File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1080/01443410303231
- Scopus: eid_2-s2.0-0344629434
- Find via
Supplementary
-
Citations:
- Scopus: 0
- Appears in Collections:
Article: Dual Scaling Analysis of Chinese Students' Conceptions of Learning
Title | Dual Scaling Analysis of Chinese Students' Conceptions of Learning |
---|---|
Authors | |
Issue Date | 2003 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp |
Citation | Educational Psychology, 2003, v. 23 n. 2, p. 181-193 How to Cite? |
Abstract | In this study, a descriptive quantitative methodology for categorical data analysis that works well with small samples was used to investigate whether Chinese students' conceptions of learning included memorisation as an integral part of understanding, as suggested by phenomenographic studies. Twenty-five Chinese students attending the B.Ed. programme at the University of Hong Kong were asked to rank order six conceptions of learning. Results revealed an interesting multidimensional structure, suggesting that memorising was seen as clearly distinct from knowledge and understanding. Contrasting conceptions of learning (such as memorisation vs changing as a person) were identified, similar to the previous distinction made between conceptions lacking, or being concerned with, constitutive meaning. These findings suggest multidimensional aspects to conceptions of learning for Chinese students that extend the notion of memorisation-understanding relations. Further inquiry in the areas of context, awareness, and types of memorisation would shed light on Chinese students' conceptions of learning. It is suggested that quantitative methodologies ideally suited to categorical data analysis with small samples could be used to supplement the results of qualitative phenomenographic methodologies on student conceptions of learning. |
Persistent Identifier | http://hdl.handle.net/10722/43525 |
ISSN | 2023 Impact Factor: 3.6 2023 SCImago Journal Rankings: 1.333 |
References |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Sachs, J | en_HK |
dc.contributor.author | Chan, C | en_HK |
dc.date.accessioned | 2007-03-23T04:47:59Z | - |
dc.date.available | 2007-03-23T04:47:59Z | - |
dc.date.issued | 2003 | en_HK |
dc.identifier.citation | Educational Psychology, 2003, v. 23 n. 2, p. 181-193 | en_HK |
dc.identifier.issn | 0144-3410 | en_HK |
dc.identifier.uri | http://hdl.handle.net/10722/43525 | - |
dc.description.abstract | In this study, a descriptive quantitative methodology for categorical data analysis that works well with small samples was used to investigate whether Chinese students' conceptions of learning included memorisation as an integral part of understanding, as suggested by phenomenographic studies. Twenty-five Chinese students attending the B.Ed. programme at the University of Hong Kong were asked to rank order six conceptions of learning. Results revealed an interesting multidimensional structure, suggesting that memorising was seen as clearly distinct from knowledge and understanding. Contrasting conceptions of learning (such as memorisation vs changing as a person) were identified, similar to the previous distinction made between conceptions lacking, or being concerned with, constitutive meaning. These findings suggest multidimensional aspects to conceptions of learning for Chinese students that extend the notion of memorisation-understanding relations. Further inquiry in the areas of context, awareness, and types of memorisation would shed light on Chinese students' conceptions of learning. It is suggested that quantitative methodologies ideally suited to categorical data analysis with small samples could be used to supplement the results of qualitative phenomenographic methodologies on student conceptions of learning. | en_HK |
dc.format.extent | 130838 bytes | - |
dc.format.extent | 25088 bytes | - |
dc.format.mimetype | application/pdf | - |
dc.format.mimetype | application/msword | - |
dc.language | eng | en_HK |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.asp | en_HK |
dc.relation.ispartof | Educational Psychology | en_HK |
dc.title | Dual Scaling Analysis of Chinese Students' Conceptions of Learning | en_HK |
dc.type | Article | en_HK |
dc.identifier.email | Chan, C: ckkchan@hku.hk | en_HK |
dc.identifier.authority | Chan, C=rp00891 | en_HK |
dc.description.nature | link_to_subscribed_fulltext | en_HK |
dc.identifier.doi | 10.1080/01443410303231 | en_HK |
dc.identifier.scopus | eid_2-s2.0-0344629434 | en_HK |
dc.identifier.hkuros | 78144 | - |
dc.relation.references | http://www.scopus.com/mlt/select.url?eid=2-s2.0-0344629434&selection=ref&src=s&origin=recordpage | en_HK |
dc.identifier.volume | 23 | en_HK |
dc.identifier.issue | 2 | en_HK |
dc.identifier.spage | 181 | en_HK |
dc.identifier.epage | 193 | en_HK |
dc.publisher.place | United Kingdom | en_HK |
dc.identifier.scopusauthorid | Sachs, J=7101926178 | en_HK |
dc.identifier.scopusauthorid | Chan, C=27170802100 | en_HK |
dc.identifier.issnl | 0144-3410 | - |