Learning conceptions of Portuguese university students

Abstract

This study aimed to characterize learning conceptions of Portuguese university students. A sample of student answered to an open question of meaning, process and learning context. Answers were subjected to content analysis. Results replicate most learning conceptions founded, in other contexts,, by “phenomenographical” research (i.e. the distinction is between learning as memorization and as comprehension). There was also the occurrence of a less represented conception, which defines learning as a conjugation of memory and comprehension. Furthermore, other variants of already detected learning conceptions emerged (i.e. “one learns by”: exploratory practice; comprehension of the learning process; motivation) as well as what it seems a new conception (i.e. learning as knowledge comprehension and application).

DOI: http://dx.doi.org/10.17575/rpsicol.v18i1.413