Exploring the role of epistemic beliefs and self-questioning in student understanding of undergraduate cost accounting
thesisposted on 05.10.2020, 04:05 by GREGORY PETER VAN MOURIK
This thesis contributes thinking-centred models of knowledge and learning. Knowledge is modelled as comprising three types of idea indicative of different ways of thinking. Learning is modelled as comprising a range of different types of thinking deployed in each of four phases of a sense-making process. The thesis researches a pedagogy designed to be congruent with these models with the aims of changing students’ beliefs about cost accounting and developing the professional skills to deal with real world uncertainty. Finally, it explores the role and interactions of epistemic beliefs with students’ perceptions and behaviours in response to the redesigned pedagogy.