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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Published on: December 9, 2022

Students' conceptions of constructivist learning in different programme years and different learning environments.

Sofie M M Loyens1, Remy M J P Rikers, Henk G Schmidt

  • 1Department of Psychology, Erasmus University Rotterdam, Rotterdam, The Netherlands. loyens@fsw.eur.nl

The British Journal of Educational Psychology
|December 17, 2008
PubMed
Summary
This summary is machine-generated.

Student learning conceptions differ between first and second year students, particularly regarding knowledge construction and self-regulation. Educational environments significantly impact these constructivist learning conceptions.

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Area of Science:

  • Educational Psychology
  • Learning Sciences

Background:

  • Constructivist learning theories emphasize the importance of students' conceptions of learning.
  • Student conceptions can be influenced by their academic experience and educational environment.

Purpose of the Study:

  • To investigate how students' conceptions of constructivist learning differ based on academic experience (year of study).
  • To compare students' conceptions of constructivist learning between lecture-based and problem-based learning curricula.

Main Methods:

  • A cross-sectional study involving first, second, and third-year students in conventional and constructivist curricula.
  • A questionnaire measured conceptions of knowledge construction, cooperative learning, self-regulation, authentic problems, self-perceived inability, and motivation.
  • Two-way multivariate analysis of variance (MANOVA) was used for data analysis.

Main Results:

  • Significant differences in conceptions of knowledge construction, self-regulation, and authentic problems were found between first and second-year students.
  • No significant differences were observed between second and third-year students for these aspects.
  • Students in constructivist, problem-based learning curricula showed significantly different conceptions compared to those in conventional, lecture-based curricula across all measures.

Conclusions:

  • Initial differences in constructivist learning conceptions exist between novice and experienced higher education students.
  • These differences diminish with more extensive educational experience.
  • The learning environment, specifically curriculum type, plays a crucial role in shaping students' conceptions of constructivist learning.