How are student approaches to learning navigation correlated with their assessment outcomes?

2005 ◽  
Vol 9 (2) ◽  
pp. 31-43 ◽  
Author(s):  
Marc P. Bellette
Keyword(s):  
Approaches To Learning ◽  
Student Approaches To Learning ◽  
Assessment Outcomes

Student Approaches to Learning in Physics – Validity and Exploration Using Adapted SPQ

2013 ◽  
Vol 8 (2) ◽  
pp. 241-253 ◽  
Author(s):  
Manjula Devi Sharma ◽  
Chris Stewart ◽  
Rachel Wilson ◽  
Muhammed Sait Gökalp
Keyword(s):  
Approaches To Learning ◽  
Student Approaches To Learning

scholarly journals Students' Studying and Approaches to Learning in Introductory Biology

2004 ◽  
Vol 3 (4) ◽  
pp. 253-262 ◽  
Author(s):  
Debra Tomanek ◽  
Lisa Montplaisir
Keyword(s):  
Cell Division ◽  
Postsecondary Education ◽  
Approaches To Learning ◽  
Biology Education ◽  
Study Strategies ◽  
Introductory Biology ◽  
Education Literature ◽  
Learning Tasks ◽  
Student Approaches To Learning ◽  
K 12

This exploratory study was conducted in an introductory biology course to determine 1) how students used the large lecture environment to create their own learning tasks during studying and 2) whether meaningful learning resulted from the students' efforts. Academic task research from the K-12 education literature and student approaches to learning research from the postsecondary education literature provided the theoretical framework for the mixed methods study. The subject topic was cell division. Findings showed that students 1) valued lectures to develop what they believed to be their own understanding of the topic; 2) deliberately created and engaged in learning tasks for themselves only in preparation for the unit exam; 3) used course resources, cognitive operations, and study strategies that were compatible with surface and strategic, rather than deep, approaches to learning; 4) successfully demonstrated competence in answering familiar test questions aligned with their surface and strategic approaches to studying and learning; and 5) demonstrated limited meaningful understanding of the significance of cell division processes. Implications for introductory biology education are discussed.

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