On the dynamics of students' approaches to learning: The effects of the teaching/learning environment |
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| Institution: | 1. Department of General Psychology, University of Padova, Italy;2. Institute of Sport Science, University of Regensburg, Germany;1. Clermont Université, Université Blaise Pascal, Clermont-Ferrand, France;2. Laboratoire Interuniversitaire de Psychologie : personnalité, cognition et changement social, Université de Savoie Mont Blanc, France;1. Faculty of Psychology, Beijing Normal University, Beijing 100875, China;2. Beijing Key Laboratory of Applied Experimental Psychology, Beijing 100875, China;3. Urumqi No.1 Senior High School, Urumqi, Xinjiang 830002, China;4. School of Psychology, Central China Normal University, Wuhan, Hubei 430079, China;5. Central China Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality, Wuhan, Hubei 430079, China |
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| Abstract: | This study investigates the effects of the learning/teaching environment on students' approaches to learning (i.e. combination of intention and learning strategies) and compares a lecture based to a student-activating setting within the first year of elementary teacher education. Data collection (N = 790) was carried out using a pre-test/post-test method by means of the Approaches to Learning and Studying Inventory (ALSI). Though students' approaches were similar at the start of the course, a clear distinction was found after experiencing the lecture based and student-activating teaching/learning environments. However, the direction of change was opposite to the premise that student-activating instruction deepens student learning. Instead, the latter pushed students towards a Surface Approach to learning and students' Strategic Approaches suffered significant lowering. |
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