Conceptions of learning in Brazilian university students

Abstract

This article reports partial results of a study that sought to characterize the conceptions of learning of Brazilian university students, in the framework of the phenomenographic perspective. Among other dimensions, a group of students was interviewed about the meaning, the process and the context of learning. The responses were subjected to a content analysis. This analysis has demonstrated a replication of most conceptions of learning described by phenomenographic research (i.e. the distinction between learning as memorizing and as understanding) as well as the emergence of apparently new conceptions (i.e. learning as development of notions about the topics while learning by Heart and applying acquired knowledge; learning through the mistakes; without exerting any effort or intention; instinctively or innately; collaborating; experiencing; feeling, playing and observing). Some of these concepts are interpreted in light of the participants' cultural referents.

Learning; College students; Phenomenography