Deep and surface learning approaches in science: A comparison

Abstract

Previous researchers have often described students’ approaches to learning as either deep or surface. What does this mean in the specific context of science learning? The purpose of this study was to compare in greater depth, the qualitative differences between what is commonly referred to as deep versus surface approaches to learning science and articulate the subtleties of these constructs. Six grade 8 students judged as typically using learning approaches ranging from deep to surface were taped during hands-on class activities during regular science classes. They were also interviewed about their understanding of some related science concepts. Analysis of the students’ discourse and behaviours during class activities and their interview responses revealed several differences in their learning approaches. These differences were grouped under five emergent categories: generative thinking, nature of explanations, questioning, metacognitive activity, and approach to tasks. Implications based on these findings are discussed.