Cram School Students' Conceptions of Learning and Learning Science in Taiwan

Autor/inn/en	Tsai, Chin-Chung; Kuo, Pi-Chu
Titel	Cram School Students' Conceptions of Learning and Learning Science in Taiwan
Quelle	In: International Journal of Science Education, 30 (2008) 3, S.351-373 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Student Attitudes; Foreign Countries; Epistemology; Teaching Methods; Junior High School Students; Study Habits; Student Motivation; Scores; Knowledge Level; Concept Formation; Asian Culture; Cultural Influences; Context Effect; Educational Environment; Taiwan + Suchen Sie Ihr Suchwort? Schülerverhalten; Ausland; Erkenntnistheorie; Teaching method; Lehrmethode; Unterrichtsmethode; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Study behavior; Study behaviour; Studienverhalten; Schulische Motivation; Wissensbasis; Concept learning; Begriffsbildung; Cultural influence; Kultureinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	The cram school in Taiwan offers additional after-school instruction to enhance students' academic performance, and it provides a unique educational context to investigate students' perspectives toward learning. The purpose of this study was to explore 45 cram school students' (around 14 years old) conceptions of learning and learning science. The research data were gathered from interviews with each of the students, and the interview responses were further analyzed by a phenomenographic method. It was found that most of these students conceptualized learning or learning science as memorizing school knowledge, preparing for tests, or practicing tutorial problems and processing calculations. This study also revealed that about 76% of the students expressed coherent views between conceptions of learning in general, and those of learning science in particular. Further analyses of student interview responses suggested that the students held a quantitative view of learning (science) and they tended to atomize school knowledge while learning (science). Their motivation for learning was mainly driven by external factors, such as examination scores, and they probably employed a surface approach to learning. Moreover, their conceptions of learning or learning science might imply a dualist epistemology for the nature of knowing and knowledge. This study also showed some evidence that the special educational context of cram schools might guide students develop certain conceptions of learning, thus leading to particular study and motivational approaches. (Contains 4 tables and 1 figure.) (Author).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10