Students' conceptions of learning, the classroom environment, and approaches to learning
Students' conceptions of learning, the classroom environment, and approaches to learning
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DOI：
10.1080/00220670009598715
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发表时间：
2000-03-01
影响因子：
2.1
通讯作者：
Smith, D
中科院分区：
文献类型：
--
作者：
Dart, BC;Burnett, PC;Smith, D
一个模型，假设高中生的学习观念，他们的课堂环境的看法，和他们的学习方法之间的关系进行了测试，使用结构方程模型。结果表明，重要的协会之间存在的学习观念和学习方法。质性和经验性概念的学生倾向于使用深层学习方法，而数量性概念的学生倾向于使用表层学习方法。这些研究结果对教师的影响和他们在课堂环境中发挥作用的方式进行了讨论。
A model that hypothesized relationships between high school students' conceptions of learning, their perceptions of the classroom environment, and their approaches to learning was tested using structural equation modeling. Results suggested that important associations exist between conceptions of learning and approaches to learning. Students who reported qualitative and experiential conceptions were likely to use deep approaches to learning, whereas students who had quantitative conceptions of learning tended to use surface approaches. The implications of these findings for teachers and the way they function in the classroom environment are discussed.