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Learning conceptions of young students in the final year of primary education
ARTICLE

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Learning and Instruction Volume 11, Number 6 ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

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.

Citation

Klatter, E.B., Lodewijks, H.G.L.C. & Aarnoutse, C.A.J. Learning conceptions of young students in the final year of primary education. Learning and Instruction, 11(6), 485-516. Elsevier Ltd. Retrieved August 10, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0959-4752(01)00002-0

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