A longitudinal study of learning for a group of indigenous Australian university students: Dissonant conceptions and strategies |
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| Authors: | Gillian M Boulton-Lewis Ference Marton David C Lewis Lynn A Wilss |
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| Institution: | (1) Centre for Cognitive Processes in Learning, Queensland University of Technology, Kelvin Grove, Brisbane, 4059, Australia;(2) Department of Education and Educational Research, Göteborg University, P.O. Box 300, S-405 30 Göteborg;(3) Indigenous Health Program, University of Queensland, Edith Cavell Building, Royal Brisbane Hospital, 4029;(4) Centre for Cognitive Processes in Learning, Queensland University of Technology, Kelvin Grove, Brisbane, 4059, Australia |
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| Abstract: | Conceptions of learning andstrategies used by 15 indigenous students inthree Australian universities were studiedlongitudinally over three years. Their academicachievements were good, but at a high cost interms of time and effort. In spite of the factthat almost half of the students expressedhigher-order (qualitative) conceptions oflearning in the first year and more in thesecond and third years, all of the studentsreported using highly repetitive strategies tolearn. That is, they did not vary their way oflearning, reading or writing in the beginningof their studies and less than half of them didso at the end of the three years. It is arguedthat encountering variation in ways of learningis a prerequisite for the development ofpowerful ways of learning and studying. |
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| Keywords: | conceptions of learning dissonance higher education phenomenography longitudinal strategies used to learn |
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