Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorChin, Christine-
dc.identifier.citationChin, C. (1999). Deep and surface learning approaches in science: A comparison. In S. P. Loo (Ed.), Proceeds of the MERA-ERA Joint conference 1999: Educational Challenges in the New Millennium (pp. 239-246). Malacca, Malaysia.-
dc.descriptionThis paper was published in the 1999 Proceedings of the MERA-ERA Joint Conference held at Malacca, Malaysia from 1-3 December 1999-
dc.description.abstractPrevious 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.en
dc.rightsCopyright protected. Permission to publish required.-
dc.titleDeep and surface learning approaches in science: A comparisonen
dc.typeConference Paperen
item.openairetypeConference Paper-
item.fulltextWith file-
Appears in Collections:Conference Papers
Files in This Item:
File Description SizeFormat 
MERA-ERA-1999-239.pdf83.87 kBAdobe PDFThumbnail
Show simple item record

Page view(s) 20

checked on Aug 8, 2022

Download(s) 10

checked on Aug 8, 2022

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.