Variation in Student Reflections on their Conceptions of and Approaches to Learning Biochemistry in a First‐year Health Sciences’ Service Subject

Minasian-Batmanian, Laura C.; Lingard, Jennifer; Prosser, Michael

doi:10.1080/09500690600621274

Cited by 43 publications

(36 citation statements)

References 21 publications

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“…These lead to poor understanding of different educational concepts taught in schools. There is presence of these conceptions even at any modern teaching learning context (Minasian-Batmanian et al, 2006;Vermetten et al, 2002;Watters & Watters, 2007). Accordingly, the 21st century dream of development of students' lifelong learning skills in educational institutions cannot be realized due to the lack of these conceptions of learning (Zimmermann, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…However, cooperation conceptions of learning prevail in students who demonstrated poor academic performance (Vermunt, 2005) and thus, these are not preferred for students. Contrary to other learning dispositions such as learning approaches, learning orientations, and cognitive processing strategies, conceptions of learning develop over a schooling period, consequently these remain stable and consistent across a number of learning situations and contexts (Crawford et al, 1998;Edmunds & Richardson, 2009;Minasian-Batmanian et al, 2006). In this way, these overarch all other components of students' schooling.…”

Section: Conceptions Of Learningmentioning

confidence: 99%

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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: Discussionmentioning

confidence: 99%

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

View full text Add to dashboard Cite

show abstract

“…The students new to biochemistry also tend to use a ''surface approach,'' rather than a ''deep approach,'' to learning [1,2]. Consequently, we were eager to develop learning strategies that would help to motivate students new to biochemistry and promote a ''deep approach'' to learning.…”

Section: Introductionmentioning

confidence: 99%

A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions

Bottomley

Denny

2011

Biochem Molecular Bio Educ

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A participatory learning approach, combined with both a traditional and a competitive assessment, was used to motivate students and promote a deep approach to learning biochemistry. Students were challenged to research, author, and explain their own multiple-choice questions (MCQs). They were also required to answer, evaluate, and discuss MCQs written by their peers. The technology used to support this activity was PeerWise-a freely available, innovative web-based system that supports students in the creation of an annotated question repository. In this case study, we describe students' contributions to, and perceptions of, the PeerWise system for a cohort of 107 second-year biomedical science students from three degree streams studying a core biochemistry subject. Our study suggests that the students are eager participants and produce a large repository of relevant, good quality MCQs. In addition, they rate the PeerWise system highly and use higher order thinking skills while taking an active role in their learning. We also discuss potential issues and future work using PeerWise for biomedical students.

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“…(Minasian-Batmanian, Lingard & Prosser 2006). Each of the surveys could be analysed deductively according to the same four categories that emerged from the first study.…”

Section: What Do Students Think They Are Learning?mentioning

confidence: 99%

On the Scholarship of Pedagogy in the Health Sciences

Booth¹

2015

The Scholarship of Teaching and Learning in Higher Education - On Its Constitution and Transformative Potential

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Variation in Student Reflections on their Conceptions of and Approaches to Learning Biochemistry in a First‐year Health Sciences’ Service Subject

Cited by 43 publications

References 21 publications

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

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

A participatory learning approach to biochemistry using student authored and evaluated multiple‐choice questions

On the Scholarship of Pedagogy in the Health Sciences

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