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Article: Dual Scaling Analysis of Chinese Students' Conceptions of Learning

TitleDual Scaling Analysis of Chinese Students' Conceptions of Learning
Authors
KeywordsEducation
Issue Date2003
PublisherRoutledge. 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?
AbstractIn 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 Identifierhttp://hdl.handle.net/10722/43525
ISSN
2015 Impact Factor: 1.157
2015 SCImago Journal Rankings: 0.750
References

 

DC FieldValueLanguage
dc.contributor.authorSachs, Jen_HK
dc.contributor.authorChan, Cen_HK
dc.date.accessioned2007-03-23T04:47:59Z-
dc.date.available2007-03-23T04:47:59Z-
dc.date.issued2003en_HK
dc.identifier.citationEducational Psychology, 2003, v. 23 n. 2, p. 181-193en_HK
dc.identifier.issn0144-3410en_HK
dc.identifier.urihttp://hdl.handle.net/10722/43525-
dc.description.abstractIn 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.extent130838 bytes-
dc.format.extent25088 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01443410.aspen_HK
dc.relation.ispartofEducational Psychologyen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEducationen_HK
dc.titleDual Scaling Analysis of Chinese Students' Conceptions of Learningen_HK
dc.typeArticleen_HK
dc.identifier.emailChan, C: ckkchan@hku.hken_HK
dc.identifier.authorityChan, C=rp00891en_HK
dc.description.naturepublished_or_final_versionen_HK
dc.identifier.doi10.1080/01443410303231en_HK
dc.identifier.scopuseid_2-s2.0-0344629434en_HK
dc.identifier.hkuros78144-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0344629434&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume23en_HK
dc.identifier.issue2en_HK
dc.identifier.spage181en_HK
dc.identifier.epage193en_HK
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridSachs, J=7101926178en_HK
dc.identifier.scopusauthoridChan, C=27170802100en_HK

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