Understanding Students’ Beliefs About Knowledge and Learning in a Sociocultural Context: The Case of Korean Middle School Students

Choi, Jungsoon

doi:10.1007/978-981-287-576-1_4

Cited by 1 publication

(1 citation statement)

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“…However, the sources of these conceptions of learning are not limited to individual self and students' past experiences, social and educational demands engender their conceptions of learning (Pillay et al, 2000). Apart from societal factors, educational settings; formal education (educators, courses, school discipline and school climates) and informal education (parents, culture values in society) enculture students' conceptions of learning (Choi, 2016). The nature of these conceptions of learning can be used to explain differences in students' academic performance (Alamdarloo et al, 2013).…”

Section: Conceptions Of Learningmentioning

confidence: 99%

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

Ali

Khurshid

Shahzad

et al. 2018

EURASIA J MATH SCI T

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Conceptions of learning determine students' ways to learn, motivations and expectations in schools. Conceptions have potential to understand and mold their learning behaviors at schools. Certain types of conceptions of learning appear obvious feature of students performing poorly in schools. Literature suggests that students' conceptions of learning are affected by students' social and cultural backgrounds. Students in underdeveloped, minority and Asian social and cultures have quite different conceptions than the students in developed countries. In Pakistani public school, most students are from the lower socio-economic background. Available literature reports drill, memorization, and external regulation of learning and lack of adequate motivation to learn in students of these schools, which signpost undesired conceptions of learning. The current study deals with the students studying in Pakistani schools to determine and understand their conception of learning. A qualitative data collection approach was used to collect the data from the respondents. An approach of applied thematic analysis used reduced qualitative data into themes, sub-themes and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary school science students' intake of knowledge and cooperation conceptions of learning. The findings were in line to various studies on Asian students. The high failing rate at secondary school level in science education in Pakistani schools is congruent to presence of intake of knowledge and cooperation conceptions of learning.

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Section: Conceptions Of Learningmentioning

confidence: 99%