where a belief is difficult to form). By using this methodology, I will argue for three sources of value that explain the unique significance of the value of inquiry. The first is the value of its unique role in our being able to form reliably true beliefs. Second, I will argue for Wayne D. Riggs' account of epistemic credit; Riggs defends the value of our being responsible for true beliefs, they are our achievements. Third, I will argue for an additional the value of delivering a skilful epistemic performance, another kind of achievement. I will show that although the value of true belief plays a role in explaining some of the values, the third value for inquiry is independent of the value of true belief. This means that there are intellectual rewards, which can be gained from this practice, that extend beyond the value of true belief. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
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- Date Issued: 2006