caa a22 4500 475789008 CHVBK 20180406123706.0 cr unu---uuuuu 170329e20000301xx s 000 0 eng 10.1007/BF03173167 doi (NATIONALLICENCE)springer-10.1007/BF03173167 Students' experiences of studying physics concepts: The effects of disintegrated perceptions and approaches [Elektronische Daten] [Michael Prosser, Keith Trigwell, Elizabeth Hazel, Fiona Waterhouse] Recent research on student learning has revealed that a number of students in any learning context are unable to distinguish between contrasting contextualised approaches to learning. In other words, the relationship between their perceptions of the learning context and their approaches to learning disintegrates and becomes incoherent. These students are observed to be among the lower academic achievers in their group. This paper reports on the results of a study which shows that physics students' prior understandings of key concepts are systematically related to the way they approach their studies, their perceptions of the learning context and the quality of the outcomes of their studies. As with previous studies, one group reported disintegrated learning experiences. As a group they were found to have the poorest pre-conceptual knowledge, to have the poorest postconceptual knowledge, and to be the lowest achievers. These results are consistent with the earlier studies, but extend them by showing that disintegrated perceptions and approaches are related to students' understanding before and after the subject as determined using qualitative indicators of understanding as well as assessment results. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Disintegrated perceptions nationallicence Science education nationallicence Student learning nationallicence Prosser Michael Academic Development Unit, La Trobe University, 3083, Bundoora, Vic, Australia aut Trigwell Keith Centre for Learning and Teaching, University of Technology, Sydney, P.O. Box 123, 2007, Broadway, NSW, Australia aut Hazel Elizabeth Centre for Learning and Teaching, University of Technology, Sydney, P.O. Box 123, 2007, Broadway, NSW, Australia aut Waterhouse Fiona Academic Development Unit, La Trobe University, 3083, Bundoora, Vic, Australia aut European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 61-74 0256-2928 15:1<61 2000 15 10212 https://doi.org/10.1007/BF03173167 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173167 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Prosser Michael Academic Development Unit, La Trobe University, 3083, Bundoora, Vic, Australia aut NATIONALLICENCE 700 1- Trigwell Keith Centre for Learning and Teaching, University of Technology, Sydney, P.O. Box 123, 2007, Broadway, NSW, Australia aut NATIONALLICENCE 700 1- Hazel Elizabeth Centre for Learning and Teaching, University of Technology, Sydney, P.O. Box 123, 2007, Broadway, NSW, Australia aut NATIONALLICENCE 700 1- Waterhouse Fiona Academic Development Unit, La Trobe University, 3083, Bundoora, Vic, Australia aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/1(2000-03-01), 61-74 0256-2928 15:1<61 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer