IB Programme: Theory of Knowledge (TOK): Exploring Learning Outcomes, Benefits, and Perceptions

David R. Cole; Susanne Gannon; Jacqueline Ullman; Paul K. Rooney

IB Programme: Theory of Knowledge (TOK): Exploring Learning Outcomes, Benefits, and Perceptions

School of Education

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Abstract

This study examines one of the central elements of the International Baccalaureate Diploma Programme, the Theory of Knowledge (TOK) course. Four case study schools in Sydney, Australia have collaborated with the research team in 2013 in order to share their perceptions, implementation strategies and evaluation of the TOK course. The case study schools have contextually varied situations, locations, histories and philosophies, which collectively provide information on how the TOK has been taken up, interpreted and adapted by particular school communities. All data arising from these case studies has been coded and thematically analysed by the research team. In addition to the case studies, the University of Western Sydney research team have prepared two online surveys, one for teachers and one for students of the International Baccalaureate Diploma Programme (IB DP), which all Australian IB DP schools were invited to complete. Data from these surveys were analysed using bivariate and multivariate statistical analysis. In a further quantitative component of the study, the research team examined mixed cohorts of first year International Baccalaureate (IB) and non-IB university students from a number of Australian universities using the California Critical Thinking Disposition Inventory (CCTDI). Together these data sources provide an analysis of the current functioning of the TOK course in Australia and in relation to academic self-concept and critical thinking.

Original language	English
Place of Publication	Penrith, N.S.W.
Publisher	University of Western Sydney
Number of pages	120
ISBN (Print)	9781741083057
Publication status	Published - 2014

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COMMONWEALTH OF AUSTRALIA. Copyright Regulations 1969. WARNING. This work is copyright. © 2014 International Baccalaureate Organization IB Global Centre, The Hague Churchillplein 6, 2517 JW Den Haag The Netherlands. This work may be reproduced for private study, research or educational purposes and as permitted under the Copyright Act 1968 of the Commonwealth of Australia. Commercial copying, sale, hiring or lending is prohibited. Apart from the permitted uses as stated above no part of this work may be reproduced by any process without the written permission of University of Western Sydney. This work has been funded by the International Baccalaureate (IB). Any permitted reproduction must include a copy of this copyright notice and must acknowledge the funding by the International Baccalaureate (IB).

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title = "IB Programme: Theory of Knowledge (TOK): Exploring Learning Outcomes, Benefits, and Perceptions",

abstract = "This study examines one of the central elements of the International Baccalaureate Diploma Programme, the Theory of Knowledge (TOK) course. Four case study schools in Sydney, Australia have collaborated with the research team in 2013 in order to share their perceptions, implementation strategies and evaluation of the TOK course. The case study schools have contextually varied situations, locations, histories and philosophies, which collectively provide information on how the TOK has been taken up, interpreted and adapted by particular school communities. All data arising from these case studies has been coded and thematically analysed by the research team. In addition to the case studies, the University of Western Sydney research team have prepared two online surveys, one for teachers and one for students of the International Baccalaureate Diploma Programme (IB DP), which all Australian IB DP schools were invited to complete. Data from these surveys were analysed using bivariate and multivariate statistical analysis. In a further quantitative component of the study, the research team examined mixed cohorts of first year International Baccalaureate (IB) and non-IB university students from a number of Australian universities using the California Critical Thinking Disposition Inventory (CCTDI). Together these data sources provide an analysis of the current functioning of the TOK course in Australia and in relation to academic self-concept and critical thinking.",

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AU - Ullman, Jacqueline

AU - Rooney, Paul K.

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N2 - This study examines one of the central elements of the International Baccalaureate Diploma Programme, the Theory of Knowledge (TOK) course. Four case study schools in Sydney, Australia have collaborated with the research team in 2013 in order to share their perceptions, implementation strategies and evaluation of the TOK course. The case study schools have contextually varied situations, locations, histories and philosophies, which collectively provide information on how the TOK has been taken up, interpreted and adapted by particular school communities. All data arising from these case studies has been coded and thematically analysed by the research team. In addition to the case studies, the University of Western Sydney research team have prepared two online surveys, one for teachers and one for students of the International Baccalaureate Diploma Programme (IB DP), which all Australian IB DP schools were invited to complete. Data from these surveys were analysed using bivariate and multivariate statistical analysis. In a further quantitative component of the study, the research team examined mixed cohorts of first year International Baccalaureate (IB) and non-IB university students from a number of Australian universities using the California Critical Thinking Disposition Inventory (CCTDI). Together these data sources provide an analysis of the current functioning of the TOK course in Australia and in relation to academic self-concept and critical thinking.

AB - This study examines one of the central elements of the International Baccalaureate Diploma Programme, the Theory of Knowledge (TOK) course. Four case study schools in Sydney, Australia have collaborated with the research team in 2013 in order to share their perceptions, implementation strategies and evaluation of the TOK course. The case study schools have contextually varied situations, locations, histories and philosophies, which collectively provide information on how the TOK has been taken up, interpreted and adapted by particular school communities. All data arising from these case studies has been coded and thematically analysed by the research team. In addition to the case studies, the University of Western Sydney research team have prepared two online surveys, one for teachers and one for students of the International Baccalaureate Diploma Programme (IB DP), which all Australian IB DP schools were invited to complete. Data from these surveys were analysed using bivariate and multivariate statistical analysis. In a further quantitative component of the study, the research team examined mixed cohorts of first year International Baccalaureate (IB) and non-IB university students from a number of Australian universities using the California Critical Thinking Disposition Inventory (CCTDI). Together these data sources provide an analysis of the current functioning of the TOK course in Australia and in relation to academic self-concept and critical thinking.

UR - http://handle.uws.edu.au:8081/1959.7/546601

UR - http://www.uws.edu.au/__data/assets/pdf_file/0003/713649/IB_Programme_Report_copy.pdf

M3 - Research report

SN - 9781741083057

BT - IB Programme: Theory of Knowledge (TOK): Exploring Learning Outcomes, Benefits, and Perceptions

PB - University of Western Sydney

CY - Penrith, N.S.W.

ER -

IB Programme: Theory of Knowledge (TOK): Exploring Learning Outcomes, Benefits, and Perceptions

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