Notes

This is the questionnaire used in the E&S paper Resilience and Higher Order Thinking. It came from colleagues at Bangor University, but probably originated from Hofers work (2000?) Usually this kind of survey is analysed using some form of factor analysis which will determine a set of dimensions from the data, which can then be compared in pre and post test analyses. But in the E&S paper there was an insufficient number of participants for such a statistical exercise, so I subjectively put the questions into 4 classes relating to the dimensions of Certainty (1), Simplicity (2), Source (3) and Justification (4) . This subjective allocation greatly limits the analysis, but was deemed sufficient for a pilot study. The average pre and post intervention scores for these classes were then compared. There is also a final column that states the perceived direction of the scale from less sophisticated to more sophisticated. A 5-1 means that if someone scored 5, their thinking was considered to be less sophisticated than someone who scored 1. A 1-5 means that if someone scored 1, then their thinking was less sophisticated than someone scoring 5. For the analysis 1-5 scores were reversed to be in line with 5-1 before generating averages for the different dimensions. So in figure 1 and 2 in the paper, scores of 1 denote more sophisticated thinking than 5 Finally I also asked questions about students motivations for learning. This was not used in the E&S paper, but adds another element to understanding how people change higher order cognition. I hope to take this up further in future studies.

Evaluating perceptions of knowledge and learning Dr. I Fazey, Aberystwyth University

Questionnaire: Evaluating thinking about knowledge and learning

This questionnaire aims to help determine how you think about knowledge in the subject area that your UWA course is covering (e.g. Countryside Management, Tourism Management, Equine etc.). The data will be used for research that examines how your understanding changes during your time at UWA. This will help to develop teaching approaches that are specifically targeted towards improving critical analytical and thinking skills of students. You may be asked to complete the survey again in the future. We therefore need to be able to identify you so that we can compare the results from one survey with another. However, all data is fully confidential and will only be seen by UWA staff directly involved in the research (in most cases this will be Dr. Ioan Fazey). If you have any questions or concerns relating to this survey, then please feel free to contact Dr. Ioan Fazey at irf@aber.ac.uk Thank you for your participation. Date . Surname .. First Name: .. Email Identifier: Course (e.g. Countryside Management, Tourism Management):.. Module where you were asked to complete this questionnaire (Sustainable Rural Communities, Sustainable Societies etc.):.. Please circle the number closest to your personal beliefs about the following statements, where 1 is where you strongly disagree with the statement and 5 where you strongly agree. The questionnaire is not a test and there are no right answers. Please be as honest in your answers as you can.

Evaluating perceptions of knowledge and learning Dr. I Fazey, Aberystwyth University

Strongly disagree

Strongly Agree

Class

Directio n

1. Truth is unchanging in my subject. 2. In my subject, most work has only one right answer. 3. Sometimes students just have to accept answers from the experts in my subject area even if they don't understand them. 4. What is accepted as knowledge in my subject is based on objective reality. 5. All experts in my subject would probably come up with the same answers to questions in this field. 6. The most important part of work in my subject is coming up with original ideas. 7. If you read something in a textbook for my subject, you can be sure it is true. 8. A theory in my subject is accepted as true and correct if experts reach consensus. 9. Most of what is true in my subject is already known. 10. Ideas in my subject are really complex. 11. In my subject, it is good to question the ideas presented. 12. Correct answers in my subject are more a matter of opinion than fact. 13. If scholars try hard enough, they can find the answers to almost anything. 14. The most important part of being an expert in my subject is accumulating a lot of facts. 15. Students know the answers to questions in my subject because they have figured them out for themselves. 16. One expert's opinion in my subject is as good as another's.

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

1 2 4

5-1 5-1 5-1

5-1

5-1

5-1

5-1

5-1

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

2 2 4

5-1 1-5 1-5

1-5

5-1

5-1

1-5

5-1

Evaluating perceptions of knowledge and learning Dr. I Fazey, Aberystwyth University

17. Experts in my subject can ultimately get to the truth. 18. Principles in my subject are unchanging. 19. Principles in my subject can be used in any situation for that subject. 20. If my personal experience conflicts with ideas in the textbook, the book is probably right. 21. There is really no way to determine whether someone has the right answer in my subject area. 22. Being an expert in my subject area consists of seeing the interrelationships among ideas. 23. Answers to questions in my subject area change as experts gather more information. 24. All experts in my subject area understand the subject in the same way. 25. Students are more likely to accept the ideas of someone with first-hand experience than the ideas of researchers in my subject area. 26. Students are most confident knowing something when they know what the experts think. 27. First-hand experience is the best way of knowing something in my subject area.

5-1

1 1

2 2

3 3

4 4

5 5

2 1

5-1 5-1

5-1

5-1

1-5

1-5

5-1

5-1

5-1

5-1

Part 2: Reasons for learning

From http://www.psych.rochester.edu/SDT/measures/selfreg_lrn.html The following questions relate to your reasons for participating actively in the Sustainable Societies module. Different people have different reasons for their participation in such a class, and we want to know how true each of the reasons is for you. Please use the following scale to indicate how true each reason is for you:

Not at all true

A. A. I will participate actively in this module:

Somewhat true

True

Evaluating perceptions of knowledge and learning Dr. I Fazey, Aberystwyth University

1. 2. 3. 4.

Because I feel like its a good way to improve my understanding of the material. Because others might think badly of me if I didn't. Because I would feel proud of myself if I did well in the course. Because a solid understanding of the subject is important to my intellectual growth.

1 1 1 1 1

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

6 6 6 6 6 6 6 6 6 6 6 6 6 6 6

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

B.

B. I am likely to follow my instructor's suggestions for studying in this module: 5. 6. 7. 8. Because I would get a bad grade if I didn't do what he/she suggests. Because I am worried that I am not going to perform well in the course. Because its easier to follow his/her suggestions than come up with my own study strategies. Because he/she seems to have insight about how best to learn the material.

1 1 1 1 1 1 1 1 1 1

B.

C. The reason that I will work to expand my knowledge of this subject is: 9. Because its interesting to learn more about the nature of the subject.

10. Because its a challenge to really understand how to solve problems in this subject area. 11. Because a good grade in this subject will look positive on my record. 12. Because I want others to see that I am intelligent.

Scoring information for this SRQ-L.

Begin by calculating the two subscale scores by averaging the items on that subscale. They are: Autonomous Regulation: 1, 4, 8, 9, 10 Controlled Regulation: 2, 3, 5, 6, 7,11,12