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ERIC Number: EJ866501
Record Type: Journal
Publication Date: 2009-Sep
Pages: 29
Abstractor: As Provided
Reference Count: 104
ISBN: N/A
ISSN: ISSN-0950-0693
Reliance to Independence: Approaches to Learning in Peer-Led Undergraduate Science, Technology, Engineering, and Mathematics Workshops
Micari, Marina; Light, Gregory
International Journal of Science Education, v31 n13 p1713-1741 Sep 2009
The phenomenographic "approach to learning" literature holds that students' approaches to learning can change depending on the learning context. This implies that, by modifying the learning context, teachers can change the way students approach learning, and this can ultimately lead to a change in learning outcomes. The study presented here examines one effort to modify a science, technology, engineering, and mathematics (STEM) learning context and the approaches to learning taken by students experiencing this environment. Using a qualitative, phenomenographic approach, we interviewed 45 students in a STEM peer-led workshop programme at a large US research university. Similar to previous approach-to-learning research, the study identified three approaches students took to learning in the peer-led programme, in which they focused on simply making it through the course, engaging more meaningfully with the material, and gaining better control over their own learning. (Contains 2 tables.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States