DUARTE, António M.. Learning conceptions of Portuguese university students. []. , 18, 1, pp.147-163. ISSN 0874-2049.  https://doi.org/10.17575/rpsicol.v18i1.413.

This study aimed to characterise learning conceptions of Portuguese university students. A sample of students answered to an open question on meaning, process and learning context. Answers were subjected to content analysis. Results replicate most learning conceptions founded, in other contexts, by "phenomenographical" research (i.e. the distinction is between learning as memorisation and as comprehension). There was also the occurrence of a less represented conception, which defines learning as a conjugation of memory and comprehension. Furthermore, other variants of already detected learning conceptions emerged (i.e. "one learns by": exploratory practice; comprehension of the learning process; motivation) as well as what it seems a new conception (i.e. learning as knowledge comprehension and application)

: Aprendizagem académica; concepções de aprendizagem; fenomenografia.

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