Students' Learning Approaches and Their Understanding of Some Chemical Concepts in Eighth-Grade Science
Chin, Christine Hui Li
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https://hdl.handle.net/2142/80204
Description
Title
Students' Learning Approaches and Their Understanding of Some Chemical Concepts in Eighth-Grade Science
Author(s)
Chin, Christine Hui Li
Issue Date
1997
Doctoral Committee Chair(s)
David Brown
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Educational Psychology
Language
eng
Abstract
Analysis of the target students' discourse and actions during the group activities and their interview responses revealed differences between the deep and surface learning approaches regarding generative thinking, nature of explanations, asking questions, metacognitive activity, and approach to tasks. Strategies associated with a deep learning approach included generating mental images and analogies, hypothesizing, thought experimenting and predicting possible outcomes, self-explaining and theorizing, invoking personal experiences and prior knowledge and applying them to new situations, asking questions, thinking of specific examples, and looking for coherence by seeking patterns and relating different aspects of the task. When students used a deep approach, they also constantly monitored and self-evaluated the status of their comprehension, self-questioned, self-corrected their errors, attended to contradictory information, considered limitations in their own or others' ideas and critiqued them.
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