Approaches to learning by students in the biological sciences : implications for teaching
Watters, Dianne J. & Watters, James J. (2007) Approaches to learning by students in the biological sciences : implications for teaching. International Journal of Science Education, 29(1), pp. 19-43.
Administrators only | Request a copy from author
This study is an investigation of the epistemological beliefs and study habits of students undertaking first-year courses in Biological Chemistry and Biochemistry. In particular, we were interested in the relationship between students’ epistemological beliefs about learning and knowledge, approaches to learning, and achievement. The study adopted a mixed-methods approach in which quantitative and qualitative data have provided complementary insights into the beliefs and approaches adopted by these students. Our findings indicate that most students tend to adopt beliefs that knowledge and learning involves the accumulation of information and the capacity to reproduce on demand in examinations. Approaches to learning reflect these beliefs and are dominated by rote learning and preference for assessment by examination. Few students adopt strategies that emphasise the relationship of concepts to those already learnt or to applications relevant to biological science. Implications of this study for reform of university teaching practices as well as secondary practices are discussed.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Additional Information:||The author-version of this article will be available 18 months after publication. For more information, please refer to the journal’s website (see link) or contact the author. Author contact details: email@example.com|
|Keywords:||Education Research, Biomedical Education, Science Education, Biological science education, Biomedical Education, epistemological beliefs, student misconceptions, approach to learning, university teaching, student learning in biology, biochemical education, rote learning|
|Divisions:||Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2007 Taylor & Francis|
|Copyright Statement:||First published in International Journal of Science Education 29(1):pp. 19-43.|
|Deposited On:||19 Dec 2006 00:00|
|Last Modified:||25 Mar 2013 08:07|
Repository Staff Only: item control page