Psychology for teachers: Students’ approaches to learning science

Abstract

In this paper, the nature of students’ approaches to learning is first described from a general perspective. Different theoretical and psychological perspectives regarding this and the factors influencing the learning approach adopted by students are discussed. Following this, a review of research focusing on students’ approaches to learning science is presented. This includes the relationship between students’ approaches to learning and science learning outcomes, and a comparison of deep and surface learning approaches in science. Finally, some related issues and implications for curriculum practice in the science classroom are discussed.