Conceptions of learning and approaches to learning in Portuguese students

Abstract

The article describes a study that attempted to characterise Portuguese students' conceptions of learning and approaches to learning. A sample of university students answered open questions on the meaning, process and context of learning. Results, derived from content analysis, replicate most conceptions of learning described by phenomenographical research (i.e. distinction between learning as memorisation and learning as comprehension). Moreover, new variants of known conceptions of learning emerged (e.g. learning occurs through: exploratory practice; learning to learn; motivation) and an apparently new conception (i.e. learning as understanding and application). The same sample answered a questionnaire which attempted to measure motivation and learning strategies. Through factorial analysis of results it was possible to confirm the presence of three well-known approaches to learning: surface, deep and achieving.

Nature of Conceptions of Learning in a Collectivistic Society: A Qualitative Case Study of Pakistan

“…The seminal work of Säljo (1979) in Sweden was affirmed by Marton et al (1993) in Britain. Also, Duarte (2007) found the same set of conceptions of learning in Portuguese students as by Marton et al (1993) in British students. The conceptions of learning models being developed dominantly in individualistic cultures face limitations when applied to collectivistic cultures.…”

Concepções de estudantes universitários brasileiros sobre os fatores e as funções da aprendizagem

“…Considerando, em primeiro lugar, os resultados relativos à concepção dos fatores de aprendizagem, é possível constatar a dicotomia observada em outros estudos (DUARTE, 2007;RENDEIRO, 2005) entre fatores Ambientais e Pessoais. Esta dicotomia pode indiciar a intuição, nos estudantes, de um princípio de determinismo recíproco, entre organismo e ambiente, para explicar a aprendizagem.…”

Exploring conceptions about writing and learning: undergraduates' patterns of beliefs and the quality of academic writing

“…Students who hold a rote conception of learning understand learning as a process to reproduce knowledge. In contrast, students with an interpretative conception suppose their cognitive activity is a crucial mediator between the learning conditions and their results, but learning is still considered a process of practicing and repeating until knowledge is acquired; probably a new variant of known conceptions of learning (Duarte, 2007). Finally, students with a constructive conception understand learning as a reconstructive process (knowledge transformation) (Pozo & Scheuer, 1999).…”