Learning and conceptions of understanding in history and science: Lecturers and new graduates compared
比较了历史与科学学科讲师和应届毕业生对“理解”的看法，发现双方观念可能不匹配，影响教学效果和学习质量，并提出了减少这种不匹配的建议。
ABSTRACT Understanding is greatly valued in higher education. It is more likely to be achieved when lecturers and students agree on what counts as understanding. History and science lecturers' conceptions of understanding were compared with recent history and science graduates' conceptions of understanding. Whilst there was some agreement amongst students and lecturers about the nature of understanding in these subjects, there was the potential for a mismatch of conceptions which could reduce the effectiveness of teaching and the quality of learning. What lecturers and recent graduates saw as support for and evidence of understanding is also described. Clarification of what is to count as understanding in a given context should be amongst the principles for supporting students' learning. Some suggestions are made which could reduce the likelihood of an unnoticed mismatch of conceptions of understanding.