Publication year
2001Source
Learning and Instruction, 11, 6, (2001), pp. 485-516ISSN
Publication type
Article / Letter to editor

Display more detailsDisplay less details
Organization
SW OZ BSI OE
Journal title
Learning and Instruction
Volume
vol. 11
Issue
iss. 6
Page start
p. 485
Page end
p. 516
Subject
Learning in changing contextsAbstract
The purpose of this research was to describe young pupils' learning conceptions. In this study, a learning conception was defined as a cluster of interrelated beliefs about different aspects of learning. Firstly, 27 pupils, all in the final year of primary school, were interviewed to elicit learning-related issues as being relevant for six-graders. Secondly, a questionnaire, developed on the basis of the outcomes of the interviews, was used to determine the interrelatedness of pupils' beliefs about the selected aspects. The results showed the young pupils to have different beliefs about five aspects of learning: purpose of school; learning orientation; regulation; learning demands; and mental activities. In exploring group differences, three different learning conceptions could be distinguished: a restricted learning conception; a functional learning conception; and a developmental learning conception. The characteristics of these different learning conceptions may be indicative of how young pupils conceive learning-related aspects.
This item appears in the following Collection(s)
- Academic publications [227900]
- Faculty of Social Sciences [28471]
Upload full text
Use your RU credentials (u/z-number and password) to log in with SURFconext to upload a file for processing by the repository team.