Opportunities to learn scientific thinking in joint doctoral supervision

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Standard

Opportunities to learn scientific thinking in joint doctoral supervision. / Kobayashi, Sofie; Grout, Brian William Wilson; Rump, Camilla Østerberg.

I: Innovations in Education and Teaching International (Print), Bind 51, Nr. 1, 2015, s. 41-51.

Publikation: Bidrag til tidsskriftTidsskriftartikelfagfællebedømt

Harvard

Kobayashi, S, Grout, BWW & Rump, CØ 2015, 'Opportunities to learn scientific thinking in joint doctoral supervision', Innovations in Education and Teaching International (Print), bind 51, nr. 1, s. 41-51. https://doi.org/10.1080/14703297.2014.981837

APA

Kobayashi, S., Grout, B. W. W., & Rump, C. Ø. (2015). Opportunities to learn scientific thinking in joint doctoral supervision. Innovations in Education and Teaching International (Print), 51(1), 41-51. https://doi.org/10.1080/14703297.2014.981837

Vancouver

Kobayashi S, Grout BWW, Rump CØ. Opportunities to learn scientific thinking in joint doctoral supervision. Innovations in Education and Teaching International (Print). 2015;51(1):41-51. https://doi.org/10.1080/14703297.2014.981837

Author

Kobayashi, Sofie ; Grout, Brian William Wilson ; Rump, Camilla Østerberg. / Opportunities to learn scientific thinking in joint doctoral supervision. I: Innovations in Education and Teaching International (Print). 2015 ; Bind 51, Nr. 1. s. 41-51.

Bibtex

@article{5fe6d9668af24468ba9358484626583f,
title = "Opportunities to learn scientific thinking in joint doctoral supervision",
abstract = "Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work beingreported that is based on observation of actual supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we suggest that multiple supervisors can add value to supervision through authentic practice of scientific argumentation.",
keywords = "Faculty of Science, PhD supervision, positioning theory, Interaction, multiple supervisors , experiencing variation, storylines",
author = "Sofie Kobayashi and Grout, {Brian William Wilson} and Rump, {Camilla {\O}sterberg}",
year = "2015",
doi = "10.1080/14703297.2014.981837",
language = "English",
volume = "51",
pages = "41--51",
journal = "Innovations in Education and Teaching International",
issn = "1470-3297",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - Opportunities to learn scientific thinking in joint doctoral supervision

AU - Kobayashi, Sofie

AU - Grout, Brian William Wilson

AU - Rump, Camilla Østerberg

PY - 2015

Y1 - 2015

N2 - Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work beingreported that is based on observation of actual supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we suggest that multiple supervisors can add value to supervision through authentic practice of scientific argumentation.

AB - Research into doctoral supervision has increased rapidly over the last decades, yet our understanding of how doctoral students learn scientific thinking from supervision is limited. Most studies are based on interviews with little work beingreported that is based on observation of actual supervision. While joint supervision has become widely used, its learning dynamics remains under-researched and this paper aims to address these gaps in research by exploring learning opportunities in doctoral supervision with two supervisors. The study explores how the tensions in scientific discussion between supervisors can become learning opportunities. We combine two different theoretical perspectives, using participation and positioning theory as a sociocultural perspective and variation theory as an individual constructivist perspective on learning. Based on our analysis of a complex episode we suggest that multiple supervisors can add value to supervision through authentic practice of scientific argumentation.

KW - Faculty of Science

KW - PhD supervision

KW - positioning theory

KW - Interaction

KW - multiple supervisors

KW - experiencing variation

KW - storylines

U2 - 10.1080/14703297.2014.981837

DO - 10.1080/14703297.2014.981837

M3 - Journal article

VL - 51

SP - 41

EP - 51

JO - Innovations in Education and Teaching International

JF - Innovations in Education and Teaching International

SN - 1470-3297

IS - 1

ER -

ID: 127128799