A Progressed Explanatory Portrayal About Orthotropy Clinched Alongside Metallic Sheets.

C.S. Pandit


This is what is commonly recognized as a deep approach tolearning, where the intention is to understand through an active constructivist engagementwith knowledge, as opposed to a surface approach to learning, where the intentionis to reproduce through a passive incremental view of knowledge (see also Chapter 2).It is important to note the keyword ‘intention’ here for, after the original and much-citedwork of Marton and Saljo (1976), the higher education sector grasped the metaphor ofdeep and surface, and ironically began to characterize students as deep or surface.Nothing could be further from the truth and there is an oft-quoted example in Ramsden(1992), which clearly shows that students can readily adopt a surface or a deep approachdepending on how they perceive the learning context, and most crucially how theyperceive the assessment task.

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