Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of grade 8 students

The purpose of this study was to articulate in fine detail, the kinds of learning strategies associated with a deep approach to learning science. The interactions of two groups of Grade 8 students were taped while they were engaged in hands-on science activities during instruction in a chemistry unit. The students were also interviewed both before and after instruction to find out more about their understanding of the science concepts in this unit. The focus in this paper is on case studies of two students who showed a deep approach to learning. Analysis of transcipts produced several categories which were used to classify the different strategies used by the students. Examples illustrating the use of these strategies are provided. A model illustrating how a learner's use of strategies is translated into regulatory control of the learning process is proposed.