Advanced search
Publication Cover
International Journal of Science Education Volume 25, 2003 - Issue 7
Submit an article Journal homepage
203
Views
16
CrossRef citations to date
0
Altmetric
Original Articles

Approaches to learning in a second year chemical engineering course

Jennifer M. Case Department of Chemical Engineering, University of Cape Town, South Africa
&
Richard F. Gunstone Faculty of Education, Monash University, Australia E-mail: [email protected]
Pages 801-819 | Published online: 26 Nov 2010

  • AUSUBEL , D. P. 1968 . Educational psychology: A cognitive view , New York : Holt, Rinehart and Winston .
  • BAIRD , J. and NORTHFIELD , J. R. 1992 . Learning from the PEEL experience , Melbourne : Monash University Printing Services .
  • BIGGS , J. 1978 . Individual and group differences in study processes . British Journal of Educational Psychology , 48 : 266 – 279 .
  • BIGGS , J. 1986 . “ Enhancing learning skills: the role of metacognition ” . In Student learning: research into practice , Edited by: Bowden , J. 131 – 148 . Melbourne : Centre for the Study of Higher Education, University of Melbourne .
  • BIGGS , J. 1987 . Study Process Questionnaire Manual , Melbourne : Australian Council for Educational Research .
  • BIGGS , J. 1993 . What do inventories of students' learning processes really measure? A theoretical review and clarification . British Journal of Educational Psychology , 63 : 3 – 19 .
  • BOCK , H. K. 1986 . “ Phenomenography: orthodoxy and innovation or innovation and orthodoxy? ” . In Student learning: research into practice , Edited by: Bowden , J. 95 – 114 . Melbourne : Centre for the Study of Higher Education, University of Melbourne .
  • BOOTH , S. 1992 . Learning to program: a phenomenographic perspective , Gothenburg : Acta Universitatis Gothoburgensis .
  • BRUNER , J. S. 1976 . “ Early social interaction and language acquisition ” . In Studies in Mother-Infant Interaction , Edited by: Schaffer , H. R. London : Academic Press .
  • CASE , J. M. 2000 . “ Students' perceptions of context: approaches to learning and metacognitive development in a second year chemical engineering course ” . Melbourne : Monash University . Unpublished PhD
  • CHIN , C. and BROWN , D. E. 2000 . Learning in science: a comparison of deep and surface approaches . Journal of Research in Science Teaching , 37 : 109 – 138 .
  • DAHLIN , B. and REGMI , M. P. 1997 . Conceptions of learning among Nepalese students . Higher Education , 33 : 471 – 493 .
  • DAHLIN , B. and WATKINS , D. 2000 . The role of repetition in the processes of memorizing and understanding: a comparison of the views of German and Chinese secondary school students in Hong Kong . British Journal of Educational Psychology , 70 : 65 – 84 .
  • ENTWISTLE , N. 1997 . Reconstituting approaches to learning: a response to Webb . Higher Education , 33 : 213 – 218 .
  • ENTWISTLE , N. , TAIT , H. and McCUNE , V. 1996 . ASSIST: approaches and study skills inventory for students , Edinburgh : Centre for Research on Learning and Instruction, University of Edinburgh .
  • ENTWISTLE , N. J. and RAMSDEN , P. 1983 . Understanding Student Learning , London : Croom Helm .
  • GEERTZ , C. 1973 . The Interpretation of Cultures: Selected Essays , New York : Basic Books .
  • KEMBER , D. 1996 . The intention to both memorize and understand: another approach to learning? . Higher Education , 31 : 341 – 354 .
  • KEMBER , D. 2000 . Misconceptions about the learning approaches, motivation and study practices of Asian students . Higher Education , 40 : 99 – 121 .
  • LINCOLN , Y. S. and GUBA , E. G. 1985 . Naturalistic Inquiry , Beverly Hills, CA : Sage .
  • MARTON , F. and BOOTH , S. 1997 . Learning and Awareness , Mahwoh, NJ : Lawrence Erlbaum .
  • MARTON , F. , DALL'ALBA , G. and TSE , L. K. 1996 . “ Memorizing and understanding: the keys to the paradox? ” . In The Chinese learner: cultural, psychological and contextual influences , Edited by: Watkins , D. and Biggs , J. B. 69 – 83 . Hong Kong : Comparative Education Research Centre .
  • MARTON , F. and SALJO , R. 1976a . On qualitative differences in learning I: outcome and process . British Journal of Educational Psychology , 46 : 4 – 11 .
  • MAROTON , F. and SALJO , R. 1976b . On qualitative differences in learning II: outcome as a function of the learner's conception of the task . British Journal of Educational Psychology , 46 : 115 – 127 .
  • MARTON , F. and SALJO , R. 1984 . “ Approaches to learning ” . In The experience of learning , Edited by: Marton , F. , Hounsell , D. and Entwistle , N. 36 – 55 . Edinburgh : Scottish Academic Press .
  • MEYER , J. H. F. 2000 . Variation in contrasting forms of 'memorizing' and associated variables . British Journal of Educational Psychology , 70 : 163 – 176 .
  • NAKLEH , M. B. 1993 . Are our students conceptual thinkers or algorithmic problem solvers? . Journal of Chemical Education , 70 (1) : 52 – 55 .
  • NIAZ , M. and ROBINSON , W. R. 1992 . From 'algorithmic mode' to 'conceptual gestalt' in understanding the behaviour of gases: an epistemological perspective . Research in Science and Technological Education , 10 : 53 – 64 .
  • NURRENBERN , S. C. and PICKERING , M. 1987 . Concept learning versus problem solving: is there a difference? . Journal of Chemical Education , 64 : 508 – 510 .
  • PICKERING , M. 1990 . Further studies on concept learning versus problem solving . Journal of Chemical Education , 67 : 254 – 255 .
  • RAMSDEN , P. 1988 . “ Context and strategy: situational influences of learning ” . In Learning strategies and learning styles , Edited by: Schmeck , R. R. 159 – 184 . New York : Plenum Press .
  • RICHARDSON , J. T. E. 1994 . Cultural specificity of approaches to studying in higher education: A literature survey . Higher Education , 27 : 449 – 468 .
  • STRAUSS , A. and CORBIN , J. 1990 . Basics of qualitative research: grounded theory procedures and techniques , Newbury Park, CA : Sage .
  • SVENSSON , L. 1977 . On qualitative differences in learning III: study skill and learning . British Journal of Educational Psychology , 47 : 233 – 243 .
  • VOLET , S. E. and CHALMERS , D. 1992 . Investigation of qualitative differences in university students' learning goals, based on an unfolding model of stage development . British Journal of Educational Psychology , 62 : 17 – 34 .
  • VYGOTSKY , L. S. 1962 . Thought and language , New York : Wiley .
  • WEBB , G. 1997 . Deconstructing deep and surface: towards a critique of phenomenography . Higher Education , 33 : 195 – 212 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Order Reprints Request Corporate Permissions

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

Request Academic Permissions

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.

Related research

People also read lists articles that other readers of this article have read.

Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.

Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.