期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：4
页码：1175-1187
DOI：10.29333/ejmste/81867
出版社：Pamukkale Univ Dept Sci Education
摘要：Conceptions of learning determine students’ ways to learn, motivations and
expectations in schools. Conceptions have potential to understand and mold their
learning behaviors at schools. Certain types of conceptions of learning appear obvious
feature of students performing poorly in schools. Literature suggests that students’
conceptions of learning are affected by students’ social and cultural backgrounds.
Students in underdeveloped, minority and Asian social and cultures have quite
different conceptions than the students in developed countries. In Pakistani public
school, most students are from the lower socio-economic background. Available
literature reports drill, memorization, and external regulation of learning and lack of
adequate motivation to learn in students of these schools, which signpost undesired
conceptions of learning. The current study deals with the students studying in Pakistani
schools to determine and understand their conception of learning. A qualitative data
collection approach was used to collect the data from the respondents. An approach
of applied thematic analysis used reduced qualitative data into themes, sub-themes
and into sub-sub-themes. The thematic analysis corroborated Pakistani secondary
school science students’ intake of knowledge and cooperation conceptions of learning.
The findings were in line to various studies on Asian students. The high failing rate at
secondary school level in science education in Pakistani schools is congruent to
presence of intake of knowledge and cooperation conceptions of learning.
关键词：conceptions of learning; science students; intake of knowledge;
cooperation; thematic analysis
